Living and teaching from our politicised bodies: reflexive dialogue on anti-racist praxis through pedagogies of love and calling-in

This article explores the relational, embodied, and affective dimensions of anti-racist pedagogy through a reflexive dialogue between two racialised educators working within Euro-Western academic institutions in Canada and Sweden. Grounded in our everyday teaching encounters, we examine how our politicised bodies are read, disciplined, and contested in the classroom, and how these dynamics shape our relationships with students, our pedagogical choices, and the emotional labor of anti-racist teaching. Through co-theorizing dialogue as both method and praxis, we reflect on navigating risk, institutional precarity, and racialised expectations, while also practicing love, care, and calling-in as forms of resistance and survivance. Moving beyond individualised accounts of anti-racist teaching, we argue that relational reflexivity can cultivate accountability, collective meaning-making, and transformative learning spaces. This paper contributes to anti-racist praxis by offering grounded insights into how educators negotiate discomfort, vulnerability, and power while fostering healing, solidarity, and liberatory possibilities in the classroom.