Uplifting Our Voices: Centering Black Women Pre-Service Teachers in Teacher Education Research

This paper highlights the methodological approaches used to examine the experiences of Black women preservice teachers (BWPSTs). Using Hauntological Excavation, this study higlights how the Black Feminist Listening Guide (BFLG) can be a useful methodological tool to amplify the voices of BWPSTs. By centering the lived experiences of Black women, the research aims to counter the dominant narratives in teacher education research that largely focus on the perspectives of white preservice teachers. This study prioritizes Black women as epistemological agents, challenging the tendency in teacher education to treat teachers of color as a homogenous group and often overlooking the specific impacts of anti-Black racism. The research underscores the limitations of traditional teacher education programs, which, while often emphasizing equity and justice, frequently fail to address the intersectional identities and developmental needs of Black women educators. By centering the voices of BWPSTs, this study calls for a shift in how teacher education views and supports Black women, advocating for an investment in their growth as educators. The findings highlight the importance of counterspaces like BWT, where BWPSTs can confront their own narratives, share transformative stories, and envision more inclusive futures for their students. These experiences are essential for the healing and authentic development of BWPSTs, preparing them to challenge the status quo and create change within U.S. educational systems. This study offers valuable insights into the role of race and gender in shaping the professional identities of Black women educators and calls for more inclusive and intersectional approaches to teacher education research.