This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants' most salient…

This manuscript describes a white teacher's process of teaching texts authored by writers from historically marginalized cultural groups in a high school classroom. I wrote this self-study as theoretical guidance for teachers who also want to contextualize conversations about race. The scholarship of bell hooks motivated me to adopt the pedagogy…

White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White…

In this three-article dissertation, I explore three aspects of the Next Education Workforce initiative (NEW), an education reform effort hailing from Arizona State University's Mary Lou Fulton Teachers College. Through the initiative, NEW seeks to change schools and schooling, breaking down the physical and metaphorical walls of the predominant…

Within teacher education, work on mathematics teaching often occurs separately from work on issues of race and racism. Typically, mathematics content and methods courses tackle subject matter-specific concepts and teaching practices, while the history and current dynamics of racial inequity in education, if addressed at all, tend to be the domain…

Traditional science instruction typically follows an initiation- response-evaluation format and privileges curriculum reflective of Western, male, white, middle-class values, and knowledge which sometimes tends to exclude Black and Latinx students. This qualitative instrumental case study explored how a White male seventh-grade science teacher in…

As racial demographics of students in schools are becoming more diverse, the racial demographics of teachers remains predominantly White. Adding to this, many White teachers are unprepared in the skills of racial literacy and lack the ability to address racist power structures within both the curriculum and their teaching practices. The purpose of…

The study examines how a white elementary educator used discursive practices I refer to as "race talk moves" to support students' racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing,…

This causal comparative study explored the relationship between racial consciousness and the beliefs and instructional behaviors of White teachers. Through this research, I aim to address the existing gap between preservice teachers and White faculty members, shedding light on the dynamics in K-12 classrooms. This examination was framed within the…

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS…

This paper reports the findings of a dialogical narrative analysis conducted by two white academics in distinct higher education contexts -- one based in the United States and the other in South Africa. Through the retelling of actual classroom scenarios, the authors assess their own teaching methods, responses, and classroom practices in order to…

Women teachers often endure trauma and shame as a result of systems of oppression that permeate schools. In this article, we share our stories as white women teachers in the U.S. to illustrate how systems of domination prevent us from enacting authentic teaching and offer a way forward via a pedagogy of authenticity. This three-part approach aims…

South Africa recently celebrated 24 years of desegregated schooling, with the majority of former White schools in the country now representative of the demographics of the country as a whole. It is with this background in mind that this study examines how teachers who taught pre-1994, when schools were monoethnic, and post-1994, when schools were…

This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators' cultural competence systematically. Findings…

This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy…