Document Type

Article

Publication Date

Spring 5-21-2026

Publication Title

Multicultural Perspectives

Volume

28

Issue

1

Pages

3-13

Publisher Name

Taylor and Francis Group

Abstract

This paper examines the dissonance between teacher candidates’ stated claims of anti-racist education and their implicit and explicit resistance to structural critiques of whiteness advanced by immigrant faculty of color. Drawing on Ahmed’s concept of the nonperformativity of anti-racism and Matias’ critique of “whitestream” pedagogies, the authors trace how performative diversity rhetoric in teacher education unintentionally reinforces whiteness and its innocence, while a deeper critique triggers its recalibration to an aggrieved position insistent on control. Applying St. Pierre’s (2021) post-qualitative inquiry (PQI), two teacher educators use fictionalized stories to analyze how classroom “performances” of anti-racism operate and to reflect realities through imaginative critical perspectives. We urge educators to move beyond rhetorical affirmation and performative allyship toward substantive engagement with anti-racist pedagogies and practices.

Comments

Author Posting © The Author(s), 2026. This article is posted here by permission of Taylor and Francis Group for personal use and non-commercial redistribution. This article was published open access in Multicultural Perspectives, Vol. 28, Iss. 1 (May 2026), https://doi.org/10.1080/15210960.2026.2630346.

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