Critical Inquiry Groups as Sites for Learning about Race and Racism

Abstract

In critical inquiry groups, teachers work together to intentionally examine aspects of professional practice and provide support for transforming those practices over time. We explore how one such group engaged in dialogue about race in the context of their literacy/ELA instruction. We use the concepts of race-intentionality and race-evasiveness given by Chang-Bacon and the critical talk moves given by Vetter et al. to examine how interactional patterns open up (or shut down) spaces for critical teacher learning about race. Teachers engaged in race-intentional interactions that disrupted dominant narratives about discussing race and racism through children's literature, providing evidence that such groups can facilitate racial literacy.