Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives…

As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers' beliefs about their…

Race and racism are central ideas in the conceptualization of social justice in the US and thus topics of fundamental importance within the social work discipline. Accredited social work schools must include race and racism education in their curricula. Social work pedagogical literature has historically lacked critical, consistent attention to…

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…

We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for…

As conservatives ban the teaching of Black history and critical understandings of race across the country, Black teachers are turning again to fugitive pedagogies, or subversive ways of teaching, to counter anti-blackness and imagine the world anew. This study drew on data from interviews, classroom observations, and student focus groups to…

Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT's popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute…

This systematic literature review examines research on U.S. professional development (PD) in which practicing teachers are asked to engage explicitly with race and racism. Using Kennedy's PD theories of action, this review examines 64 studies published from 1981 to 2019 and analyzes race-related PD goals, pedagogical approaches, and documented…

Few studies examined Chinese American teachers' diasporic lives in U.S. K-12 schools and society, even as research on teachers of Color increases. In responding to such scarcity, the author connects tenets of empire and AsianCrit to illustrate how the legacies of imperialism and geopolitics of race have influenced three Chinese American teachers'…

This study explores the stories of White, female teachers to understand moments of critical consciousness around race during childhood experiences that may have supported strong relationships with students of color in their teaching careers. Qualitative methods were employed to collect and analyze the stories of five White, female teachers in an…

Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African…

Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the…

This paper examines pedagogical responses to James Banks's concept of "failed citizenship," namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizenship and their human rights. Banks commissioned and published 16 case studies of social studies teachers in different national contexts to…

The prevalence of racial disparities in discipline outcomes continues despite a prominence of new strategies and research. When implemented with fidelity, PBIS (Positive Behavior Interventions and Supports) is shown to contribute to reductions in school suspension, expulsion, and other positive educational outcomes. Despite its promise for making…

US schools have seen limited success in meliorating inequitable outcomes for students of color amid the expanding gap between student and educator racial demographics, yet there is a dearth of research on suburban schools and effective white educators of children of color. While districts and institutions of higher education work to diversify the…