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In this autoethnographic study, the authors use Critical Race Theory to examine their racialized experiences teaching a course on Critical Race Theory. Data were derived from multiple sources, including reflective interviews, journals, and course evaluations. The three authors present narratives and reflections of salient classroom experiences that relate to their roles within the classroom as facilitators, teachers, and race scholars.doi:10.31274/jctp-180810-42 fatcat:5iefjehoindjris2l56yriu42m