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Four equity-minded teacher educators collaborate across distinct institutional and political conditions, including culturally sustaining states and restriction-focused jurisdictions. Participation as a support group helped them navigate dichotomous policy contexts and reaffirm commitments to politically conscious, anti-racist teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/divided-by-policy-united-by-resilience-using-transformative-pedagogy-to-impact-prospective-teachers-in-all-contexts-602276/602276/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/divided-by-policy-united-by-resilience-using-transformative-pedagogy-to-impact-prospective-teachers-in-all-contexts-602276/602276.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central purpose of the study?","Question",{"text":112,"@type":113},"To explore how critical communities of practice (CoP) impact the redesign and teaching of introduction to education courses using a transformative lens.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teacher educators’ different policy contexts affect the work?",{"text":117,"@type":113},"Two authors taught in states promoting culturally sustaining pedagogies, while two taught in states with laws restricting educators’ professional autonomy and limiting open discussions of race and racism.",{"name":119,"@type":110,"acceptedAnswer":120},"Why was participation in the critical CoP important?",{"text":121,"@type":113},"It functioned as a support group that helped the educators navigate dichotomous policy contexts and strengthen their commitment to politically conscious, anti-racist teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602276,1792191649,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 32 Number 62 October 8 , 2024 ISSN 1068-2341 |  |\n\nDivided by Policy, United by Resilience: Using Transformative Pedagogy to Impact Prospective Teachers in  \nAll Contexts  \nRuchi Bhatnagar  \nGeorgia State University  \nRachel A. M. Lloyd  \nAugsburg University  \nLaSonya L. Moore  \nUniversity of South Florida  \n&  \nJo Hoffman  \nBridgewater State University  \nCitation: Bhatnagar, R., Lloyd, R. A. M., Moore, L., & Hoffman, J. (2024). Divided by policy, united by resilience: Using transformative pedagogy to impact prospective teachers in all contexts.  \nEducation Policy Analysis Archives, 32(62). [https://doi.org/10.14507/epaa.32.8430](https://doi.org/10.14507/epaa.32.8430)  \n[Abstract:](Abstract: As American teacher educators and teachers are being roiled by restrictive legislation)[ As American teacher educators and teachers are being roiled by restrictive legislation](Abstract: As American teacher educators and teachers are being roiled by restrictive legislation)[ ](Abstract: As American teacher educators and teachers are being roiled by restrictive legislation)around critical race theory and divisive concepts in some states, our investigation explored the impact of critical communities of practice (CoP) on redesigning and teaching introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators, each representing unique institutional and political contexts. While two authors taught in states which promote culturally sustaining pedagogies, the other two  \nauthors taught in states that had passed laws restricting the professional autonomy of educatorsand honest discussions of race and racism. Participation in this critical CoP as a support group enabled us to better understand and navigate our dichotomous policy contexts and renewed our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in helping us recognize that transformative pedagogies and collaboration are effective tools that can provide much needed support to teacher educators across policy contexts, while we simultaneously strive to prepare teacher candidates who will teach in culturally sustaining ways.  \nKeywords: critical communities of practice; culturally sustaining teacher education; teacher education policy; divisive concepts legislation  \nDivididos por la política, unidos por la resiliencia: Uso de la pedagogía transformadora para impactar a los futuros docentes en todos los contextos  \nResumen: Mientras los docentes y los formadores de docentes estadounidenses se vensacudidos por una legislación restrictiva en torno a la teoría crítica de la raza y conceptos divisivos en algunos estados, nuestra investigación exploró el impacto de las comunidades de práctica (CdP) críticas en el rediseño y la enseñanza de cursos de introducción a la educacióncon una perspectiva transformadora. Este manuscrito detalla la colaboración de cuatro formadores de docentes con mentalidad de equidad, cada uno de los cuales representa contextos institucionales y políticos únicos. Mientras que dos autores enseñaron en estados que promueven pedagogías culturalmente sustentables, los otros dos autores enseñaron en estados que habían aprobado leyes que restringían la autonomía profesional de los educadores y las discusiones honestas sobre la raza y el racismo. La participación en esta comunidad de práctica crítica como grupo de apoyo nos permitió comprender y navegar mejor en nuestros contextos de políticas dicotómicos y renovó nuestro compromiso de enseñar a los futuros docentes a ser políticamente conscientes y empoderados para enseñar de manera antirracista. Nuestra comunidad de práctica fue fundamental para ayudarnos a reconocer que las pedagogías transformadoras","cbCaicokSmhATAVI","https://ap.wps.com/l/cbCaicokSmhATAVI","pdf",359715,21,"English","# Abstract\n## Research focus\n## Collaborative community of practice\n## Policy context and implications","[{\"question\":\"What is the central purpose of the study?\",\"answer\":\"To explore how critical communities of practice (CoP) impact the redesign and teaching of introduction to education courses using a transformative lens.\"},{\"question\":\"How did teacher educators’ different policy contexts affect the work?\",\"answer\":\"Two authors taught in states promoting culturally sustaining pedagogies, while two taught in states with laws restricting educators’ professional autonomy and limiting open discussions of race and racism.\"},{\"question\":\"Why was participation in the critical CoP important?\",\"answer\":\"It functioned as a support group that helped the educators navigate dichotomous policy contexts and strengthen their commitment to politically conscious, anti-racist teaching.\"}]","Divided by policy, united by resilience - Using transformative pedagogy to impact prospective teachers in all contexts | PDF",1792094385,53]