The politics of “being”: Faculty of color teaching to social justice in the college classroom

Michelle A Harris

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations


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
Number of pages8
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
StatePublished - Jan 1 2016


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

ASJC Scopus subject areas

  • General Social Sciences


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