The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among…

Today, in the context of the Black Lives Matter movement and an increased focus on antiracism, P-12 and higher education institutions are engaged in studying practices and resources from an (in)equity lens. This study explores disposition expectations for teacher candidates noted in the form of a rubric drawing on Critical Race Theory…

This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by…

In this paper, we explore white supremacy's "projection" of the "devil" by focusing on its construction and deployment of what Stanley Cohen (1972/2002) terms "folk devils" or those who are seen as deviant. We argue Critical Race Theory (CRT) and conjoining equity centered discourses and practices are situated as a…

Using Critical Whiteness Studies (CWS), two student affairs professionals share their personal narratives about their professional practice. Each reflect on how they challenge white supremacy both personally and professionally. We provide recommendations for using CWS as a framework to inform racial justice activism and support with white student…

Critical Race Theory (CRT) has provided academia a theoretical framework to engage in a conversation and explore the lived experiences of people as they are impacted by the endemic nature of racism. The creation of subsets within CRT have made space for minoritized populations in ways that are specific to them. The author proposes the creation of…

Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be 'non-ideal' (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a…

The qualitative case study exposed the permanence of racism beginning in the antebellum public schools of Nashville and continued in the current actions in the Tennessee legislature with the expulsion of two Black male legislators. Critical race theory is used as the main descriptor for the actions of White politicians and legislators in Tennessee…

This manuscript describes a white teacher's process of teaching texts authored by writers from historically marginalized cultural groups in a high school classroom. I wrote this self-study as theoretical guidance for teachers who also want to contextualize conversations about race. The scholarship of bell hooks motivated me to adopt the pedagogy…

Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students…

This article presents the White racial consciousness and faculty behavior (WRC/FB) model, which emerged from a constructivist grounded theory study I conducted. The WRC/FB model represents the inextricable link between racial consciousness and White faculty behaviors that either challenge or serve White interests and, consequently, White…

This article deals with my experience of teaching a course on Black women's enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and…

This article draws on critical race theory, intersectionality, critical feminism, queer and indigenous paradigms to critique existing approaches to leader/leadership identity development (LID) and to illuminate how people from marginalized and oppressed communities can experience more just and equitable pathways to leadership. It offers…

Using "testimonio" (Reyes & Rodriguez, 2012), two Latinx instructors examine their experiences and thought processes with the kinds of resistance faced from White or White-aligning students constantly "slipping away" from doing the work of reflecting on Whiteness and their privilege. Analyzing the data through a critical…

Social work education in the Global North is rooted in an underlying discourse of power that defines the 'knower' parameters and, therefore, legitimises who can 'teach'. For this paper, the spatial orientation of whiteness in the classroom in a time of coloniality and intersectionality is the unit of analysis. This whiteness is made visible by not…