In light of California's economic crisis and the reduction of revenue within the state university system, a college-wide process was undertaken to streamline resources, to reduce expenditures, and to “efficiently use” current human capital in the College of Education (COE). These discourses centered on the consolidation and reorganization of a department with explicit foci on educational equity for ethnic, cultural, and linguistic minority communities. Described here is a year-long, autoethnographic account whereby a Critical Race Theory (CRT) lens is used to magnify the conflict within and between discourses in relation to the college's mission and vision. Included here also is how these discourses shape an African American teacher-educator's sense of personal advocacy and moral agency throughout the reorganization process.
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