Tyranny of the majority: re‐enfranchisement of African‐American teacher educators teaching for democracy

Abstract

This article examines the tensions related to multicultural pre‐service teacher education for professors of color. Using two tenets of Critical Race Theory, counterstory and Whiteness as property, as their theoretical framework, the authors draw on personal and professional experiences working with pre‐service teachers in predominantly White institutions (PWI) as these relate to preparing them to teach in diverse settings and embracing notions of democratic education.

Notes

1. It is important to note that, since the writing of this manuscript, NCATE has reinserted language that is supportive of GLBT issues.

2. We use this nomenclature to reflect Carnegie’s new classification system. Under the previous system, our current universities would be classified as RI/Research Extensive and our previous universities were RI‐Research Intensive.

3. The authors are both formerly K–12 educators; one graduated from a pre‐service teacher education program while the other participated in a national teacher corps.