Abstract
ABSTRACT Anti-racism is an imperative for those committed to a world and planet free of the manifestations of racial oppression. This correspondence between two critical women teacher educators illustrates ideologically aligned ‘work friends’ theorising anti-racist pedagogy in the context of heightened sociopolitical uncertainty. We explore creative possibilities for uncertainty-oriented anti-racist pedagogy vis-à-vis the aims of inquiry-based, social justice teacher preparation. We co-develop pedagogical insights using an anti-racist intersectional frame as an analytical lens for re-viewing teaching artefacts, reflecting on lived experiences, and posing probing questions. Eschewing feigning pedagogical mastery, we employ the epistolary form to reflexively interrogate the nexus of anti-racism, pedagogy, uncertainty, and teacher education. This exchange contributes (a) an intersectional framework for the practice of antiracist pedagogy, and (b) a model for the emergent, dialogic process of letter writing as a tool for critical collaborative teacher inquiry.
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