Abstract:Purpose
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.
Design/methodology/approach
This qualitative, collaborative practitioner inquiry derived data from video-recorded, online d… Show more
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