[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598327-105":59,"doc-detail-598327-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-curriculum-through-a-critical-antiracist-lens","Examining Curriculum through a Critical Antiracist Lens","","Year-long research collaboration examines curriculum redesign in TESOL teacher education through a critical antiracist lens, interrogating how White allyship can be reimagined to support the creation of critical antiracist initiatives. The work draws on inquiry as a stance to enable teacher educators to collaborate in democratizing reforms. It outlines a framework, methodology, and classroom assignments that enact de-essentialize, de-simplify, de-silence, and decolonize antiracism, while emphasizing persistent barriers and resistance in preparing teachers for increasingly diverse student populations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-curriculum-through-a-critical-antiracist-lens/598327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-curriculum-through-a-critical-antiracist-lens/598327.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of the curriculum redesign described in the article?","Question",{"text":112,"@type":113},"To prepare TESOL teachers to become critical antiracists by engaging in pedagogies that de-essentialize, de-simplify, de-silence, and decolonize antiracism.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define and frame racism and race?",{"text":117,"@type":113},"It describes race as an invented political grouping and links racism to systems that assign superiority and justify unequal power, including through language practices and policy.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach guides the research collaboration and methodology?",{"text":121,"@type":113},"The research is grounded in “inquiry as stance,” emphasizing teacher educators’ collaborative capacity to reform education through democratizing actions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598327,1792252290,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Examining Curriculum through a Critical Antiracist Lens  \nInformed 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.  \nI  \nKeywords: critical antiracism, white allyship, antiracist teacher education, intersectionality  \n“Race is the child of racism, not the father”(Coates, 2015, p. 7).  \nn this article, we analyze ongoing antiracist curriculum redesign. The goal of the redesign is to prepare TESOL teachers to become critical antiracists by engaging in pedagogies that “de-  \nessentialize, de-simplify, de-silence, and decolonize antiracism”(Kubota, 2021, p. 1) . As Dei (2011) stated,“Antiracism as a discursive and political practice places the myriad forms of racism and their intersections with other forms of oppression [e.g., linguicism] in societal institutions on the table for discussion”(p. 17) . Here, we describe a year-long research collaboration we engaged to interrogate how White allyship can be reimagined to support the design of critical antiracist programs in teacher education. We first give an overview of the framework which undergirds our thinking and praxis. Next, we discuss our methodology and efforts to redesign curriculum in a TESOL program, developed and led by author and professor Rachel Grant, and where both authors teach. We then share assignments that exemplify how we constructed tasks to apply critical antiracist pedagogies within the program. We conclude with a discussion of applications of critical antiracism in TESOL teacher preparation programs.  \nDeconstructing Race  \nRoberts (2011) explained, “Race is not only interpreted according to invented rules, but, more importantly, race itself [emphasis in the original] is an invented political grouping. Race is not a biological category that is politically charged, it is a political category that has been disguised as a biological one”(p. 4) . According to historian Frank Snowden Jr. (1983) the ancient Greek and Roman view of Africans of their time was one rooted in convenience, that is, color was adscript of their unique, most obvious physical  \ncharacteristic. Noting color provided the fullest description for distinguishing the inhabitants they encountered from the Nile Valley south of Egypt, who were also referred to as Nubian and Ethiopian. As such, the construct of “color” and “other” was not yet racialized as a socio-cultural and bio-political mark for inferiority.  \nAlthough the origins of race as the social construct we know today are widely debated, it seems clear that the incursion of Europeans into the Americas and the advent of 300 years of the trans-Atlantic transport of Africans for the purpose of unwaged labor, framed a new understanding of color and race. As if permanent removal from their land and family was not enough, white fear of rebellion meant that Africans who spoke the same languages or who appeared able to communicate with one another in any manner, were separated. From the captor’s perspective, African’s use of language was only needed to the extent that it was used to follow orders or ser","cbCaitvXXNejNJiy","https://ap.wps.com/l/cbCaitvXXNejNJiy","pdf",345384,22,"English","# Deconstructing Race\n# Race and Racism in Teacher Education\n# Curriculum Redesign for TESOL Teachers\n# Methodology and Assignments\n# Applications of Critical Antiracism","[{\"question\":\"What is the primary purpose of the curriculum redesign described in the article?\",\"answer\":\"To prepare TESOL teachers to become critical antiracists by engaging in pedagogies that de-essentialize, de-simplify, de-silence, and decolonize antiracism.\"},{\"question\":\"How does the article define and frame racism and race?\",\"answer\":\"It describes race as an invented political grouping and links racism to systems that assign superiority and justify unequal power, including through language practices and policy.\"},{\"question\":\"What approach guides the research collaboration and methodology?\",\"answer\":\"The research is grounded in “inquiry as stance,” emphasizing teacher educators’ collaborative capacity to reform education through democratizing actions.\"}]","Examining Curriculum through a Critical Antiracist Lens | PDF",1792086724,55]