Anti-immigrant vitriol is growing, even disturbing our educational spaces. Teachers are also affected by the negative discourses around them and need to develop knowledge that shapes their attitudes and actions regarding immigrant youth. This article details a professional development with high school teachers that used reader response to develop critical consciousness, the ability to name, and then act on tensions and unjust practices. Specifically, the purpose was to develop knowledge that might affect teachers’ attitudes and actions toward (im)migrant students in their classrooms and schools. The teacher educators engaged in a semester-long reader response initiative that consisted of reading and responding to a series of both informational and narrative texts about the (im)migrant and refugee experience. The high school teachers illustrated various levels of growth from gaining knowledge to engaging in action to better serve students at their schools, suggesting this reader-response model may be used to develop aspects of critical consciousness about other social justice issues in our society that affect teachers and the manner in which they engage with diverse students.

反移民的尖酸刻薄越来越多，甚至扰乱了我们的教育空间。教师也受到周围负面话语的影响，需要发展知识来塑造他们对移民青年的态度和行动。本文详细介绍了高中教师的专业发展，他们利用读者的反应来培养批判意识、命名能力，然后对紧张和不公正的做法采取行动。具体而言，目的是发展可能影响教师在课堂和学校对（移民）学生的态度和行为的知识。教师教育工作者参与了一个为期一个学期的读者响应计划，包括阅读和响应一系列关于（移民）和难民经历的信息性和叙述性文本。