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The article discusses antiracist pedagogical literature to contextualize how teaching can provide a snapshot of the deployment of antiracist pedagogy in a first-grade classroom. It mentions a teacher's classroom, which emphasized the inclusion of leaders of color resisting racism in curricula, fostering critical thinking skills, and constant critical self-reflection, which led to the students having a deeper understanding of heroism.

The personal narrative of the authors is presented which explores the author's experiences as shared in letters to each other on taking action in the classroom for antiracist education.

The article discusses about the whether antiracist teaching is a downer. Topics of discussion includes antiracist teaching can be joyful as it offers students to explore their full potential. Antiracist teaching recognizes humanity of all students and dismantle oppressive structures in schools while affirming, celebrating, and advocating for all students.

The article discusses about equity-focused English language arts pedagogy, that creates antiracism distinct from concepts like diversity or inclusion. It also discusses about theory of change undergirding antiracist ideologies in ELA teaching which assumes that racism is woven into existing educational system.

The article presents the views of the author on antiracist pedagogies ad self excavation from issues of race, class, religion, and sexual orientation that live within. It further states that it will be difficult for teachers to engage students around these issues when they have not engaged with themselves. Through Archaeology of Self the teachers and teacher educators surface deep-seated beliefs and racial trauma, biases and stereotypical notions.

The article presents the opinion of the various authors on freedom dreaming about joy, healing, and justice for people of color and where educators visions brilliance and center healing, healthy relationships, and stories that exhume and affirm joy for people of color.

An introduction is presented in which the editor discusses about the articles in the issue including "Freedom Dreaming Antiracist Pedagogy Dreams" and "Doing the Deep Work of Antiracist Pedagogy: Towards Self-excavation for Equitable Classroom Teaching."