The value of process in racial equity work: Reflections from a faculty learning community
This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-dis...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Michigan Publishing Services
2023-05-01
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| Series: | To Improve the Academy |
| Subjects: | |
| Online Access: | https://journals.publishing.umich.edu/tia/article/id/2490/ |
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| author | Alyson M Martin Emily R Shamash Emily Smith Jocelyn Novella Julie Berrett-Abebe LaTasha Smith Laurie L. McCarty Michael Regan Stephanie Storms |
| author_facet | Alyson M Martin Emily R Shamash Emily Smith Jocelyn Novella Julie Berrett-Abebe LaTasha Smith Laurie L. McCarty Michael Regan Stephanie Storms |
| author_sort | Alyson M Martin |
| collection | DOAJ |
| description | This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the implications for faculty learning communities and for the anti-racist preparation of professionals in education and mental health contexts. |
| format | Article |
| id | doaj-art-95d3fee861754c60affeda5964cf858a |
| institution | DOAJ |
| issn | 2334-4822 |
| language | English |
| publishDate | 2023-05-01 |
| publisher | Michigan Publishing Services |
| record_format | Article |
| series | To Improve the Academy |
| spelling | doaj-art-95d3fee861754c60affeda5964cf858a2025-08-20T03:09:32ZengMichigan Publishing ServicesTo Improve the Academy2334-48222023-05-0142110.3998/tia.2490The value of process in racial equity work: Reflections from a faculty learning communityAlyson M Martin0https://orcid.org/0000-0002-4841-3176Emily R Shamash1https://orcid.org/0000-0001-7692-8946Emily Smith2Jocelyn Novella3https://orcid.org/0000-0003-0103-5398Julie Berrett-Abebe4https://orcid.org/0000-0001-7692-8946LaTasha Smith5https://orcid.org/0000-0002-2923-8085Laurie L. McCarty6https://orcid.org/0000-0002-1398-4040Michael Regan7Stephanie Storms8https://orcid.org/0000-0002-6225-4167Educational Studies and Teacher Preparation, Fairfield UniversityEducational Studies and Teacher Preparation, Fairfield UniversityReviewerCounselor Education, Fairfield UniversityFairfield UniversityFairfield UniversityUniversity of ConnecticutFairfield UniversityPalo Alto UniversityThis article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the implications for faculty learning communities and for the anti-racist preparation of professionals in education and mental health contexts.https://journals.publishing.umich.edu/tia/article/id/2490/faculty learning communityanti-racismracial-equitywhitenesshigher education |
| spellingShingle | Alyson M Martin Emily R Shamash Emily Smith Jocelyn Novella Julie Berrett-Abebe LaTasha Smith Laurie L. McCarty Michael Regan Stephanie Storms The value of process in racial equity work: Reflections from a faculty learning community To Improve the Academy faculty learning community anti-racism racial-equity whiteness higher education |
| title | The value of process in racial equity work: Reflections from a faculty learning community |
| title_full | The value of process in racial equity work: Reflections from a faculty learning community |
| title_fullStr | The value of process in racial equity work: Reflections from a faculty learning community |
| title_full_unstemmed | The value of process in racial equity work: Reflections from a faculty learning community |
| title_short | The value of process in racial equity work: Reflections from a faculty learning community |
| title_sort | value of process in racial equity work reflections from a faculty learning community |
| topic | faculty learning community anti-racism racial-equity whiteness higher education |
| url | https://journals.publishing.umich.edu/tia/article/id/2490/ |
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