Teachers' social identities are an integral part of their professional identities. The present study explores Asian American teachers' performances of racial/ethnic identities and pedagogical practices in the classroom. The author uses a performance framework to understand how Asian American teachers both reify and resist stereotypes through the…

Today's hyper-partisan world makes civil discourse across differences seem almost impossible for many adults, let alone young people. U.S. public schools are tasked with educating our young people with the goal that they each can be productive members of society. High-school students participating in an intergroup dialogue on race as part of their…

The author conducted a self-study of her "American Political Thought" political science course, utilizing anonymous midterm evaluations to unpack the ways students reflect on critical Whiteness and critical race pedagogy. The author utilizes critical Whiteness alongside critical race pedagogy, particularly race metacognition, to suggest…