Learning through Crisis and Paradox in Justice-Oriented Teacher Education

In this article we explore some of the challenges, constraints, and what we refer to as glimmers of revelation that occurred during an experiential, community-based teacher education course that we designed and co-taught in spring 2015. Trying to take seriously Kumashiro's (2009) notions that justice-oriented teacher education happens "only when "we ourselves" are still struggling with questions about the "what else," "how else," and "where else" that are involved" in this kind of teaching [emphasis added] (p. xxv), we explore moments where we grappled with the paradox, partiality, uncertainty, and discomfort (Kumashiro, 2009) that often accompany our commitments as middle grades teacher educators attempting to enact anti-oppressive teaching practices.