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“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
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DOI：10.1080/10665684.2025.2586188.png)
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Abstract
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Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate that all teacher educators engaged in different types of “positioning moves,” to varying degrees of success. We argue that multicultural teacher educators should engage in repositioning that allows both instructors and students to share power and authority in equity-oriented classroom contexts.
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