In solidarity, learning, growth, and resistance.

  For educators reflecting on their identity, position and responsibility in society, it is useful to actively critique the ways in which we may inadvertently reproduce patterns of inequitable power in our social relations. For almost half a century, white supremacy has taught us to view marginalised, indigenous and racially-minoritised peoples and practices through a lens that judges them as either one or more of: - misplaced (or out of place, see non-gender binary public toilets, accessibility for disabled communities, or surveillance of Black and brown customers and students) - lesser (e.g. hip-hop vs classical music, or living as a traveller vs in a house) - invisible (or hyper-visible depending on context, see 'Stop and Search' vs recruitment) - threatening (e.g. whiteness wants to maintain the colour line, protect its power and privileges, its 'genes', its 'virtuous' psyche of 'goodness') - deviant (whiteness is often a mirror that reflects a depra