________________________________________________________________ This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western industrial schooling. The author offers an ecocritical conceptual framework that aims to emphasize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining

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... education as supportive of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through more local activist teaching and diverse collaborations with social movements in support of social justice, multispecies equity, and sustainability.