Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices

Abstract

In The Report of the AERA Panel on Research and Teacher Education, Cochran-Smith and Zeichner's (2005) review of studies in the field of teacher education revealed that many studies lacked theoretical and conceptual grounding. The author argues that Derrick Bell's (1980) interest convergence, a principle of critical race theory, can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. In particular, the author outlines interest convergence as a tenet of critical race theory, conceptualizes some broad themes of “raced” interests in teacher education, applies the interest-convergence principle to teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices.