This paper examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this…

Funds of Knowledge (FoK) is a form of research in which families' practices inform education. Unfortunately, neoliberalism minimizes understanding families' assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin's theory…

Purpose: This paper aims to identify how white preservice teachers' inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers' responses mirror how the larger field of English education fails to imagine Black and…

Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year…

The racial discipline gap in schools is inextricably connected to the achievement gap. Staff professional development and training must intentionally promote dialogue and learning centered around racial disproportionality in school discipline capable of withstanding the defenses of whiteness and white fragility that arise when examining racialized…

This poststructural narrative study examined how white in-service educators describe their experiences with counternarrative, critical positionality, and community inquiry in the gateway courses of graduate-level TESOL teacher preparation; these experiences were designed with the intention of disrupting white, English-speaking hegemony in schools…

This story begins with the assumption that I, the White female researcher, would elicit 'better' data from White participants. I told my Black female professor, 'I'm gonna use this White face!' This became a metaphor to describe my entry into the site and the various interactions that took place there. I conclude that the way that my racial…

This paper draws on 11 months of multi-site ethnographic fieldwork and 103 interviews to investigate how teachers in school faculty of varying racial compositions form social ties. Taking an organizational embeddedness perspective, this project examines how organizational practices on the part of the principal influence numerical minority…

Research into the impact of neoliberalism has shown that institutional and individual pressure on staff working in Higher Education (HE), has changed over the last 30 years. Our first research study showed that the changes resulted in mostly negative experiences for White staff. In a second study we have investigated the impact of neoliberalism on…

Discipline is defined as the practice of training people to obey rules or a code of behavior, using punishment to correct disobedience. In public schools across the United States, disparate discipline outcomes continue to plague most educational settings, and methods of effectively addressing this concern remain elusive. White teachers comprise…

The academic opportunity gap has been in place since the integration of Black and White students. The United States Landscape of Education continues to create ways to close this gap and improve education for students who are not a part of the dominant culture; and although much research has been placed in the field, the gap is still there. Please…

Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers…

Some barriers to teaching Black history in elementary classrooms include inadequate teacher preparation and the misguided view that elementary students are too young to learn the unvarnished truth about America's historical injustices. Legislative efforts to prevent teachers from discussing race-related topics labeled "divisive"…

This study examines how affective (student-teacher relationships) and sociological factors (race) interact in educational settings to shape differential educational experiences for diverse subgroups. Studying these factors in isolation only partially explains the mechanisms that drive outcomes for students, especially those belonging to…

Teacher education students are more likely to be White than general bachelor's degree-seeking students across the nation (King, 2019), even as K-12 student populations are becoming more racially diverse (USDOE, 2022; DRIVE Taskforce, 2021). Colleges of education are contributing to the reproduction of a predominantly White teacher workforce. In…