This paper presents an analysis of how education reform in Denver Public Schools (DPS) fails to reach its targeted goal of closing achievement gaps between white students and Students of Colour based on its investment in Whiteness. Using a theoretical framework grounded in critical whiteness studies, we trace a history in DPS that includes legal…

The goal of this interpretive study was to further research in the field of Whiteness studies by empirically analysing how a racially conscious white male teacher interacts with his minoritised and White students. The teacher's classroom was examined using Critical Race and Cultural-Historical Activity Theory (CHAT). Two empirical assertions were…

Context: University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of…

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of "de…