Abstract
ABSTRACT This study employs critical discourse analysis to understand how two white and trans* postsecondary teachers make sense of ourselves as racialised actors who attempt to utilise critical pedagogy in our classrooms. Our discourse of whiteness was co-constituted with discourses of trans*ness and resisting trans* oppression. Analysis highlighted the relevance of our minoritised gender identities to our race-talk, offering important considerations for imagining news ways to disrupt white supremacy. Specifically, taking up whiteness not as an essentialised, single-axis notion, but as co-entangled with other identity and power formations elucidates how white educators can continue to invest in antiracist pedagogical practice.
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