Given contemporary recognition of how racialized micro-interactions and the embedded distortions of marginalized and minoritized folk compound over time to produce and reify educational stratification and inequality, this article is an opportunity to think more deliberately about how education researchers can better delineate empirically and conceptually the complexity and temporal spread of these micro-moments, their reproductive momentum, and the prospects for disruption. In capturing these more complex dynamics, scholars are better positioned to generate more nuanced and precise representations of racially minoritized folk and, by implication, White folk. These research commitments require the utilization of the analytical stance I refer to as the wide angle view. This article outlines the parameters and affordances of this view and the interpretive and methodological practices that follow.
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