Open AccessTransforming the Classroom at Traditionally White Institutions to Make Black Lives Matter
Author(s) -
Tuitt Frank,
Haynes Chayla,
Stewart Saran
Publication year - 2018
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/tia2.20071
Subject(s) - white (mutation) , sociology , pedagogy , higher education , work (physics) , critical race theory , public relations , political science , gender studies , racism , law , engineering , mechanical engineering , biochemistry , chemistry , gene
In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications they have for creating racially inclusive, affirming, and equitable learning environments for all students. We do this in order to share our collective understanding of the “one thing” that drives our work, which is our continued pursuit to realize education as the practice of freedom.