Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Abstract

This case examines a book study focused on racial equity work at Oak Meadows—a suburban high school with shifting student racial demographics. Two teacher-leaders organize a yearlong book study, initially with the tacit support of school administrators. Book study participants approached their work with great enthusiasm. As the content of the book study shifted to heavier topics such as racialized tracking, teacher colleagues started to withdraw their support, question teacher-leaders’ intentions, and undermine their work. This case explores how teacher-leaders work at the margins for social justice with a school leader who lacks the necessary subjectivities and skill sets to adequately address these issues of racial equity at Oak Meadows.