In this article, we consider the efficacy of criticality in cultural context for transformative teacher education. We present data about how a small purposive sample of educators who participated in a culturally based university course found the experience to be pivotal in their personal and professional development. For this article we ask: (a) What about the nature of the course made it an opportunity for transformative experience? and (b) What is the importance of criticality and culture in transformative educational experiences? Data were gathered through student-professor personal and dialogic experiential reconstruction, review of documents and evaluations, and extensive semistructured ethnographic interviews, all of which were coded and analyzed thematically. We conclude that, though the processes cannot be reified, criticality and praxis in cultural context are efficacious for transformative teacher education.
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