Abstract
This article discusses the concept of racial microaggressions as a tool for supporting new teachers from all backgrounds to challenge racism in schools. Addressing racism has become a lower priority in initial teacher training, yet many subtle acts of racism continue to occur. It adapts Kohli and Solórzano’s (2012) model for identifying microaggressions, understanding their effects and exploring possible responses, drawing on interviews with three new teachers to illustrate each stage. Incorporated into their training, this approach may equip teachers to resist the subtle acts of racism they have either experienced or witnessed but have hitherto been unable to name.
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