The politics of “being”

Faculty of color teaching to social justice in the college classroom

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Because of their physicality, faculty-of-color who are visible minorities are imagined, in part, to represent an important aspect of social justice, i.e., inclusion and representation. Students may also assume that issues of social justice are more important to faculty-of-color than to their White counterparts. These professors, regardless of disciplinary affiliation, can capitalize on these perceptions by creating learning environments that forward the cause of social justice. Choosing course materials that highlight the talents and contributions of non-White scholars, creating respectful and inclusive learning environments, and becoming academic activists are strategies that will ultimately teach to social justice and make positive impacts on adult students' learning and development.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction
Subtitle of host publicationEmpowerment on the Chalkboard
PublisherSpringer International Publishing
Pages15-22
Number of pages8
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016
Externally publishedYes

Fingerprint

social justice
classroom
politics
Teaching
learning environment
university teacher
student
inclusion
minority
cause
learning

Keywords

  • Classroom environment
  • Faculty-of-color
  • Politics of being
  • Social justice
  • Teaching

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Harris, M. A. (2016). The politics of “being”: Faculty of color teaching to social justice in the college classroom. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 15-22). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_2

The politics of “being” : Faculty of color teaching to social justice in the college classroom. / Harris, Michelle A.

Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, 2016. p. 15-22.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harris, MA 2016, The politics of “being”: Faculty of color teaching to social justice in the college classroom. in Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, pp. 15-22. https://doi.org/10.1007/978-3-319-12349-3_2
Harris MA. The politics of “being”: Faculty of color teaching to social justice in the college classroom. In Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing. 2016. p. 15-22 https://doi.org/10.1007/978-3-319-12349-3_2
Harris, Michelle A. / The politics of “being” : Faculty of color teaching to social justice in the college classroom. Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, 2016. pp. 15-22
@inbook{72af3dc2fd7e4d2b88df5750e9d1d3e2,
title = "The politics of “being”: Faculty of color teaching to social justice in the college classroom",
abstract = "Because of their physicality, faculty-of-color who are visible minorities are imagined, in part, to represent an important aspect of social justice, i.e., inclusion and representation. Students may also assume that issues of social justice are more important to faculty-of-color than to their White counterparts. These professors, regardless of disciplinary affiliation, can capitalize on these perceptions by creating learning environments that forward the cause of social justice. Choosing course materials that highlight the talents and contributions of non-White scholars, creating respectful and inclusive learning environments, and becoming academic activists are strategies that will ultimately teach to social justice and make positive impacts on adult students' learning and development.",
keywords = "Classroom environment, Faculty-of-color, Politics of being, Social justice, Teaching",
author = "Harris, {Michelle A}",
year = "2016",
month = "1",
day = "1",
doi = "10.1007/978-3-319-12349-3_2",
language = "English (US)",
isbn = "9783319123486",
pages = "15--22",
booktitle = "Social Justice Instruction",
publisher = "Springer International Publishing",

}

TY - CHAP

T1 - The politics of “being”

T2 - Faculty of color teaching to social justice in the college classroom

AU - Harris, Michelle A

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Because of their physicality, faculty-of-color who are visible minorities are imagined, in part, to represent an important aspect of social justice, i.e., inclusion and representation. Students may also assume that issues of social justice are more important to faculty-of-color than to their White counterparts. These professors, regardless of disciplinary affiliation, can capitalize on these perceptions by creating learning environments that forward the cause of social justice. Choosing course materials that highlight the talents and contributions of non-White scholars, creating respectful and inclusive learning environments, and becoming academic activists are strategies that will ultimately teach to social justice and make positive impacts on adult students' learning and development.

AB - Because of their physicality, faculty-of-color who are visible minorities are imagined, in part, to represent an important aspect of social justice, i.e., inclusion and representation. Students may also assume that issues of social justice are more important to faculty-of-color than to their White counterparts. These professors, regardless of disciplinary affiliation, can capitalize on these perceptions by creating learning environments that forward the cause of social justice. Choosing course materials that highlight the talents and contributions of non-White scholars, creating respectful and inclusive learning environments, and becoming academic activists are strategies that will ultimately teach to social justice and make positive impacts on adult students' learning and development.

KW - Classroom environment

KW - Faculty-of-color

KW - Politics of being

KW - Social justice

KW - Teaching

UR - http://www.scopus.com/inward/record.url?scp=84978296487&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84978296487&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-12349-3_2

DO - 10.1007/978-3-319-12349-3_2

M3 - Chapter

SN - 9783319123486

SP - 15

EP - 22

BT - Social Justice Instruction

PB - Springer International Publishing

ER -