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Sharing teacher authority with students is a common pillar of these progressive pedagogies. This paper takes up the issue of authority in establishing credibility in knowledge claims by examining the dynamics of class discussions over race relations. Using pedagogy of positionality (Maher & Tetreault, 2001), the study pays attention to how authority is exercised and challenged in negotiating differences among participants. The primary data for this study draws from in-depth interviews with seven college professors who teach Racial and Ethnic Relations in a predominantly white institution. The findings of this study suggest that knowledge claims and meaning-making is mediated by relationships among members. That is, authority comes not from professors' personal (racial) experience, nor from professors' disciplinary (professional) expertise, but from a mutual construction based on trust, compassion, and empathy between the teacher and students. In order to establish a truly inclusive classroom in race discussions, it is crucially important for professors to care about multiple positionings that students occupy, beyond the student-self and racial self.

This paper discusses the nature and characteristics of doctoral dissertation learning and the role of mentor in the dissertation stage. Doctoral level education requires a considerable degree of learner's independent thinking. While independence has been discussed as a personal trait or in relation to the socialization of doctoral education, independence has rarely been discussed as a higher level of cognitive development necessary to create new knowledge. When students transition from a consumer of knowledge to a creator/owner of knowledge, they are required to adopt a new epistemology, i.e., a new way of knowing. How do doctoral advisors/mentors successfully open students to a new way of knowing? This paper addresses the pedagogical foundations of doctoral advising. Drawing on theories of student-centered pedagogy and self-directed learning, this paper attempts to conceptualize the doctoral supervisor's role in the case of doctoral supervision.

This paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher's racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher's body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of "pedagogy of fear" (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of 'safety' in race dialogue. "Race, Ethnicity and Education," 13(2), 139-157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students' fear and create a space of teaching vulnerably.

Equity initiatives and critical race theory (CRT) have recently emerged as an urgent agenda for K-12 schools. Jung-ah Choi argues that CRT is a useful framework but that teaching CRT principles to young children may have deleterious effects. In particular, it could undermine two bedrock notions: educational equality and meritocracy. It is not children but adults (specifically, educators) who need to focus on how racism has shaped school policies, curricula, instructional methods, and day-to-day interactions.

Critical educators, particularly Critical Race pedagogues, critique colorblind ideology as tantamount to racism because it serves to maintain racial inequality. King (1991), for example, refers to colorblindness as "dysconscious racism" since colorblind ideology sustains and justifies the culture of power. As an attempt to unpack the colorblind model that so many pre-service teachers endorse, the author made the most of her own teaching experience as a teacher educator, reflecting analytically on classroom discussions and student reactions. What she found most vexing was that colorblind ideology seemed so well-intentioned that it was hard to fight against. Apparently, she was not alone: in scholarly journals, she located the stories of a number of teacher educators who struggled to problematize liberal discourse in their classrooms. Also, she collected first-hand interview data by talking with teacher educators (her colleagues) who have taught multicultural issues. These interviews were conducted in a dialogue format rather than as structured, formal interviews, and these dialogues occurred as the interviewed instructors and she casually talked about their dilemmas and quandaries. This study thus incorporates the spirit of the self-study method in the sense that it emerged from her own quandary and that her goal was to improve teacher education practices, including her own. The self-study has gained increasing legitimacy and popularity during the last ten years as a methodological stance in teacher education. From her interviews and scholarly articles, the author gleaned a multitude of information about the colorblind rhetoric that propels pre-service teachers' beliefs on education and race. In this paper, the author identifies and details the ideological constructs of colorblind rhetoric. These constructs are: the apprenticeship model, the nationalistic/assimilationist stance, the deficit perspective, meritocratic belief, and the neoliberal/postmodernist framework.

Among educational researchers and practitioners, parent involvement tends to be described as a wholly positive experience, benefitting parents, teachers, and children alike. However, the author--a university professor originally from South Korea--explains that her early interactions with her son's teachers have been one-sided and fraught with misunderstandings. As she explains, issues of race, culture, and trust have made her reluctant to be an involved parent.

This study examined the applicability of the theory of planned behavior to understand factors that influence whether young South Koreans help peers with depression to seek professional counseling services. The structural equation modeling on the survey data collected from 191 South Korean students suggests that subjective norms and behavioral control could be salient factors for young South Koreans to take initiative and assist their peers in need of counseling services.