![]() I feel pushed and inspired as I have the privilege to walk with my colleagues fighting for justice in their teaching, research, and everyday lives. I have hope as colleagues with whom I work are publishing new ways to consider teacher education that brings forth indigenous epistemologies and voices. This generation is aware of the global challenges such as climate change, political tensions, injustice, and poverty, facing them as they begin their journeys as teachers and yet they enthusiastically engage in this underpaid, overworked vocation. Their engagement and excitement to read and think about this history, though admittedly difficult, gives me hope. This is one of my attempts to address settler colonialism in my teaching. ![]() As I write this, my predominately White teacher candidates are engaging in Roxanne Dunbar-Ortiz’s book, An Indigenous People’s History of the United States for young people, and applying it to their future social studies practices. So, what do we do? How do we continue? I have hope. I would label these empathies as inauthentic. False empathy can be particularly problematic for our candidates and teachers who make assumptions that they think they know and understand the realities of their students, but in actuality they do not, leading to practices that are inauthentic and not supportive of their students. The critique of false empathy, which we spoke to in our original article, has been adeptly brought forward more clearly. A welcome shift has manifested with a more critical framing of the concepts of empathy. This construct, which involves perspective-taking and caring, has garnered research in peer-reviewed articles that have quadrupled in size over the last two decades. Within this research, empathy has persisted as a line of investigation. In response to this changing context over the decades, we teacher educators have continued to implement and research instructional approaches and strategies that will help our candidates, who still are predominately White women, be more effective with their students. Not only has mine changed, but so has the context of teaching. ![]() After being in the southwest for more than 20 years, my understanding of settler colonialism has increased and influenced my instructional and curricular approaches. I had framed much of my work through an intercultural and cross-cultural lens predominately while also engaging in anti-racist work. At the time of the writing of this article, I was a recently minted PhD who had learned a lot about racism, the south, and my own whiteness but had not become aware of the concept of settler colonialism. This context varies greatly from that of the article, a study of predominately Black teachers in a large southeastern city. My work as a teacher educator over the last 20 years has been to honor this past and its present by striving to address settler colonialism, racism, and oppression in my teaching. I currently live and work on Indigenous lands that have experienced settler colonialism for over a century. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALSĪcross 20 years, I have traveled geographically, philosophically, and pedagogically since the publication of the original article.
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