Teacher to teacher: white culturally relevant educators' attempts to foster their White colleagues towards critical consciousness of race

We can no longer walk away from discussions about race. We need to confront the elephant in the room. We need to recognize race and the impact it has on students' learning and teachers' pedagogical practices. We need to ask ourselves whose language is valued? Whose heroes and holidays are celebrated? Whose stories are told? Whose songs are sung? And whose work is acknowledged? In this study, I set out to discover the strategies and/or processes four critically conscious White teachers used in an attempt to foster their colleagues toward the progression of becoming critically conscious of race, racism, and other intersecting oppressions.