Abstract
This study used CRT to engage educators in critical discourse regarding the persistence of racism in urban schooling. A combined method of action research and critical case study was employed to raise a group of educators’ race consciousness through antiracist training. Findings revealed conflicting views of racism as an individual pathology vs. a systemic problem, which led to the development of four personae of racism: the conscious perpetrators, the unconscious perpetrators, the deceived perpetrators/activists, and the enlightened perpetrators/activists. The study found that the participants were largely deceived by their social activism to recognize their perpetuation of racism through their practice.
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