Voices of Aspiring Teachers of Color: Unraveling the Double Bind in Teacher Education

Abstract

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.

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