Unsettling the academy: working through the challenges of anti‐racist pedagogy

Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools

“…Race became a mediating factor in the social construction of identity, but in ways counter to what scholars describe as an anti-racist identity -one that questions, challenges and disrupts relationships of power and privilege in schooling (Dei, 2001;Wagner, 2005).…”

A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

“…Yet despite this body of research, whiteness remains a largely underutilised or misunderstood concept in many parts of teacher education and robust discussion concerning 'race' (rarely applied to white people) is often avoided or delegitimised in Australian university classrooms (Glazier, 2003;Green, 2003;Wagner, 2005). This is despite, and perhaps because, race is a 'point of accumulation of prejudice, proscription and paranoia' in Australia (Austin & Hickey, 2007, p. 82), which can leave white teachers and students adversely inflected by misunderstanding or fear, or by apathy and an 'unthinking comfort' that accompanies 'White residence in a white place ' (p. 84).…”

An Examination of the Role of Emotions in Antiracist Pedagogy: Implications, Scholarship, and Practices

“…As a result we may not always be able to fully engage every student all the time (or think we are engaging them), but our goal as educators is to at least engage most of the students most of the time. I am in accord with Wagner (2005) when she reminds us that, ''our role as educators is not to provide students with all the answers. Rather, our goal should be to introduce them to the tools to deconstruct the world around them from within an antiracist framework'' (273).…”