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Teaching Education Volume 29, 2018 - Issue 4: What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers
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Article

(Re)beginning and becoming: antiracism and professional development with white practicing teachers

Shannon K. McManimonEducational Studies and Leadership, State University of New York at New Paltz, New Paltz, NY, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-5521-284XView further author information
ORCID Icon &
Zachary A. CaseyEducational Studies, Rhodes College, Memphis, TN, USAView further author information
Pages 395-406 | Received 14 Jul 2017, Accepted 05 Jul 2018, Published online: 01 Feb 2019

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James Jupp, Pauli Badenhorst & Jenna Min Shim. (2023) Why anti-racism and critical whiteness now? A (tentative, subjunctive) conceptual geography of the empire of whiteness. International Journal of Qualitative Studies in Education 36:8, pages 1417-1430.
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Zachary A. Casey. (2023) Whiteness has never left the center. International Journal of Qualitative Studies in Education 36:8, pages 1442-1449.
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Andrea M. Hawkman & Ryan T. Knowles. (2023) Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers. Journal of Curriculum Studies 55:4, pages 424-439.
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Bryan L. Davis & Ariel Goldberg. (2019) “At Variance with Accepted Practice:” Antiracist Pedagogies within the Jewish History Museum. Journal of Museum Education 44:4, pages 399-408.
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James C. Jupp, Theodorea Regina Berry, Amanda Morales & Ann Mogush Mason. (2018) What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education 29:4, pages 305-317.
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James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry & Amanda Morales. (2018) Special issue of TEJ: what is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers. Teaching Education 29:4, pages 301-304.
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Andrew Matschiner. In service of disruption: examining mediators of White racial identity through inservice professional development addressing race and racism. Whiteness and Education 0:0, pages 1-17.
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