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Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants' identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants' personal and professional identity tensions. Through our analysis, we subjunctively begin to outline what we call the multigenerationality of subtractive schooling.

Our essay provides a provocation supporting the special issue of the "International Journal of Qualitative Studies in Education's" titled "Why antiracism and critical whiteness now?" As editors, we circulated its call knowing that the conditions of our work in race and whiteness studies had changed. In our essay, we work through the special issue's central question via the critical psychoanalytic notion of identification ruptures. Autobiographically and then historically-socially un-suturing ourselves and work, we subjunctively sketch a conceptual geography of the empire of whiteness on-the-rise.

Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions and critical place-based pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition's books. Our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.

Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory's intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart Hall's lead, we first sketch out the geopolitical and sociocultural exigencies that allow for theoretical movements to unfold, paying more attention to the geopolitical implications of thinking "from" Latin America and the Caribbean. Second, we address the ethical imperative of thinking "with" as we seriously engage in inter-epistemic dialogues to advance an ecology of decolonial knowledges and pedagogical practices born in struggle. Ultimately, this article situates decolonial discourses and practices according to the conditions that enable their praxis-oriented intellectual expression.

Our conceptual essay begins with the recognition of the U.S. racialized tragedy and embattled discussions on race. Within this tragedy and embattled discussion, we attempt to renew and reinvigorate authentic, dialogic, and vulnerable exchanges on race. With this focus, we critique yet further advance multicultural foundations' notions of racial identity predominant in the academy and in broader national discussions on race. Critiquing yet advancing multicultural foundations, we emphasize conceptual content from five books on race and power by Cornel West. Working through West's conceptual content, we emphasize complex and historicized identifications and relationalities as key concepts in the present moment.

Itinerant Curriculum Theory (hereafter ICT) is a territorialized, critical, pedagogical grammar in situ that conjugates local-transnational networks, praxeologizing. We emphasize ICT as a grammar of critical curricular-pedagogical praxes because the contours are fluid, integrated, intertwined, articulated and indeed conjugated, not separate essentializing framework ‘categories’. Precisely and emphatically, ICT is a grammar of critical curricular-pedagogical praxes because it is not another framework to be superordinated. Rather, ICT carries in its DNA identificational, relational, non-dominant, contextualized, linguistic and critical curricular-pedagogical praxes only brought into being through in its actualizing. After emphasizing its emergence from specific (1) praxeological traditions, we briefly render ICT’s fluid-integrated-intertwined-articulated-and-conjugated grammar via a gloss of its (2) decolonial, (3) analectical, (4) political-ethical and (5) local-transnational linguistic contours. We end with an underdetermined rendering of our work in Llano Grande, Aztlán, México Profundo/Gran México. [ABSTRACT FROM AUTHOR]

As editors of the special issue in "Teaching Education" titled "What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers," our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call "critical and decolonizing education sciences." In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.

Through our understanding of decolonizing Hispanophone curriculum, our synoptic rendering seeks to better situate US-based research on testimonio within Latin American literary traditions. Specifically, we provide a synoptic rendering that outlines the testimonio tradition's literary criticism and an analysis of key testimonio texts. Of particular emphasis in our analysis, we provide representations from Latin American testimonio traditions' sociological, journalistic, fictionalized, and poetic dimensions. Our synoptic rendering concludes with implications for the advancement of testimonio traditions in education research with emphasis on testimonio resources for Latin@ graduate students.

In support of the special issue of "Whiteness and Education," 'White Scholars Working against Whiteness', the author approaches the research question: What learning is needed for White teachers' race-visible teaching? Through a topical life history reflection adding to second-wave White teacher identity studies, the author narrates racialised curriculum recoding of cherished knowledge as one component of teacher education instructors' work with White preservice and in-service teachers. Providing this narrative, the author recounts the creative-destruction of his own cherished knowledge of 'the radicalism of the American Revolution'. In the discussion and conclusion, the author discusses implications of racialised curriculum recoding for race-visible teaching in teacher education.

In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.

In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies' literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of "a generative politics of place on race" in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.

In this article, we introduce our special issue, "Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers." We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in this field focused on documenting, how white teachers denied and evaded the significance of race and white privilege in their work and lives. The articles in this special issue exemplify a second wave of white teacher identity studies which builds on and responds critically to this earlier work. Crucial concerns of this second-wave work include attending to the nuances and complexities of white racial identities, as well as examining the pedagogical, curricular, and institutional contexts within which these identities are taken up.

