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…

This study takes place at a middle school in Charleston County, South Carolina. The study examines how White women educators make sense of being exposed to the content in "Don't Let Them Be Misunderstood", a professional development about Culturally Responsive Classroom Management (CRCM). Guided by sensemaking theory and the dispositions…

Niceness is a socialized disposition, particularly amongst white women, that prioritizes comfort and neutrality while preventing resistance against oppressive systems. Given the demographics of teachers and teacher educators, niceness and whiteness are deeply embedded in programs and institutions. As eight white, female teacher educators, we drew…

Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of 'teaching for social justice.' Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how…

In this manuscript, we (a racially diverse team of teacher educators) describe a study that reveals how five white faculty members in a large urban college of education experienced a two-day workshop on antiracism offered by a local antiracist coalition and the impact of the workshop in relation to their roles as teacher educators with a…

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…

Many White educators are not aware of their White privilege, and therefore they need support in developing their White racial identity and racial awareness so that they can identify problems associated with racism and participate in conversations about race and racism with an eye towards dismantling systemic racism. Data was collected from…

This qualitative phenomenological study examined the lived experiences of teachers with respect to the professional development received on culturally responsive teaching and their perspectives on the influence this professional learning has had on teacher pedagogical development and student performance. The 30 licensed teachers in Massachusetts…

Racial understanding is essential for many reasons, one being that the United States population is growing increasingly diverse while many communities are still racially segregated. At the same time, many white teachers are uncomfortable investigating their racial identities, and do not engage pupils in discussions about race. Using critical…

Pedagogical practices traditionally used by faculty in U.S. higher education tend to value and center white students and their success, simultaneously disregarding the learning strengths of Students of Color. The misalignment of pedagogical practices with how Students of Color may learn best could be contributing to completion gaps between white…

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…

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…

The problem addressed in this study was that White teachers often hold views of Black students that could negatively impact these students' educational experience and academic outcomes. The purpose of this qualitative, narrative inquiry study was to explore White teachers' attitudes toward Black students, their preferred teaching styles, and…

White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used…