Dr. Brenda Muzeta – Closing Keynote | 2020/21 BEd Program Faculty Orientation

“We Need to Talk: Conversations about Racial Equity and Challenges of the 21st Century Teacher Education”

In this presentation, I explore the global context of the teacher education program in relation to diversity and racial equity. I briefly examine the US context, drawing on my personal experiences working with pre-service teachers (teacher candidates) in the teacher education program at a predominantly white institution. To conclude the presentation, I center attention on action-oriented discussions and reflections that are aimed at developing practices that will enhance the experiences of teacher candidates on issues of diversity and racial justice. The key argument in this presentation is that advancing a profound understanding of diversity and racial equity are critical components required for all teacher candidates in the 21st century.

Presentation Date:

  • Faculty Orientation (Closing Keynote) – Wednesday, September 2, 2020, 10:30 a.m. – 11:30 a.m.

In her recent article, Can Monolingual Language Teachers Be Effective? Dr. Muzeta poses the question to educators, ‘To what extent have monolingual beliefs influenced you as a teacher?’ In her talk for the UBC faculty, on Wednesday, September 2, she extends this conversation, challenging us to consider the influence of monocultural beliefs. She makes recommendations on how teacher candidates can improve their cultural competency and promote ways to create a racially equitable learning environment for their future students.


Dr. Brenda Muzeta is an assistant professor in secondary education at Kutztown University. She holds a PhD in teacher education and curriculum studies from the University of Massachusetts, Amherst. She takes a broad interest in issues pertaining to language, culture, identity, social justice and equity in education. Her research guided by identity, sociocultural and post-colonial theories focuses on the sociocultural and sociopolitical contexts in which students from linguistically and culturally diverse backgrounds develop and learn, and how these milieus impact student learning and achievement. With teaching experiences in both US and international contexts, Dr. Muzeta’s goal is to highlight the relationship between language, identity and culture by illuminating student voices and experiences. Her research further explores connections and implications of linguistic and cultural diversity in classroom practices. In order to create a more socially just and equitable classroom environment, Dr. Muzeta advocates culturally relevant pedagogies for practicing teachers and pre-service teachers.