Tyranny of the majority: re‐enfranchisement of African‐American teacher educators teaching for democracy

This article examines the tensions related to multicultural pre‐service teacher education for professors of color. Using two tenets of Critical Race Theory, counterstory and Whiteness as property, as their theoretical framework, the authors draw on personal and professional experiences working with pre‐service teachers in predominantly White institutions (PWI) as these relate to preparing them to teach in diverse settings and embracing notions of democratic education.