I am Assistant Professor of Social Foundations at Auburn University. My interdisciplinary scholarship lies at the intersections of comparative and international education, anthropology of education, and educational policy studies. In my research, I examine the interactions between global social change and the work of teachers, teaching, and teacher education through the lens of equity, diversity, and social justice. With the global rise of privatization, corporatization, and standardization in education, teacher policies and teacher education reforms have produced a reconceptualization of teachers’ work and their position in society. I explore this reconceptualization from three perspectives. First, I attend to the global circulation of policies and practices that seek to transform the teaching profession and the professional preparation it requires in various contexts around the world. In my studies, I examine ideological contestations, cultural transformations, and political struggles engendered by global policies that promote increased surveillance of teachers, scripted teaching, or heightened accountability of teacher education programs. Second, I examine how globally-circulated practices, such as school-based clinical preparation and other teacher education models, prepare teachers for working with immigrant students and position preservice teachers in relation to linguistically and culturally diverse communities. Finally, I explore ways in which teacher education policies and practices can be transformed from the ground up to prepare pre-service teachers for global transformations in education. In this line of work, I examine how teacher education programs can develop preservice teachers’ global consciousness and prepare them to be active participants in policy processes through a variety of internationalization efforts.