Caution, Approaching Intersection: Black Educators Teaching in the Crossroads of Resistance and Responsiveness

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As a powerful institution of social reproduction, schools are locations in which racial inequalities and anti-Black racism play out in ways that contribute to the larger racial disparities that many Black communities experience. The way race informs the experiences of Black students in schools justifies the need for anti-racist and anti-bias teaching in education programs. In this paper, we argue that anti-racist and anti-bias education should be rooted in intersectional leadership and pedagogical approaches. We do so by first describing why intersectional leadership matters, particularly in preparing educators and leaders in working with Black students in school. We then describe our own positionality as Black scholars and educators working in a predominantly White private university and how our own positionality informs why this work is important to us. In particular, we focus on the ways in which we prepare future educators to engage in resistance and responsiveness on behalf of Black students and conclude with implications for anti-racist and anti-bias discourse development.


This article was originally published in a special issue of AILACTE Journal in 2021 following peer review.

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Association of Independent Liberal Arts Colleges for Teacher Education