ABSTRACT This article describes results from a critical co-ethnography focused on a mindfulness training for educators in an urban school district in the southeastern region of the U.S. Working across racial difference, and utilizing critical race theory and critical whiteness studies as lenses, the co-ethnographers identified individualism that subverted systemic levels of oppression, race neutral ideologies, and ways the curricula and facilitation of this mindfulness training may have missed opportunities for racial equity work. Additionally, ideologies of whiteness were present in the training despite being situated in a larger teacher residency program with a mission centered on the realization of equity and racial justice in schools. Implications for mindfulness programs and urban teacher residency models are explored.

中文翻译：

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当白度笼罩正念时：使用批判性理论检查城市学校教育者的正念训练

摘要本文描述了批判性共同民族志的结果，该研究侧重于对美国东南部城市学区教育工作者的正念培训 跨种族差异工作，并利用批判性种族理论和批判性白人研究作为镜头，共同民族志学家确定了颠覆系统性压迫水平的个人主义、种族中立的意识形态，以及这种正念训练的课程和便利化可能错过了种族平等工作机会的方式。此外，尽管位于更大的教师驻留计划中，但培训中仍存在白人意识形态，其使命是在学校中实现公平和种族正义。探讨了正念计划和城市教师居住模式的影响。