This article contributes to the development of a critical social theory of youth empowerment which emphasizes collective efforts to create sociopolitical change. It draws upon analysis of four youth empowerment models, and upon findings from a participatory research Louise B. Jennings is Associate Professor, Downloaded by [Yale School of Medicine] at 05:15 22 July 2015 study which identified key dimensions of critical youth empowerment:(1) a welcoming, safe environment, (2) meaningful participation and engagement, (3) equitable power-sharing between youth and adults, (4) engagement in critical reflection on interpersonal and sociopolitical processes, (5) participation in sociopolitical processes to affect change, and (6) integrated individual-and community-level empowerment. It concludes with discussion of the measurement of outcomes, and the challenges and opportunities for empowerment in youth organization.

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Multicultural teacher education is often conceptualized as a series of courses or in-service programs. However, research suggests that courses may influence teachers’ attitudes but not their practices. By joining two related case studies, we examine how an emphasis on critical inquiry in a multicultural education course influenced one teacher's understandings and practices well beyond the class itself. The first case describes the pedagogy of critical inquiry used in the course and the shift in 14 European American students’ understandings away from traditional “tourist” approaches toward more comprehensive views of multicultural education. These understandings fell short of transformative multicultural approaches that emphasize education for a more democratic, just society. The second case explores one student's evolution in developing transformative multicultural beliefs and practices during the 2 years following the course. We examine how particular processes of critical inquiry supported the teacher's evolving beliefs and practices through dialogue, reflection, and action. We summarize the tools and structures that supported this teacher in creating transformative multicultural practices across classrooms in her school district. These joint case studies suggest that multicultural teacher education needs to include but extend beyond particular courses to more expanded venues that provide opportunities for collaboration and critical reflection in action over time.

Topics of diversity, equity, and inclusion continue to be accepted yet highly debated issues on college campuses. Seemingly, hiring of diverse faculty is a priority that many college campuses attempt without much regard to the organizational mechanisms which provide faculty of color support for success. One School of Education in a western land grant institution embarked on a cluster hiring process that centered diversity, equity, and inclusion as part of their position priorities. Using critical race theory, this paper provides (counter)narratives to unearth and understand the complexities of hiring diverse faculty in a cluster hire process. Discussion and recommendations are provided for future practice.