Background/Context: Teacher education students in the U.S., regardless of their personal beliefs, knowledge, and levels of awareness, are racially positioned to participate in an education system and society embedded in colorblind ideology. More research is needed that describes the ways in which colorblind ideology informs how teacher education students understand and talk about race, racism, and education. This study addresses this knowledge gap by focusing on the dispositional and discursive narratives of individual teacher education students and their relationship to larger ideological, institutional, and structural contexts. Purpose: The purpose of this study is to examine how teacher education students understand and talk about race, racism, and education in the context of colorblind ideology. This study narrows the research lens to focus deeply on the vantage points of teacher education students, their life histories and experiences, and how they think and talk about race, racism, and education, both generally and within their teacher education program. Research Design: Using critical race theory as a conceptual framework and grounded theory as a methodology, I developed an interview series with six teacher education students. Findings: Analysis of the interviews revealed five integrated themes about colorblind ideology, and the race talk of teacher education students: (1) racial socialization; (2) feeling and dealing with race talk; (3) abstract liberalism; (4) the pitfalls of good intentions; and (5) institutional challenges. Conclusions/Recommendations: This study pushes the field to (1) consider a more comprehensive understanding of colorblind ideology; and (2) develop more empirical work on the relationship between colorblind ideology, race talk, and teacher education. The study recommends that teacher education professors and programs should cultivate color-conscious spaces, and provide and encourage ongoing, sustainable professional development opportunities on issues of race and racism for faculty, staff, and students.

In this chapter, the authors consider the possibilities and challenges of asynchronous multicultural teacher education through the lens of relational pedagogy. By multicultural education courses, the authors refer to courses that address issues related to diversity, equity, inclusion, and justice. The authors present a case narrative about David, a teacher educator who teaches a course titled Teaching for Justice, Equity, and Inclusion both face-to-face and asynchronously. Next, an overview of the research literature on multicultural education, inclusive learning environments, online education, asynchronous education, and asynchronous multicultural education is provided. The following sections provide an outline of the tenets of relational pedagogy as conceptualized by Hinsdale and use each tenet to analyze David's case. Recommendations for how David might address the challenges he faces across course modalities are provided. Finally, the chapter concludes with implications, further considerations, and discussion questions.

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This chapter is a culmination of conversations between two ParentScholars. One, an academic mother; the other, an academic father. Both share their journey from PK12 classrooms into higher education. Their lived experiences have shaped their identities and continue to transform who they are as parents and as scholars. The ParentScholars in this chapter examine not only their roles as parents and scholars, but also the ways in which gender and other social identities impact their lives. Major themes explored through their personal stories include expectations, communications, teaching, and decision-making. The authors name ParentScholar in an effort to better define and understand the complexities of what it means to be a parent and a scholar.