The current demographic gap that exists between a predominantly white and female teacher force and an increasing diverse K-12 student population has prompted a focus on the recruitment and retainment of teachers of color. These recruitment and retainment efforts at times come at “the expense of preparation” (Gist, 2014, p. 266). Further, education scholars have critiqued teacher education due to the exclusion of the voices and experiences of pre-service teachers of color (Sleeter & Thao, 2007; Takimoto Amos, 2016). With the goal of improving the preparation of pre-service teachers of color, this article offers a concrete pedagogical strategy to build on the cultural and linguistic resources of pre-service teachers of color. In addition, the authors discuss how pre-service teachers of color enrolled in Diversity in Education course responded to the TED Talk Danger of a Single Story (Adiche, 2009). In response to the prompt “What do you wish people really knew about your identity”, three themes were illuminated: 1 – Resisting Essentializing, and Racializing Discourses, 2 – Hybrid Identities, 3 – Solidarity, and Community Building. The authors discuss how constructivist learning and culturally responsive pedagogies should be utilized to build equitable teacher education programs for all pre-service teachers. Additionally, best practices, recommendations, and strategies are included for the use of the online discussion boards as productive sites for critical thought.

In Spring 2020, the COVID-19 pandemic forced university instructors across the United States to confront the daunting task of quickly changing their courses from face-to-face to remote instruction. Nationally, universities relied on virtual platforms as they adjusted educational spaces in response to the pandemic. While there have been many anecdotes of how individual faculty responded to this transition, social scientists have yet to study systematically how instructors handled this transition. This article presents and analyzes data from semi-structured interviews with non-tenure-track social science faculty to understand how they handled the change to remote teaching after the onset of the COVID-19 pandemic. It analyzes these interviews by drawing on intersecting perspectives from the anthropology of disaster, anthropology of education, and digital anthropology. We argue the transition to online teaching presented new challenges and opportunities to instructors as people coping with novel health concerns, family obligations, and space-time changes. Simultaneously, this change created pedagogical issues related to continuity of instruction, classroom presence, and emotional labor. We conclude with recommendations and directions for future research.

In the final days of the Mongol conquest of the Jin, the Song Empire chose to ally itself with the Mongols and together besieged the last strongholds of Jin resistance. In the years following the destruction of the Jin, Song-Mongol relations deteriorated into open hostility and a prolonged campaign of conquest. This paper investigates the initial Song perception and representation of the Mongols in the years prior to and immediately after the fall of the Jin. By analyzing topical and thematic elements of two key texts of the period, Mengda beilu (1221) and Heida shilüe (1237) certain hallmarks of Mongol image become apparent. Additionally, the historical context of the texts provides possible motives behind the formation and modification of Mongol image within the Song. The results of this study show that the Mongols may have been initially perceived in a positive light, and that this positive Mongol image served varying functions within Song society.