In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawing on a number of social science and humanities disciplines to inform practice and ongoing inquiry in practice. Third, the critical shortage of research on the interaction between individual and collective educator identities and teacher learning must be addressed. The authors conclude with a call to regroup the preparation of all educators, including special educators, to become more explicit and present in discourse about ability, race, gender, sexuality, and other identity markers. Both discourse and curricula need to represent and educate our nation’s students about the rich tapestry of diversity that manifests in multiple forms of knowledge, social, political, and intellectual capital. The teacher workforce needs to be prepared and supported to do this work.

本文由一位自认为白人的女教授和一位自认为黑人的男博士的学生共同撰写，作者提出了迫切的需要，即培训和留住愿意并能够为非主流种族学生提供平等机会的教师队伍，种族和语言背景。他们提出三个论点。首先，教育工作者工作的影响与学生和老师的身份以及学生和老师带到教室的文化知识，历史和经验紧密地交织在一起。第二，专业知识必须是跨学科的，要利用许多社会科学和人文学科来为实践提供信息和正在进行的探究。第三，必须解决关于个人和集体教育者身份与教师学习之间相互作用的研究的严重不足。作者最后呼吁重新组合所有教育者（包括特殊教育者）的准备，使其变得更加明确，并出现在有关能力，种族，性别，性取向和其他身份标记的论述中。话语和课程都需要代表和教育我们的国家学生有关丰富的多样性的挂毯，这种挂毯以知识，社会，政治和智力资本的多种形式体现。需要做好教师队伍的准备和支持，以完成这项工作。和其他身份标记。话语和课程都需要代表和教育我们的国家学生有关丰富的多样性的挂毯，这种挂毯以知识，社会，政治和智力资本的多种形式体现。需要做好教师队伍的准备和支持，以完成这项工作。和其他身份标记。话语和课程都需要代表和教育我们的国家学生有关丰富的多样性的挂毯，这种挂毯以知识，社会，政治和智力资本的多种形式体现。需要做好教师队伍的准备和支持，以完成这项工作。