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The purpose of this conceptual article is to bring critical theoretical frameworks and discourses used in educational research on leadership, pedagogy, and policy into conversation with literature on hauntology. Furthermore, this work aims to pursue avenues for theorizing and developing notions of hauntological pedagogies by evoking the language and imagery of ghosts to confront the political, social, and spiritual problems in U.S. schooling contexts that stem from whiteness. This article is grounded in the critical discourses of antiracism, BlackCrit, critical pedagogy, critical race theory, critical whiteness studies, decolonial studies, and TribalCrit. By juxtaposing historical and contemporary case studies in U.S. schooling, this study demonstrates that whiteness, apart from constituting a socially constructed set of power relations, takes on religious or spiritual qualities. Critical educational researchers and practitioners will benefit from engaging with this work as it can help them conceive of and strive for more epistemologically, racially, and spiritually just schooling environments.

Hauntological Pedagogies: Confronting the Ghosts of Whiteness and Moving towards Racial and Spiritual Justice