Final Submission to Race Ethnicity and Education, November, 2017 Crossing Borders in Initial Teacher Education: Mapping Dispositions to Diversity and Inequity Jeannie Kerr, University of Winnipeg Vanessa Andreotti, University of British Columbia Abstract In this article we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of power and global and local inequities through their role as educators. Inspired by both decolonial and Western critical theories, we frame this as research that seeks ‘otherwise’ as we invite teacher candidates to ‘cross borders’ to what is ‘other’ to themselves. In this article, we share our study’s priorities, methods, methodological/theoretical framework, data analysis and findings. Our findings identify a significant gap between the priorities of social equity to which teacher candidates state they commit and the educational practices that would affirm those commitments. Keywords: Teacher Education; Racism; Social Justice; Equity; Decolonization; Critical Theory Introduction Our research is focused on matters of social inequity and how these matters may be understood and addressed within programs of Initial Teacher Education (ITE). Most scholar-practitioners working in programs of ITE similarly profess strong commitments to matters of social equity and justice, yet long-standing patterns of inequitable educational outcomes persist. The 2014 special issue on ITE in the journal Race Ethnicity and Education highlighted the prevalent neo-liberal pressures in multiple Western countries to constrain curricula in ITE to lists of classroom competencies while paying little or no attention to matters of race, ethnicity or culture (Lander 2014), and considered the ways unequal power relations are reproduced in schools and manifest in inequitable educational outcomes in K-12 (Puchner and Markowitz 2016). Within the area of ITE, we are interested in how these inequities in K-12 education may be addressed through programs of teacher education. Similar to the concerns in a study by Devine & MacGillicuddy (2016) on ‘habitus’ and attention to social justice in teaching practices, we are particularly interested in the ways that teacher candidates’ ‘dispositions’ towards attending to matters of societal inequity are connected to their emerging ideas for educational practice.