Caroline T. Clark, Rachel Skrlac Lo, Ashley Boyd, Michael Cook, Adam Crawley and Ryan M. Rish
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying…
Abstract
Purpose
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.
Design/methodology/approach
This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.
Findings
Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.
Originality/value
This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.