In this paper, we argue that to advance the vision of Brown v. Board of Education for equitable, integrated schools, teacher educators must reimagine their work and prioritize school/university/community partnerships within explicitly anti-racist frameworks to attract more teachers of Color, prepare all program candidates as educators for equity, and help partner schools become more equity-focused. We then discuss how we used lessons from the work of other teacher educators to inform and develop an Urban Social Justice Teacher Preparation Program, emphasizing key structural changes to strengthen and instantiate school/university/community partnerships and curricula built on an anti-racist framework.
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