The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to document how they addressed—or more often, evaded—the topics of race and racism. Participants (n = 33) were instructors for state-mandated courses on teaching emergent bilinguals for general educators across the state of Massachusetts. Through the lens of poststructural discourse analysis, the findings of this study demonstrate that race-evasiveness is not a byproduct of passive omission, but instead involves active, discursive effort. These findings underscore the importance of individual and collective efforts to disrupt race-evasiveness, but also illustrate the limits of surface-level race-intentionality for advancing antiracism in teacher education.

美国课堂的种族和语言多样性引起了人们对教师教育中种族、种族主义和语言学习的交叉动态的关注。虽然这方面的大多数研究都关注教师，但几乎没有研究关注教师教育者本身。因此，本研究借鉴了对教师教育工作者的采访，以记录他们如何解决——或者更经常地，回避——种族和种族主义的话题。参与者 ( n= 33) 是马萨诸塞州普通教育工作者的国家规定课程的讲师，教授新兴双语者。通过后结构话语分析的视角，这项研究的结果表明，种族回避不是被动疏忽的副产品，而是涉及主动的、话语的努力。这些发现强调了个人和集体努力破坏种族回避的重要性，但也说明了在教师教育中推进反种族主义的表面种族意图的局限性。