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The perpetuation of whiteness in teacher education continues to impede the successful diversification of the teaching workforce in the US. Addressing calls for scholarship that transforms teacher education to adequately prepare minoritized teachers, this study focuses on the developmental needs of Black women preservice teachers (BWPSTs). Taking on a qualitative approach using social design research methodology, this article connects intersectionality and hauntology. Three focal participants: Caresha, Taylor, and Sade, are highlighted to illustrate the complexities of Black women’s experiences reflecting on their transition from Black girlhood to teacher education and how they conceptualize their teaching commitments. This study reveals the significance of providing spaces for BWPSTs to anatomize their experiences while identifying and processing their ghosts and hauntings. This approach prioritizes their critical development and empowers BWPSTs to re-imagine education for themselves and their future students.
Harmon et al. (Tue,) studied this question.