In this research reflection, we develop a portrait of our engaged pedagogy for teaching educational foundations classes in teacher education. Our engaged pedagogy--based on autobiography and self-disclosure traditions-- emphasizes instructors and students' self-disclosure of lived experiences as being central to practical curriculum in teaching educational foundations. In developing this portrait of our teaching, we use topical narrative that provides a unique fit for studying practical curriculum and students' responses. After discussing topical narrative as research methodology, we identify narrative patterns that emerged in our study with preservice teachers: searching for and finding words, opening eyes in relation to broader issues, and reconsidering worldviews. In continuation, we discuss "disclosure on disclosure," which identifies benefits of working through autobiography and disclosure traditions alongside limits that emerge in practice. We conclude by emphasizing the importance of initiating a practical discussion on teaching foundations as a key area of professional activity in teacher education.

Background/Context: With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study: Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design: In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term "White teachers" conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) analytical emphases on colorblind racism, (c) publication in peer-reviewed journals, (d) use of qualitative and/or narrative research methodologies, and (e) publication date between 1990 and 2015. Data Collection and Analysis: Our general search yielded 136 (N = 136) peer-reviewed empirical qualitative and/or narrative studies between 1990 and 2015, and after narrowing our criteria, we found 47 race-evasive White teacher identity studies (n = 47, 47/136) that we reviewed here. Each study in the document universe was abstracted by authors, added to a spreadsheet, and categorized by emergent themes. Findings/Results: The following five themes emerged and developed over the last 25 years: (a) racialized silence and invisibility (9/47), (b) resistance and active reconstruction of White privilege (12/47), (c) Whiteness in institutional and social contexts (8/47), (d) fertile paradoxes in new research (9/47), and (e) reflexive Whiteness pedagogies (9/47). Conclusions/Recommendations: We believe our literature review identifies the complex contours of White preservice and in-service teachers' silence, resistance to, engagement in, and pedagogical grappling with racism, Whiteness, and White privilege. The importance of preservice and in-service teachers being able to engage, understand, and challenge these issues becomes critically important at our crossroads in the present, especially given the recent election that bolstered open and tacit White supremacists into power. If White teachers are to engage racism, Whiteness, and White privilege, they must do so with as opposed to for their students, in a Freirean sense. If teaching for social justice is important, renewed interest and investment in White teacher identity studies and related Whiteness pedagogies is key for the next 25 years.

Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending "de facto" segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents' "becoming" committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents' professional identifications, articulating identification creativity, provide an understanding of curriculum wisdom for teaching in inner-city schools that includes race visibility, difference within difference, and relational-experiential pedagogy. Last, this reflection urges researchers toward a "second wave" of White teacher identity studies based on directions emerging in this research. (Contains 6 notes.)

Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents' "creative identifications" and initiating a "second wave" of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of "self" identification. This reflection articulates these complex and nuanced White teacher identifications as they relate to classrooms and race visible, rather than color-blind, identifications. These findings critique activist-interventionist research on White teachers' "false consciousnesses" for its essentializing tendencies and suggest a move toward creative identifications and a "second wave" of White identity studies illuminating them. The second wave of White identity studies, which this research exemplifies and calls for, emphasizes respondents' narrative "becoming" rather than essentialized being as a basis for a continued research on White identities.

This research reflection explores a narrative pattern that emerged in participants' interviews on student differences. In exploring this narrative pattern, this reflection reveals tensions between participants' "structural" and "deficit" understandings of student differences of race, class, culture, and language. Framing participants' understandings of structural and deficit thinking, this reflection articulates three discursive contexts relating to participants' work. Articulating participants' structural and deficit thinking within discursive contexts, this reflection seeks to re-initiate the conversation on white teachers through increased attention to researcher positionality, discursive contexts, and research pedagogy. (Contains 2 notes.)

The following chapter offers an introduction and overview to the special issue, Why antiracism and critical whiteness now? It highlights how racial concerns are—at their core—fundamentally relational, emblematizing not only antiracism's greatest hope but also its most tenacious, enduring challenge. [ABSTRACT FROM AUTHOR]

Integrates the epistemology of cultural syncretism or "mestizaje" into multicultural thinking, instructional materials, and teaching about Latin America. Discusses the origins of white and black myths of the conquest; the centrality of "mestizaje" in Latin American culture; "mestizaje's" origins from the 16th-century spiritual conquest of Mexico; and cultural syncretism as a starting point in critical thinking about Latin America. (SM)

Highlights the Rio Grande Valley in order to combat stereotypical North American folkloric representations of Latin America, discussing border crossings, developing a typology of the Rio Grande Valley that emphasizes diversity within diversity, articulating an example of diversity within diversity, and arguing that multiculturalism's categorical language is inadequate for representing cultures, though it provides an important framework for political action. (SM)