The Power of Collaboration: Learning to Teach Antiracist Content

Abstract

In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain institutionally precarious.

Notes

IRC and NETC are both pseudonyms.

Within multicultural education's multiple meanings (Cochran– Smith, 2003) this article's alternating use of critical and antiracist reflects an understanding of multicultural education as both anti-racist and rooted in critical pedagogy (Nieto, 1999).