In this article, we explore our complicity as white liberal literacy researchers in the social and political dynamics that support continued inequities in school-based literacy success. We focus on social constructions of difference, particularly addressing differences related to race and racism. We begin by reviewing what several noted scholars have said about race, racism, and white liberalism. We describe four deleterious patterns within the tradition of white liberalism, showing how these unwittingly undermine the goals for equity that this group espouses. Next, we use our critique of white liberalism as a basis for critiquing our own practice as literacy researchers. We do this by examining two pieces of our own research. In conclusion, we offer suggestions for literacy research that reflect our review and analysis, and we invite others to contribute to the conversation.
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