Using phenomenographic case study, this article explores antiracist teacher education praxis through the perspectives of student-nominated faculty. I theorize four concrete practices that serve to move teacher education pedagogy closer to active antiracism: 1) model vulnerability; 2) shift agency; 3) build community; and 4) pose questions. These practices are further explicated and understood as existing at the root of humanization and criticality. I ultimately argue that teacher education must be a project in humanization in order to be truly antiracist, and that teacher preparation programs must be grounded in critical race theories. Implications for future research are also discussed.

本文使用现象学案例研究，通过学生提名教师的角度探讨了反种族主义教师的教育实践。我从理论上提出了四种具体的做法，这些做法有助于使教师教育教学法更接近主动的反种族主义。2）轮班代理；3）建立社区；和4）提出问题。这些实践被进一步阐明，并被理解为存在于人性化和关键性的根源。我最终认为，教师教育必须是人性化的一个项目，才能真正成为反种族主义者，而教师预备课程必须以严格的种族理论为基础。还讨论了对未来研究的意义。