The present article explores the experiences of educators working in Ontario, Canada, in schools that have introduced anti-racist education. Based on 30 qualitative interviews with educational professionals, the findings indicate that educators struggle to meaningfully implement anti-racist education standards without adequate systemic change and administrative support. Using Critical Race Theory (CRT), the study examines how embedded Whiteness impacts the applicability of anti-racist education policies in Ontario schools. The study findings indicate that educators, particularly racialized educators, work in-kind outside of their role to support Caribbean and Latin American students due to the limited support available for operationalization and implementation. The additional labour of racialized educators to adequately support racialized students is subsequently invisibilized, as there are insufficient practices that have put anti-racist policies into action.
Swardh et al. (Mon,) studied this question.