Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observationsBuilding Pedagogues details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.

Acknowledgments

Introduction: Who We Are Becoming

1. What We Read

2. What We Did

Part 1: The Personal

3. Fears

4. Personal Change

Part 2: The Local

5. Relationships

6. Tensions: Conflicts with Colleagues in Three Movements

Part 3: The Structural

7. White Privilege

8. Seeing and Getting "It"

The Work

9. Approaches and Beliefs

10. For the Future of Antiracist Work with Practicing Teachers: From Professional Development to Critical Teacher Learning

Appendixes
References
Index