Centring multilingual learners and countering Rrcism in Canadian teacher education

This article includes aspects of a larger study in which we critically examine how and what mainstream teacher candidates learn preservice programs about supporting multilingual learners (MLs). Since 2015, the province Ontario has required that all — not just future ESL specialists be prepared to support MLs. Within this context, provide description discussion who are imagined policy documents by various actors education, along with examples candidate learning from mixed-methods case teacher-candidate Master Teaching at University Toronto. Our reveals complexity preparing teachers MLs suggests possibilities for centring countering racism Canadian education.