Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.
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