This article describes the author's journey into the world of teaching. The author begins with his transition into academia and his goal to become an antiracist educator. He reflects on teaching (and observation) moments in the classroom and moves to descriptions and insights of specific lessons teaching Eve Ewing's "1919" poetry…

This article describes how a secularized version of Lectio Divina is used within the classroom as a model for engaging in anti-racism and social justice discussions. Lectio Divina is an ancient tool for understanding texts. From its religious beginnings, it has been adapted to its secular forms for critical contemplative practice in twenty…

The aim of this article is to contribute to the under-researched topic of racism in Finnish early childhood education and care (ECEC) by posing three questions: What kind of racism do ECEC teachers recognize in ECEC? How are teachers committed to opposing racism in their work? What kind of obstacles to committing to antiracism are recognized in…

Education leaders are on the frontline in the fight for racial justice and must co-construct practices to disrupt storylines, policies, and practices that perpetuate opportunity gaps. Drawing from established research and the wisdom of teachers, young people, parents, community members, policy advocates, and school leaders, "The Race…

This dissertation of practice considers the dynamics of identity development of in-service educators and the intersection of their educator role with their other identities in service of orienting toward an anti-racist praxis. The problem of practice addressed centered the theory that educator identity is socially constructed, and identity may…

This essay explores how good intentioned white academics can hijack the important essence of anti-racism work and allows whiteness to invade the site. During the process of participating in anti-racist meetings and events many white academics are more occupied with advancing their positive white identity than liberating people of color through…

Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum "Te Whariki: He whariki…

Field instructors are critical to enacting social work's signature pedagogy as they are tasked with providing agency-based learning opportunities and supervision for students. It has been well-documented that field supervisors are instrumental in students' learning and that the supervisory relationship is central to success in field education.…

This article discusses the astonishing ignorance at all levels as to how Britain has become a multiracial, multicultural society in a post-imperial age, the hostility towards changes in the education system which would help clearer understandings of the imperial past, and the efforts of teachers and other educators to assist in the creation of a…

All of us in education can find opportunities to interrupt the status quo that allows inequities to go unchallenged. In "Teaching for Racial Equity: Becoming Interrupters," authors Tonya Perry, Steven Zemelman, and Katy Smith show us the way. Using Yolanda Sealey-Ruiz's Racial Literacy Development framework, the authors demonstrate how…

These three practices can help educators align their school's professed beliefs with its actions. Do your beliefs about social justice align with school policies and student experiences? Are you examining social justice on a systems level and drilling down to the root causes of disparities in student learning and success? Erica Buchanan-Rivera…

This collective case study explores the tensions between Positive Behavior Interventions and Supports enacted at the district level and antiracist pedagogy in a medium sized school district in upstate New York. Four self-described antiracist elementary teachers participated in individual interviews and two focus groups to discuss their experiences…

This research study invited teachers to participate in an inquiry discussion group in order to disrupt the racial silences that existed in a predominantly white school district. The ways Americans think, act, and talk about racism and white supremacy have become more complex over time as they have shifted from explicit to implicit (Bonilla-Silva,…

This qualitative dissertation study explored what informed the pedagogical moves of four teacher activists of emergent bilingual learners (EBLs). Quijano's (2000) theory of coloniality of power served as a theoretical lens to examine the historical underpinnings of current education language legislation and policies impacting EBLs. There is a…

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This…