This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students' learning when one tries to teach from the place "where the student is" and/or is one colluding with whiteness by appeasing white…

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.…

Black children can no longer afford for school and district leaders to overlook and excuse the ignorance and/or blatant racism of its teachers and administrative colleagues. To meet the challenge of racial inequities in the classroom and beyond, White educators must be prophetic in their practice, and that requires that they be political.

In this article, we explore our experienced tensions as we accepted responsibility for the privilege of our lived experiences towards becoming antiracist mathematics teacher educators. We employed a collaborative self-study to examine and uncover the ways in which existing systemic barriers were mirrored in our own practices. Weekly dialogue…

White privilege, white fragility, and white systems of oppression, both in the workplace and in everyday life, function to cause white people desiring a more just society to stumble, even when they're aware of these obstacles. In this essay, I discuss my experiences, during the dual pandemics of 2020, in trying to manage my white privilege and my…

When parents push back against educators' comments or recommendations about their children, those parents may actually be reacting to a long history of negative interactions with schools. This is especially true when Black parents are interacting with white educators. Research has shown that teachers, who are predominately white, tend to…

Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color--a growing majority in U.S. schools--notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem…

In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees' relationships with their predominantly White and female…

In this manuscript we describe our journey as two White coteachers conducting interpretive research with Black and Brown students in a remote-learning teacher preparation course in New York City. In the context of uncertainty, during the twin epidemics of COVID-19 and racial injustice, we explore how we reframed our contemplative pedagogy by…

This article examines the tensions encountered and lessons learned when a White teacher mentor discovered white fragility in her mentoring practices with a Black novice teacher. It was the mentor's first attempt to 'wake up white' and acknowledge her White identity in her mentoring actions. The mentor engaged a secondary English as a New Language…

Purpose: This paper aims to identify how white preservice teachers' inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers' responses mirror how the larger field of English education fails to imagine Black and…

Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year…

Research into the impact of neoliberalism has shown that institutional and individual pressure on staff working in Higher Education (HE), has changed over the last 30 years. Our first research study showed that the changes resulted in mostly negative experiences for White staff. In a second study we have investigated the impact of neoliberalism on…

As a social studies teacher educator in the United States, it is crucial that I work to better understand myself and my teaching in regard to anti-racism. As a community, we need to study ourselves both as individuals and as programs to better ourselves as teacher educators who care deeply about racial justice, both for our own students and for…

This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, "Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research,"…