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 language | English (US) |
|---|---|
| Title of host publication | Social Justice Instruction |
| Subtitle of host publication | Empowerment on the Chalkboard |
| Publisher | Springer International Publishing |
| Pages | 15-22 |
| Number of pages | 8 |
| ISBN (Electronic) | 9783319123493 |
| ISBN (Print) | 9783319123486 |
| DOIs | |
| State | Published - Jan 1 2016 |
| Externally published | Yes |
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Keywords
- Classroom environment
- Faculty-of-color
- Politics of being
- Social justice
- Teaching
ASJC Scopus subject areas
- Social Sciences(all)
Cite this
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 proceeding › Chapter
}
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
AN - SCOPUS:84978296487
SN - 9783319123486
SP - 15
EP - 22
BT - Social Justice Instruction
PB - Springer International Publishing
ER -