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Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter stories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination .Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools. ReIntroducing the Black Imagination Embedded in the Black 1 imagination is an emotion of terror from experiencing and witnessing the realities of racism (Bell, 1987; hooks, 1995). An example of this is hooks (1995) description of a terrifying childhood event: not knowing if acts of white supremacy would transpire from the many door-to-door white salesmen who entered her Black home. Despite their obvious racial discomfort in being inside a Black home, she admits that "their presence terrified me" because she could not distinguish between the white men who sell products from the white men who "enact rituals of terror and torture" (p. 39). One way that this terror currently manifests is in witnessing the murder of Black people in America (e.g., Oscar Grant, Travyon Martin, James Byrd, and Chavis Carter). The result is the formation of a collective Black imagination that does not intend to essentialize Black identity, but rather recognizes that terror, like other feelings, intuitions, and behaviors, are rational responses to experiencing the terrorism in white supremacy.

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

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This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.