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ABSTRACT
This article recounts our efforts as three critical teacher educators to respond to the postelection aftermath at an Hispanic-serving institution by organizing a conference aimed at re(engaging) our students in the kinds of critical conversations we deem essential to the profession. By considering the ways in which neoliberal ideology has shaped our institutional context over the past two decades and framing this work within the literature of dissent, we consider the benefits and challenges of creating space for students to grapple with contentious issues reflective of the current political times and discuss the implications of these endeavors for the field of teacher education more broadly.
Notes
1 CAEP is the Council for the Accreditation of Educator Preparation. InTASC is the The Interstate Teacher Assessment and Support Consortium.