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ERIC Number: EJ1412721
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0046-1520
EISSN: EISSN-1532-6985
The Antiracist Educator's Journey and the Psychology of Critical Consciousness Development: A New Roadmap
Jose H. Vargas; Carrie L. Saetermoe
Educational Psychologist, v59 n1 p20-41 2024
The cultural zeitgeist has reinvigorated needed conversations about systemic racism and its longstanding impact on education. Educators confronting educational racism encounter social and psychological challenges that stifle their antiracist efforts. Challenging social psychological encounters, which reflect unavoidable but requisite facets of critical consciousness development, are experienced as jarring interactions and trigger reversions toward uncritical race-dysconscious thought and action. Without social supports, educators seeking to transform racist institutions are isolated, left to their own devices, and unprepared for the painful journey of self-liberation. We cover the foundations and structure of the "antiracist educator's journey," a model based implicitly on critical race theory and explicitly on ecosystemic, monomythic, and liberational perspectives. Our model details the social-psychological progression of race consciousness development. We identify 15 interconnected components nested across 4 phases of self-liberation. The quest for antiracist realization parallels the quests of mythical and contemporary "heroes" who achieve systemic change through self-transformation and reward. The reward is an "ecosystemic lens" whose acquisition drives the conversion of racist educational ecosystems into antiracist alternatives. The framework is a roadmap for prospective antiracist educators and is meant to validate their experiences along the journey.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH), Building Infrastructure Leading to Diversity Initiative (BUILD)
Authoring Institution: N/A
Grant or Contract Numbers: RL5GM118975; UL1GM118976; TL4GM118977