The CATESOL Journal

Informed by a critical antiracist perspective for teacher education, we describe a year-long research collaboration we engaged to interrogate how White allyship can be reimagined to support the design of critical antiracist initiatives in language teacher education. We were inspired to write this article because we see the realities, possibilities, and problems inherent in addressing the historic and entrenched ways that race and racism still operate in America, within teacher education, and within our institution, to sustain white privilege and power. This research is grounded methodologically in the notion of inquiry as stance, which recognizes the capacity of teacher educators to work collaboratively to reform education in democratizing ways. We conclude that within our institution and throughout teacher education barriers and resistance remain to taking antiracist actions to change the way we prepare teachers for guiding students who increasingly are not White and whose first language is not English.