Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair: Professor of Educational Leadership, Professor of doctoral studies, and Coordinator of the doctoral program in the Department of Secondary Education and Educational Leadership at Stephen F. Austin State University.

• PrefaceChapter 1: Teaching at the Intersection of Race and PovertyPatrick M. Jenlink Chapter 2: Appropriation or Culturally Relevant Education? The Place of Black Student Culture in School CurriculumKelly Wallace and J. Amos HatchChapter 3: Improving Public Education by Creating Sanctuary in Schools: A Response to Stress and Trauma in Children and Adolescents Growing Up in PovertyEileen Santiago, JoAnne Ferrara,Sarah M. Yanosy and Kerron NormanChapter 4: On Slavery and the Racialization of Teaching PracticesJon N. Hale Section Break: Dialogues on Teacher EducationChapter 6: Meeting the Challenge of Race and Poverty in Our Schools: The Role of Teacher EducationPatrick M. JenlinkChapter 7: What Do I Need to Know to Become a Teacher in Today’s Schools?Laveria F. HutchisonChapter 8: HIGH EXPECTATIONS, CONTENT, AND SUPPORTCarrie RobinsonChapter 9: Teacher Educator Responsibilities for Preparing Teachers to Center RaceAdam Julian AlvarezChapter 10: Real Talk About Race and PovertyDanné E. DavisChapter 11: Adopting A Complex, Decentered Perspective of Teaching Marginalized StudentsKathryn StromChapter 12: Toward a Critical Race Theory for Teacher EducationDaniel G. SolorzanoChapter 13: Reimagining Three Responsibilities of Teacher Education/Preparation: Structural Racism, Poverty, and Implicit BiasSherick Hughes and Ronda Taylor Bullock

Thoughtful and relevant, Teacher Preparation at the Intersection of Race and Poverty in Today’s Schools cuts to the historical challenges that continue plague education and educators. Preparing teachers to face racial and socioeconomic challenges before them is a critical task of all educator preparation programs. This text invites readers to join in an empowering dialogue on what this task means for teacher candidates and teacher educators in American society and globally.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair: Professor of Educational Leadership, Professor of doctoral studies, and Coordinator of the doctoral program in the Department of Secondary Education and Educational Leadership at Stephen F. Austin State University.

• PrefaceChapter 1: Teaching at the Intersection of Race and PovertyPatrick M. Jenlink Chapter 2: Appropriation or Culturally Relevant Education? The Place of Black Student Culture in School CurriculumKelly Wallace and J. Amos HatchChapter 3: Improving Public Education by Creating Sanctuary in Schools: A Response to Stress and Trauma in Children and Adolescents Growing Up in PovertyEileen Santiago, JoAnne Ferrara,Sarah M. Yanosy and Kerron NormanChapter 4: On Slavery and the Racialization of Teaching PracticesJon N. Hale Section Break: Dialogues on Teacher EducationChapter 6: Meeting the Challenge of Race and Poverty in Our Schools: The Role of Teacher EducationPatrick M. JenlinkChapter 7: What Do I Need to Know to Become a Teacher in Today’s Schools?Laveria F. HutchisonChapter 8: HIGH EXPECTATIONS, CONTENT, AND SUPPORTCarrie RobinsonChapter 9: Teacher Educator Responsibilities for Preparing Teachers to Center RaceAdam Julian AlvarezChapter 10: Real Talk About Race and PovertyDanné E. DavisChapter 11: Adopting A Complex, Decentered Perspective of Teaching Marginalized StudentsKathryn StromChapter 12: Toward a Critical Race Theory for Teacher EducationDaniel G. SolorzanoChapter 13: Reimagining Three Responsibilities of Teacher Education/Preparation: Structural Racism, Poverty, and Implicit BiasSherick Hughes and Ronda Taylor Bullock

Thoughtful and relevant, Teacher Preparation at the Intersection of Race and Poverty in Today’s Schools cuts to the historical challenges that continue plague education and educators. Preparing teachers to face racial and socioeconomic challenges before them is a critical task of all educator preparation programs. This text invites readers to join in an empowering dialogue on what this task means for teacher candidates and teacher educators in American society and globally.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair: Professor of Educational Leadership, Professor of doctoral studies, and Coordinator of the doctoral program in the Department of Secondary Education and Educational Leadership at Stephen F. Austin State University.

• PrefaceChapter 1: Teaching at the Intersection of Race and PovertyPatrick M. Jenlink Chapter 2: Appropriation or Culturally Relevant Education? The Place of Black Student Culture in School CurriculumKelly Wallace and J. Amos HatchChapter 3: Improving Public Education by Creating Sanctuary in Schools: A Response to Stress and Trauma in Children and Adolescents Growing Up in PovertyEileen Santiago, JoAnne Ferrara,Sarah M. Yanosy and Kerron NormanChapter 4: On Slavery and the Racialization of Teaching PracticesJon N. Hale Section Break: Dialogues on Teacher EducationChapter 6: Meeting the Challenge of Race and Poverty in Our Schools: The Role of Teacher EducationPatrick M. JenlinkChapter 7: What Do I Need to Know to Become a Teacher in Today’s Schools?Laveria F. HutchisonChapter 8: HIGH EXPECTATIONS, CONTENT, AND SUPPORTCarrie RobinsonChapter 9: Teacher Educator Responsibilities for Preparing Teachers to Center RaceAdam Julian AlvarezChapter 10: Real Talk About Race and PovertyDanné E. DavisChapter 11: Adopting A Complex, Decentered Perspective of Teaching Marginalized StudentsKathryn StromChapter 12: Toward a Critical Race Theory for Teacher EducationDaniel G. SolorzanoChapter 13: Reimagining Three Responsibilities of Teacher Education/Preparation: Structural Racism, Poverty, and Implicit BiasSherick Hughes and Ronda Taylor Bullock

Thoughtful and relevant, Teacher Preparation at the Intersection of Race and Poverty in Today’s Schools cuts to the historical challenges that continue plague education and educators. Preparing teachers to face racial and socioeconomic challenges before them is a critical task of all educator preparation programs. This text invites readers to join in an empowering dialogue on what this task means for teacher candidates and teacher educators in American society and globally.