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.