Antiracist Belonging: Building Community and Exploring the Antiracist Praxis and Pedagogy of White Women Educators

• In Event: Building Antiracist Communities: Exploring Multicultural Teacher Education, Translanguaging Pedagogy, and Professional Learning

Abstract

This critical study of whiteness (Matias & Boucher, 2021) is guided by Black feminisms and explores the antiracist praxis and pedagogy of in-service white women educators. To engage in the struggle for justice, educators need models of continued accountability that demonstrate how missteps, moments of hindered action and various tensions are navigated within this commitment. Thus, to support preservice teachers to develop as antiracist, we must demonstrate how to remain invested and accountable to this work because “[a]ntiracism is not some ideal place where someone ‘arrives’ once and for all” (Shah & Coles, 2020, p. 596). Studies that reflect the ongoing process of engaging in antiracism can be particularly helpful in providing insights into the tribulations and successes that may accompany this lifelong process of (un)learning (Morales, 2022). Making the messiness and accountability transparent can aid in stimulating these critical interrogations and orientations with preservice before they enter the field.

Author

• Elizabeth Claire Spaulding, University of Georgia