Qualitative Inquiry, Ahead of Print.
Framed through the four tenets of Jayakumar and Adamian’s critical race praxis as educational research, this article explores how the Institute for Teachers of Color Committed to Racial Justice, a critical race professional development space, was supportive of the racial literacy growth and well-being of K-12 teachers of Color. The author additionally engages in a process of autoethnographic reflection to show how engaging in research and praxis in this way was also healing to her as a teacher educator of Color, helping her to mitigate the overwhelming whiteness of teacher education and advance racial justice in policy and practice.