Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin’s letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education’s epistemic violence, and issuing a call to action.

尽管教师教育研究人员长期以来一直声称他们致力于成功地培养教师来教育有色人种学生（在美国学校中越来越多），但在他们的尝试中，有色人种教师的声音尤其缺席。这种沉默往往会导致病态的描绘，将有色人种教师定位为问题，同时掩盖了教学和教师教育中普遍存在的、有问题的和有害的白人现象。在这种背景下，受詹姆斯鲍德温的信件和以讲真话为理论框架的启发，八名纽约市有色人种公立学校的终身教师和一名有色人种教师教育家对讲真话的练习进行了集体分析，重点是教师教育的从业者和机构可以和应该向有色人种教师学习什么，以开发一种解决压倒性的白人现象的解药教学和教师教育，这已被证明对有色人种学生不利。在此，我们提供了一个复合的反面故事——一封致白人教师教育工作者的信，事实上，任何种族认同的教师教育工作者都以任何方式与保护和维护白人保持一致——重新审视我们自己成为教师和成为教师的细微记忆，揭露教师教育的认知暴力，并发出行动呼吁。这已被证明对有色人种的学生造成了不成比例的不利影响。在此，我们提供了一个复合的反面故事——一封致白人教师教育工作者的信，事实上，任何种族认同的教师教育工作者都以任何方式与保护和维护白人保持一致——重新审视我们自己成为和成为教师的细微记忆，揭露教师教育的认知暴力，并发出行动呼吁。这已被证明对有色人种的学生造成了不成比例的不利影响。在此，我们提供了一个复合的反面故事——一封致白人教师教育工作者的信，事实上，任何种族认同的教师教育工作者都以任何方式与保护和维护白人保持一致——重新审视我们自己成为和成为教师的细微记忆，揭露教师教育的认知暴力，并发出行动呼吁。