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Over the past decade, increased attention to the marginalization of queers of color across educational context in North America has forced urgent reevaluations of the legal, political, and pedagogical implications of exclusionary politics (Brockenbrough, 2012, 2013; McCready, 2013). The research done by Brockenbrough (2013) cites the absences of queer of color perspectives in the educational literature and more specifically for this research their perspectives on teaching and learning. An experience that requires the participants to cross-epistemological boundaries and examine their experiences within the intersections of race and gender and in some instances class; which will become evident in the narratives of Malcolm, Carlos and Victor. Following the work of Brockenbrough (2013), McCready (2013) and others this article centers the pedagogical practices of three gay men of color. It is my intent with this line of research to bring to the forefront the lived and pedagogical experiences of gay teachers of color.

Over the past decade, increased attention to the marginalization of queers of color across educational context in North America has forced urgent reevaluations of the legal, political, and pedagogical implications of exclusionary politics (Brockenbrough, 2012, 2013; McCready, 2013). The research done by Brockenbrough (2013) cites the absences of queer of color perspectives in the educational literature and more specifically for this research their perspectives on teaching and learning. An experience that requires the participants to cross-epistemological boundaries and examine their experiences within the intersections of race and gender and in some instances class; which will become evident in the narratives of Malcolm, Carlos and Victor. Following the work of Brockenbrough (2013), McCready (2013) and others this article centers the pedagogical practices of three gay men of color. It is my intent with this line of research to bring to the forefront the lived and pedagogical experiences of gay teachers of color. ; Este artículo habla de las experiencias que han vivido los maestros varones gays de color que trabajan en el nivel K-12 desde mi perspectiva de investigador individual y desde una perspectiva colectva, con el objetivo de empezar a abordar los silencios penetrantes y fuertes de nuestra presencia en educación. Así este estudio aborda las experiencias de maestros gays de color (un hombre negro y dos latinos) e identificará y analizará las características, la intersección y el impacto de los principios y los valores de la sexualidad en la enseñanza de tres profesores homosexuales de color para poder examinar el éxito que esta enseñanza puede tener de cara a informar en asuntos orientados a la justicia social.

In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and re-creating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy.

The purpose of Unhooking from Whiteness: The Key to Dismantling Racism in the United States is to reconsider the ways and strategies in which antiracist scholars do their work, as well as to provide pragmatic ways in which people—White and of color—can build cross-racial, cross-communal, and cross-institutional coalitions to fight White supremacy. Employing the methodology of autoethnography, each chapter in this book illustrates the individual journey that the chapter contributor took to "unhook" him or herself from Whiteness. Unhooking from Whiteness explains Whiteness in ways never conceptualized before. The chapters suggest approaches to "unhooking" from Whiteness, while sharing the authors' continual struggles to identify and eradicate the role of Whiteness in education and society in the United States

Prologue: Corpus Delecti -- Unhooking from Whiteness: Beginning the Journey -- Decivilization in the Trump Error: A Call for Humanity without the Whiteness of Man -- Four Domains of Benefiting from Racism: A Multi Year Autoethnography of a High School Student Exchange -- Loving Blackness to Dismantle Whiteness: On Pushing Ideals of Social Justice to Unhook from Whiteness -- Gay Is Not the New Black: Decentering Whiteness in the Quest for Equality -- The Least Racist White Person in the Room: Towards Critical Authenticity -- I Must Confront What Is Uncomfortable -- Diversity Bang: Who Benefits from Interest Convergence in Higher Ed? -- Defecting from Whiteness: Coalescing toward Liberation -- Hey, I Live There!: Unpacking Environmental Justice Education and Whiteness in a Rust Belt City -- Complicating the Ally/Enemy Dichotomy: White Teachers, Critical Whiteness, and Racial Justice Identifications -- The Enemy Is White Supremacy: How South Korea and China Got Hooked -- Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking -- Your Whiteness Is Showing, and Yes, It Is Racist: How Whites Stay in the Dark -- There Is No Turning Back.