2: Relationships Among Knowledge Bases for Diversity in Teacher Education, Critical Pedagogy, Critical Inquiry, and Story

This Afterthought is a response not just to issue number 3 of volume 2, but also to the six issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI) that have been published since the journal’s inception in 1998. When JCI~>CI burst on the educational landscape like the first light of daybreak, it was visionary in the field of teacher education. It was visionary not just because it was and remains the only refereed journal committed to publishing educational scholarship and research of professionals in graduate study, but also because of the forum it would provide for defining and understanding important relationships among the knowledge bases for diversity in teacher education, critical pedagogy, critical inquiry, and story. In my mind, all of these ideas are intertwined at different levels, but I am also aware that some of my colleagues in the field of teacher education do not see the connections. Indeed, I suspect that teacher education faculty members who self-identify as multicultural educators, social reconstructionists, critical theorists, and/or qualitative researchers also see JCI~>CI as visionary.