This chapter describes the frameworks of critical pedagogy, culturally relevant pedagogy, and related experiences that teachers engage in as part of the authors' antiracist professional development work. Critical reflective practice is at the core of these pedagogical approaches and is central in offering effective antiracist teacher professional development, with these frameworks having the potential to help teachers become aware of the ways that institutional racism pervades schools and society and the ways we are all complicit in perpetuating racism; shift the focus of oppressive educational challenges from individuals—including self as teacher, parents, and students—to systems of oppression; support teachers to develop the knowledge and skills to advocate and take action for antiracist attitudes, policies, and practices, both in society and in their own classrooms; support teachers' antiracist teaching that positions students to develop as critical, antiracist, and engaged citizens; and ensure that teachers and schools recognize and support the optimal development of every child.
A Habermasian Analysis of Qatar's National Teacher Professional Standards
