In light of the growing disparity between the concept and practice of democracy in our society, the unjust realities of domination and oppression are being realized all too painfully. Traditional suppositions that education is fundamental to democratic citizenry continue to be overshadowed by the assertion, predominately from the political right, that education is appropriately a means to produce technically skilled and professional citizens who then assume a productive role in the marketplace. This study examined a preservice teacher education program that endeavors to connect the imperatives of democracy and democratic citizenry with the struggle for social justice.; This critical ethnographic study utilizes observations, in-depth conversations, and a personal research journal in an attempt to better understand the dynamics and impact of a critically rooted teacher education program in which preservice teachers construct their identities as democratic teachers.; The data illustrate characteristics embedded within the program such as: criticality, democratic education, community, democracy, tension, values, activism, transformation, critical reflection, and inclusiveness. There is extensive weaving of these characteristics across the program. The data also characterize the translation of theory to practice as inextricably linked to the extent to which classrooms in which preservice teachers are placed are democratically conducive environments.; This teacher education program is a means for preservice teachers to develop knowledge about schooling's democratic purposes and as such creates opportunities for teachers to identify themselves as political actors and become change agents. If indeed it falls to education to initiate democratic renewal in our schools, research in teacher education must critically interrogate the social and political aspects of teaching and its attendant relationship to democratic and social justice concerns.
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