Based on the author's teaching experience, this book examines why and how many progressive White people are stuck when it comes to race. By locating contemporary Whiteness in its historical context, this book rethinks some of the foundational aspects of White attitudes and approaches to antiracism, including empathy, resistance, and privilege.…

This qualitative case study research explores the discursive practices of three White secondary US history teachers while teaching about the "Brown v. Board of Education of Topeka" Supreme Court decision. Using critical discourse analysis as a methodology, this study examines teachers' use of naming, verb tense and presupposition to…

Seeking to enhance efforts to diversify the teaching profession, this article centers the educational experiences of high school Students of Color. Using a Critical Race Theory framework, this study examines the relationship between Students' of Color school experiences and their perceptions of the teaching profession. Findings reveal that these…

This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance…

This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu's sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and…

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of "de…

Purpose: We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics. Research Framework: The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they…