Abstract
This essay seeks to engage the discussion about how to successfully conduct social justice and critical
pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a
crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic
assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to
extend the conversation to other considerations and issues that arise in the work to develop educators
committed to equity and justice.
This article is a response to:
Sensoy, Ö. and DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in
social justice education. Democracy & Education, 22(2), Article 1. Available online at:
http://democracyeducationjournal.org/home/vol22/iss2/1/