Abstract
In the United States, scholarship on antiracist teaching in teacher education abounds. Extant research irradiates how antiracist pedagogues practice antiracist teaching and how students respond. The link between antiracist pedagogues’ teaching and lived experiences, particularly with anti-Black racism, is under-scrutinized. This article theorizes antiracist teaching through the experiential knowledge of a Black male teacher educator. It sketches his theorizing of antiracist teaching, illustrating how that theorizing—which is anchored to his lived experiences with anti-Black racism—shapes his provocative pedagogic posture. Implications for antiracist teaching practice and research are discussed.
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