Theorizing Identities

Abstract

Creating professional learning communities that attract qualified faculty members, regardless of race, should be the goal of any institution of higher education. For predominantly White institutions committed to creating racially inclusive professional learning communities, constructing communities that sustain faculty of color requires an examination of the institution’s culture, as well as ways in which the institution might exclude (whether explicitly or implicitly). It also requires recognition of the roles faculty of color might be asked to fulfill. These roles may not be congruent with the faculty member’s perspective on gaining tenure. The roles also might be subjugating and subversive. Most important, it demands a “truth telling” process. This truth telling will require White faculty and White administrators to attentively listen to their colleagues of color. It will also require faculty of color to listen attentively to their White colleagues and both groups to engage in dialogue regarding how the institutional culture of the university contributes to and/or impedes the development of sustainable, inclusive democratic learning communities.