This article is a constructively self-critical autoethnography of my evolving identity as an instructor in a race and ethnicity course. I supplement and contextualize my self-reflections with data in the form of comments from student evaluations. I begin by considering how my social location mediates class dynamics. I then present comments from…

Purpose: Using structure-agency theory, this paper highlights how school and district leaders may use their discretion to reshape or reinforce pipeline structures to increase educator racial diversity or to maintain the racial status quo. We also consider how such efforts intersect with structural racism limiting the impact of positive efforts and…

Preparing white antiracist teachers is an enduring challenge for teacher education. In this article, I demonstrate that white preservice teachers need ongoing access to a full range of learning and identity resources if they are to develop strong connections with antiracism and develop as antiracist teachers. I present data from an 18-month study…

This is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti-racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in…

Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White…

This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a…

This ethnographic case study asks how White elementary art educators address cultures other than their own and how race and Whiteness operate in their curriculum work. This research involved three phases, where the researcher moved from observing teachers' multicultural curriculum work to guiding critical reflection, and finally to collaboratively…

Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger…

We use longitudinal data across public postsecondary institutions in Tennessee to examine the stages at which potential Black educators disproportionately exit the teacher pipeline. Black and White bachelor's graduates declare and complete teaching-related majors at similar rates, suggesting comparable levels of initial interest in teaching…

Promoting teachers' well-being through interventions within childcare environments has been associated with children's social-emotional development, teacher behaviors, and job-related factors. The current study aimed to examine whether individual and contextual factors differentially impacted well-being outcomes among teachers who participated in…

Background: Research that documents the influence of anti-racism programs on teacher practice shows some desired outcomes, including developing critical consciousness to support students of color and educate others about stereotyping; understanding how racial bias affects one's teaching and relationships with students; and implementing anti-racist…

In consideration of white music educators' perceptions of and engagement with matters of race and music, the purpose of this qualitative study was to problematise the acceptance and valuation of "Hamilton", and possible hypervaluation of Whiteness through the perceptions and experiences of eight White music educators who were fans of the…

This mixed-methods study investigated how two White preschool teachers, who were familiar with anti-bias pedagogy but had low training on anti-racist teaching strategies, discussed race and racism, using books, in two predominantly White classrooms. Teachers were observed in two classrooms, during book discussions with children, and teachers'…

Positioning theory [van Langenhove and Harré (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), "Positioning theory: Moral contexts of intentional action" (pp. 14-31). Blackwell Publishers] provides a useful analytical lens to examine how teachers' positioning in moment-to-moment interactions can expand…

This mixed methods study examined how a National Professional Development Grant project's first cohort (2018-2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language…