Mapping women’s knowledges of antiracist teaching in the United States: A feminist phenomenological study of three antiracist women teacher educators

Abstract

Abstract This feminist phenomenological inquiry pivots from the White, Western, androcentric gaze to probe the antiracist teaching of a multiracial group of women in the United States comprised of three teacher educators. I find that these teacher educators’ beliefs about and enactments of antiracist teaching are shaped by their knowledges of the (inter)connections among: 1) race(ism) and family histories; 2) race(ism) and schooling experiences; and 3) race(ism) and embodiment. I conclude by considering the questions raised by this pilot study for future and further feminist-concerned research on how, what, and why antiracist teacher educators teach.