‘The call is coming from the house’: challenging imperial evasion in teacher education

U.S. schools, curricula, and teacher education programmes are shaped by imperial and colonial systems that uphold inequities but often go unaddressed. Drawing on qualitative interviews and analyses of undergraduate students' written work, we explore their reflections about a course on migration and education that addressed and challenged imperial evasion through anti-imperialist, decolonial, and critical dialogic frameworks. We highlight how students critically engaged with complex ideas, confronted imperial ideologies, and demonstrated commitments toward advocacy and accountability while also underscoring ongoing tensions and contradictions, including continued evasions. Ultimately, we call on educators to interrogate imperialist ideologies in their curricula and practices.