Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district's antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights)…

National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation…

This study endeavoured to awaken mainstream teachers' awareness of language, specifically related to teaching emergent bilingual children who are learning English as an additional language (EAL) in the Republic of Ireland. Because EAL learners spend the majority of the day in the mainstream classroom, mainstream teachers' language awareness may…