‘White ways of being isn’t the only way’: disrupting dominance in elementary language/literacies education

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Teacher candidates significantly valued antiracist praxis, yet their practices were limited by various pressures.
While adopting principles of antiracist pedagogy, most avoided explicit discussions of race or racism in classrooms.
Time constraints and perceived curricular limitations hindered robust application of sociopolitical consciousness in teaching.
Sustained mentorship and curriculum integration are essential for promoting active antiracist teaching practices.

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Critical race study examines antiracist language practices in student teaching, highlighting challenges and necessary support.

Accurso et al. (2025) studied this question.

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