ABSTRACT Research has continued to illuminate the school-to-prison nexus, with PK-12 schools seeking to mitigate exclusionary discipline practices in the United States. Despite the abundance of research available, there is an absence of knowledge regarding school discipline from the lens of coloniality and, specifically, the role of disciplinary policies in affirming school structures in reproducing Dylan Rodriguez’s notions of the White Being. This critical review of the literature interrogates the historical genesis of disciplinary policies and the expectations underlying schools’ fundamental role to assimilate students within a template that reproduces white ways of knowing and being. The system continues its steadfast efforts to control knowledge systems and emotionality, using school disciplinary policies to extract those who fail to comply with the template of White Being. The results of the study argue that decoloniality efforts against the racial template must be a precondition to disrupting the school-to-prison industrial complex.

ABSTRACT What experiences, contexts, and relationships are involved in the ongoing, unfinished making of a White anti-racist activist? What motivates me, as a white non-binary queer femme (and others like me) to do this work? I engage in an autoethnographic inquiry, using life narratives to examine these questions. I argue that the traces of this anti-racist orientation are found early on – in my father’s anti-Vietnam War and Civil Rights activism, in my older brother’s climate justice activism, in moving between cultures as a child, in experiencing sexist microaggressions and patriarchal violence, in experiencing deep multicultural community that re-socialised me away from White individualism and meritocracy, and in my alienation from heterosexual romance and feminine self-presentation. Though these feelings of alienation were necessary for my development as an activist, I argue that they were not sufficient; instead, relationships and social contexts were crucial to turning feelings of alienation into effective allyship.

ABSTRACT Critiquing how critical whiteness studies (CWS) in US education has strayed towards a predominant focus on how white people understand their relationship to whiteness and away from understanding how whiteness oppresses People of Colour, Matias and Boucher articulated a Black whiteness studies approach to the critical study of whiteness that eschews white epistemological standpoints, engages the works of Scholars of Colour and expands beyond a focus on developing white people’s racial consciousness. However, their articulation of a Black whiteness studies falls short of addressing Black communities’ specific racial positioning, the unique ways Black people suffer under whiteness and the situated knowledges of Black communities. In this paper, I theorise at the intersections of CWS, endarkened feminisms and afropessimsim to extend Matias and Boucher’s work to propose an endarkened paradigm for critical studies of whiteness.

ABSTRACT Research on professional development (PD) with practicing White teachers has traditionally focused on shifting White teachers’ attitudes, whereas more recent research has explored the role of emotions in White teachers’ engagement in such learning. Leveraging theory on culturally disruptive pedagogy and a qualitative phenomenological approach, this article analyses the experiences of a group of White educators across a suburban Mid-Atlantic district, asking, what common elements are associated with ‘disruptions’ White educators may experience in PD addressing race and racism? Building on previous research calling attention to the complex, multifaceted nature of White cultural conditioning and related processes of ‘unlearning’, cognitive, emotional, spatial, and embodied mediating elements are documented and analysed. Implications for future research and PD design and facilitation are discussed.

ABSTRACT White nationalism has persisted in the United States, and in other settler-colonial locales, as a powerful expression of racial authority and capacity for inflicting harm. This paper stems from and reflects on the authors’ experiences of developing and delivering pedagogy about white nationalism and right-wing populism. As such, it is intended to support and catalyse curriculum development and dialogue between educators across disciplines who possess a commitment to anti-racist teaching about the political right. The analysis centred in this discussion particularly engages the relationship between white nationalist movements, patriotic mobilisation, and state power. In this regard, it is also intended to speak to critical race scholars with an interest in the role of law in sustaining and reconstituting white supremacist public engagement and discourse.

ABSTRACT In this article, I read Hilgard Hall as a text of whiteness to explore how one campus building at the University of California, Berkeley renders racial power relations in the academy. Through the lens of critical whiteness studies, I examine Hilgard Hall’s namesake, architecture features, and weighty epigraph, to rescue for human society the native values of rural life. Specifically, I analyse Hilgard Hall’s identity as a building dedicated to agricultural research and education through its entanglement with Berkeley’s history as a land-grant institution. I offer a possible vision for Hilgard Hall that attempts to enable the building to become a ‘spatial race traitor’ through renovation and occupation. This article speaks to the current debates on removing monuments and building names and how agricultural programmes might approach addressing the ways white supremacy is literally constructed in(to) their teaching and research spaces.

ABSTRACT This paper analyses relationships between whiteness and damage in the university classroom through a focus on two contemporary areas of critical education in Canada: raising white racial consciousness and truth and reconciliation between Indigenous and non-Indigenous people. First, whiteness is damage-producing – it orients anti-racist education towards white students and their needs, there by harming the well-being and constraining the education of non-white students. Second, whiteness gravitates towards what Unangax scholar Eve Tuck calls “damage-centred approaches,” which objectify non-white suffering, pathologising Indigenous peoples whilst obfuscating the ongoing reproduction of racism and colonialism. As such, white educators must remain assiduously vigilant about a key tension regarding whiteness and damage: that our pedagogical focus on racial and colonial oppression can simultaneously raise critical consciousness and divert attention away from more fundamental interrogations of whiteness, agency, and relationality within a systemically racist social order. The article closes with some considerations for educators in terms of addressing complicity in their institutions.

ABSTRACT In recent years, diverse actors around the world have protested the growing dominance of standardised testing in education policy and practice, citing racial equity as one reason, among many, to oppose standardised tests. Education activists have also argued, on the other hand, that standardised assessments can be used to bring attention to systemic racial inequities. This study explores these dynamics in a United States context, asking, ‘In what ways was race discussed, and not discussed, in conversations among opt-out activists, and what were the potential consequences of such references and omissions?’ We focus on a small-group dialogue of White opt-out activists (activists protesting standardised tests) in order to explore how a ‘color-evasive’ ideology operates through discourse. Findings from this study suggest that there are ways in which the topic of race was elided in the opt-out movement and that elisions, or silences, around race can be contagious in White-majority spaces.

ABSTRACT This study focuses on the personal experiences and contexts that influenced the racial awareness of three White bilingual teachers. Using Bourdieu’s theories of habitus and field and discourse analysis as a framework, this study sought to understand: (1) how and which contexts contributed to a White teacher’s understanding of racial constructs such as institutionalised racism, White privilege, and oppression; and (2) how and which aspects of their pre-service teacher education programme deepened their understanding of these issues. Findings suggest that study participants entered the program with disparate understandings of institutionalised racism, struggled with their privilege, or did not place themselves within the discourse on White privilege. Additionally, findings showed that the courses necessary for bilingual certification pushed study participants to consider what it means to be a White bilingual teacher.

ABSTRACT In this manuscript, we (a racially diverse team of teacher educators) describe a study that reveals how five white faculty members in a large urban college of education experienced a two-day workshop on antiracism offered by a local antiracist coalition and the impact of the workshop in relation to their roles as teacher educators with a commitment to learning about and enacting antiracist pedagogies. Using qualitative methodologies including semi-structured, one-on-one interviews, we offer an underrepresented view of the tensions and possibilities of faculty learning to challenge whiteness in the academy by building antiracist pedagogies into their teacher education courses. In conclusion, we provide a series of recommendations to teacher educators who work in programmes committed to enacting antiracist pedagogies.