Kumashiro describes three teacher images in teacher education programs across the United States, and explores the ways that the programs don’t allow us to challenge oppression within them.

When relating these programs to my own experiences of learning to become a teacher, Teacher as Researcher applied to me the most. This program suggests that as teachers we can never fully be taught everything we need to know, as we are ongoing, lifelong learners.

Kumashiro argues, “Teachers should not be merely acquiring more knowledge about who is in the classroom, what they have yet to learn, and what works for them” (Kumashiro, p.12). That instead, we should address the ways our teaching and research repeats oppressive practices by stepping out of our comfort zones. He states that anti-oppressive methods “aim to explore how different implications and uses are made possible by studying what is there in different ways” (p. 12).

Although the Teaching as Researcher best describes my learning experience, I agree with Kumashiro’s arguments in Teaching as Professional. He talks about how teaching in anti-oppressive ways can contradict our identities as teachers. “As a result, teachers may question whether they are really teaching, students may question their authority as teachers…” (p. 15). As future professionals, we need to move beyond questioning our teaching methods and what others think, and trust that we are doing the right thing.

{Kumashiro, K. (2009). Against Common Sense: Teaching and Learning Toward Social Justice. New York, NY; Routledge.}