This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used…

In this article, the author employs Critical Race Theory (CRT) to examine the experiences of mixed race individuals in the United States. Drawing on historical and contemporary conditions involving persons of mixed race, the author considers how key ideas from CRT can be useful to frame an analysis of the experiences of multiracial persons in the…

This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its…

Black women still experience racial oppression in the academy. In this study, I draw on Black feminist theory and oral narrative research to examine the narratives of Black women graduate students discussing their educational experiences. Black female graduate students deal with acts of everyday racism and instances of structural and internalized…

This article explores the experiences of two university instructors who taught, on separate occasions, the same graduate course in education that was designed to encourage graduate students (the majority of whom were White teachers) to critically engage issues of difference, race, Whiteness, color-blindness and privilege in their classrooms.…

This article presents data from a case study of a non-traditional secondary school for Indigenous girls located in a suburban area of Queensland (Australia). The focus is predominantly on the identity and practices of Nicole who is one of the school's teachers. Nicole's identity as an Indigenous woman and teacher and the school's approach to…

This is a study of White teachers and their identity development. Using a qualitative approach steeped in the tenants of critical race theory and storytelling, this study investigated how White teachers learn about race, class and diversity in meaningful ways, with a close eye on the role their own personal histories played in their development.…

In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific…

This article examines the complex social production of white racial identity. Specifically, the author theorizes white people's fear of people of color and make a case for conceiving of white racial identities as profoundly ambivalent. Drawing from a larger ethnographic interview study conducted in a small, rural, white community in the Midwest of…

Research reveals that racial hierarchies and "color-blind" racism is maintained through discourse. The current study utilizes exploratory data from focus groups in a predominantly white southern university in the United States to examine race talk, the Confederate Flag, and the construction of southern white identity. Drawing from critical…

Most historical analyses of the scientific study of race focus on the surface level physical features of differing bodies. They fail to consider the scientific and popular accounts of racialized bodies as engaged in routine activity, thereby overlooking corporeal habits as the key historical tenet of the construction of scientific racial…

Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how…

This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be…

In this article, I narrate a self-reflexive inquiry on the process of becoming an Asian/Korean immigrant woman of color in the US. The purpose is to provide a particular insight and identity site to address the urgent need to examine ways in which the increasing number of postcolonial immigrants of color and US racial minorities engage with each…

This article examines the ways in which researcher authenticity is negotiated along three axes of difference, ethno-linguistic affiliation, sexual orientation and race/skin color. Ultimately, it analyzes how researcher authenticity is produced and played out within research, via interactions between participants, researchers and others who…