Racial discourse as praxis: Reflections on becoming an anti-racist through a university-level course power and education

This qualitative study captures the narrative of six culturally diverse doctoral students’ after they have participated in an anti-racist course. The course immersed students in literature surrounding race and school-based criminalization to heighten their awareness of ways internalized racism and perpetuated anti-Black racism harms the students they educate. Within this study, we conducted two focus group sessions and analyzed responses from six doctoral students at Wayne State University. As they reflected on the racism being perpetuated in education and their daily challenges within a system based on white supremacy, they ignited their determination to work for racial equity having realized their past contributions to perpetuating these ideologies. Critical race theory (CRT) was used to take a deeper look at the historical and ongoing aspect of race and racism in American culture, including within the education system. The participants of color discussed their personal experiences with oppression as well as their initial resistance to become anti-racist. At the end of the course, that resistance evolved into an increased desire for racial advocacy. This study implicates that teacher education and educational leadership course work should promote comprehension of racism, provide opportunities for scholars to grow moral courage, and the need to advocate for curriculum reform at all levels.