Toward a Pedagogy of Discomfort: Attending to Institutional Change through Transgressive Conversations and a Desire for Action

Our paper explores a year-long process of personal and institutional introspection of racial equity and social justice within a midwestern public urban college of education. The paper's objective is to explore the complexity of racial literacy on the ground as teacher educators engage with each other, their students, and their school partners.  Our questions: 1). How did racial equity and social justice thinking, talk, and action reveal tensions and desires among faculty in this particular context? and 2). In what way has that context seeded the ground for changed practices and policies, and how have struggles persisted?