Because of the changing nature of race the role of antiracist teaching is a forever-evolving process. Acknowledging that the majority of the U.S. teaching force, from K-12 to teacher education in institutions of higher education, are white middle-class females, it becomes imperative to unveil pedagogical applications of critical whiteness studies. Unwillingness to do so maintains the recycled nature of the hegemonic whiteness that dominates the field of education. This reflective paper examines the implemented pedagogies of a teacher education diversity course which begin to break down the whiteness ideology embedded in teacher candidates (i.e., pre-service teachers). Although the course's application of critical whiteness studies was in no way complete, it framed a pedagogical strategy for self-interrogation of whiteness, one that can be implemented in other teacher education courses across the nation. Adding to the existing field of research, this paper provides concrete teaching strategies about how to employ critical whiteness studies in teacher education, and examines the implications of such pedagogies in relation to the roles of racial justice and antiracist teaching. By including feedback from teacher candidates themselves, this paper demonstrates how effective the pedagogies were in preparing a majority of white female teacher candidates for urban teaching.

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The Race-Grounded Reciprocity Manifesto outlines a vision for cultivating partnerships with youth and community-based organizations in ways that center the dignity and validation of Black, Brown, and Indigenous leadership.

Higher education classrooms are increasingly diverse in regards to student culture, including race, gender, nationality, and intersecting identities. Yet faculty members oftentimes do not have adequate training in teaching, cultural competence, or intercultural communication. Building upon the principles of Intercultural Communication Competence (ICC), the authors in this chapter explore different bodies of literature in order to pull together common principles for promoting culturally responsive pedagogy in U.S. higher education. The purpose of this chapter is to focus on teaching practices that go beyond inclusive intentions, and instead focus on pedagogy that is truly responsive to diverse groups of students, especially in terms of the most prominent cultural aspects, such as race, gender, and nationality. Specifically, five principles are described and detailed: 1) Instructor awareness of epistemology, 2) Recognition of diverse knowledge systems, 3) Inquiry based instruction, 4) Incorporation of student choice, and 5) Expanded use of formative feedback.