Disrupting White Teacher Education

Recognizing that K-12 and higher education spaces center Whiteness, the authors of this editorial invite other White teacher educator-scholars to disrupt the dominance of Whiteness in university-based teacher education and research. In the form of a letter, the authors implore White readers to join them in regularly noticing White privilege and engaging in concerted divestment; analyzing the racialization of policies, systems, and social patterns in which they participate; holding one another accountable for racially just action and repair; and advocating for sweeping changes to education systems and institutions. By offering strategies and specific anti-racist actions that begin to dismantle and de-center Whiteness in teacher education and research, the authors embrace humility and discomfort as a guide to racial consciousness.