This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to "disrupt" existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.