This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

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In The Report of the AERA Panel on Research and Teacher Education, Cochran-Smith and Zeichner's (2005) review of studies in the field of teacher education revealed that many studies lacked theoretical and conceptual grounding. The author argues that Derrick Bell's (1980) interest convergence, a principle of critical race theory, can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. In particular, the author outlines interest convergence as a tenet of critical race theory, conceptualizes some broad themes of "raced" interests in teacher education, applies the interest-convergence principle to teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices.

Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that every teacher education program should consider including in its curriculum? The author outlines important concepts that contribute to what he calls teachers’ conceptual repertoires of diversity. The concepts are: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions—their mindset, thinking, belief systems, attitudes, and overall understanding of the teaching and learning exchange—need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author is not suggesting that the five conceptual repertoires of diversity presented in this article are exhaustive; based on research, the list represents some areas that seem important for teachers’ building repertoires to teach culturally diverse students successfully. The author concludes with a call to action for teacher educators and teacher education.

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