Abstract

This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part of this cultivation if racist norms are to be disrupted and replaced with more equitable ways of seeing in schools. In making this argument, we draw on a practice, Descriptive Inquiry, to cultivate more equitable talk and describe how it led to changes in four urban public schools.