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This article draws on Latina/Latino studies to offer physics education a potential framework for reconceptualizing the “knowledge” teachers will need to engage marginalized students. Drawing on Gloria Anzaldúa's notion of Nepantla (a liminal space that facilitates transformation), I offer examples of teacher candidates as they come to recognize multiple realities in teaching mathematics to urban high school students. I suggest that as we prepare teachers, we must help them not only recognize a state of Nepantla (to see and participate in multiple realities) but also come to expect the uneasiness with being in that space as it offers potential for new knowledge.
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