Abstract
This study investigates educator and school leader perceptions of schools in New York City with interest in antiracist professional learning experiences. Through qualitative, semistructured interviews with 8 teacher educators, 12 teachers, and 8 school leaders, it examines tensions around institutional change in antiracist teacher learning. This study found that despite years of ongoing professional learning about race in the school district, there was pervasive avoidance of racial justice at district, school, and individual levels. Institutions and individuals demonstrated interest in antiracism while simultaneously avoiding transformative changes. Furthermore, the study considers the possibility of inservice teacher learning extending beyond antiracism into an abolitionist framework to achieve institutional change.
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