Articles

Historically Black Colleges and Universities (HBCUs) have long-standing legacies of recruiting, retaining, and preparing teachers for P-12 schools. More specifically, these institutions are particularly adept at attracting and developing individuals of color to become teachers. As the United States grapples with pervasive teacher shortages, a shrinking teacher workforce, and a student population that is growing in diversity, it is imperative that institutions of higher learning leverage their strengths to prepare and support the next generation of teachers. This article places HBCUs in the spotlight, highlighting their unique contributions to teacher preparation, while calling for action on how these institutions should be better supported to continue their missions of preparing teachers for the future. This article underscores the critical role of HBCUs in teacher education and in helping develop a more diverse U.S. teacher workforce.

This article argues that meaningful educational transformation requires moving beyond Western, performance-driven models of schooling toward learning systems grounded in Indigenous wisdom. Drawing on Indigenous epistemologies, it critiques the individualism, standardization, and linear, sequential structure of contemporary education and contrasts them with approaches that emphasize relationality (interconnectedness among people and the environment), reciprocity (mutual responsibility in learning), experiential learning (learning through direct engagement), and holistic development (cultivating emotional, spiritual, intellectual, and physical growth). Indigenous ways of knowing frame education as a lifelong, cyclical process rooted in relationships among people, the land, and the spiritual world. By examining practices such as storytelling (sharing knowledge through oral tradition), land-based learning (education tied to place and ecology), respect for elders (valuing ancestral wisdom), and curriculum decolonization (centering Indigenous perspectives), the article highlights the relevance of Indigenous education for addressing educational, social, and ecological challenges and calls for a paradigm that cultivates wisdom, empathy, sustainability, and ethical responsibility.