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This article offers findings from a qualitative study of the development of novice, asset-oriented teacher educators in the U.S. who, over three years, engaged monthly in an informal learning space inspired by Freirean Culture Circles and Boalian Theatre of the Oppressed. The article outlines the dynamic knowledges, perspectives, and tools that emerged as central to participants’ understandings about facilitating asset-oriented learning among prospective and practicing teachers in school and university settings. The article then argues that learning arrangements designed to support the coconstruction of contextualized, embodied understandings of asset-oriented teacher education hold special promise for equipping teacher educators to transform teacher education from an enterprise that centers whiteness to one that advances equity and justice.
Stillman et al. (Wed,) studied this question.