Abstract
This research focused on implementing a space for White teachers to do the self-reflexive work that needs to be implemented in teacher preparations programs; preparing educators to better serve students of Black, Indigenous, and People of Color (BIPOC). Through this shift in consciousness, teachers meditated to become more aware of not only their present-moment but to work towards deconstructing their unconscious biases. Unconscious biases can reflect on a teacher’s behaviors towards their students of BIPOC, therefore perpetuating negative learning outcomes for their classrooms. By participating in this critical consciousness, White teachers will become acquainted with their privileges, how Whiteness influences their praxis, and also how they can begin to shift into an anti-racist pedagogy.