Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education

Building capacity in teachers to teach students skillfully and respectfully across the diversity gap is complex work that requires learn see with what we term as angled perspective. If an perspective learnable, then it teachable. Using our narratives religiously ethnically diverse women teacher educators, share through own learning growth, how this type of analysis can contribute coalitional building for education, thus K-12 teachers. Through conceptualization identity theory, positionality, intersectionality, argue perspectives solidarity education. We implications educators integrate into curricula preparation courses.