Teacher education programs are still grappling with the best ways of capturing preservice teachers’ dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified critical reflections as a way of capturing preservice teachers’ dispositional shifts over time, highlighting instances of CRP. This study sought captured preservice teacher’ critical reflections across two education courses at a midwestern university in the United States. Our findings revealed how preservice teachers took up tenets of CRP, but also revealed ways they resisted those same tenets. Looking across both courses, we found critical information for improving future practice.

What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? —Langston Hughes (1951)

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