Abstract
White supremacy and anti-Black racism are deeply embedded in educational organizations and disrupting them is key to creating more racially just schools. This essay details how the regular practice of organizational routines reproduces racial domination and subordination. We argue that combining critical perspectives on race with organizational improvement approaches can help disrupt this reproductive process. More specifically, educators can engage in critical reflection and action to interrupt, deconstruct, and redesign organizational routines in ways that challenge and hopefully undermine white supremacy and anti-Black racism in schools. We highlight how this approach could help create more racially just educational contexts.
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