Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.

Drawing from their educational testimonios, in this article the authors explore the notion of leadership via testimonio tenets. The authors share their positionalities as testimonialistas and delve into testimonio as methodology, epistemology, and pedagogy. The authors focus on what mujerista leadership looks like for them inside the classroom and in the community. A reconceptualization of leadership in higher education is discussed.

Increased social justice awareness in the United States and shifting demographics are giving birth to a more diverse and egalitarian generation. Improving relations across social categories has been a key topic in di-versity, equity, and inclusion work, but less emphasis has been placed on cross-racial allyship within mi-nority populations. While allyship in racial contexts is often perceived as a White versus non-White issue, this binary position erases the diversity that exists within communities of color. A dichotomous approach to allyship that positions White heterosexual males as the primary holders of privilege does not address the disparities that exist within and across minoritized communities. While Arabs and South Asians are minori-ties in the US on a macrolevel, they often hold privileged positions in Islamic centers and other Muslim spaces—even though Black Americans make up a larger percentage of the Muslim population. Additional-ly, there is an increasing number of Latino/a Muslims in the US, but they are often invisible in larger con-versations about Islam in America as well as in discourse among Muslim Americans. In this chapter, we explore the concept of allyship and how South Asian and Arab Muslims can support and advocate for Black and Latino/a Muslims in American Islamic centers. We also discuss Islamophobia in the US as well as the anti-Blackness and racism that exists within Muslim communities and provide suggestions on how Islamic centers can serve as spaces of allyship and cross-racial dialogue.