A Message for Faculty from the Present-Day Movement for Black Lives

Autor/inn/en	Haynes, Chayla; Bazner, Kevin J.
Titel	A Message for Faculty from the Present-Day Movement for Black Lives
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 9, S.1146-1161 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haynes, Chayla) ORCID (Bazner, Kevin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1645909
Schlagwörter	Activism; African American Students; College Faculty; Whites; Institutional Characteristics; Social Justice; Race; Critical Theory; Campuses; Power Structure; Advantaged; Minority Group Students; College Students; Missouri + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fakultät; White; Weißer; Soziale Gerechtigkeit; Rasse; Abstammung; Kritische Theorie; Collegestudent
Abstract	The present-day movement for Black lives calls attention to the antiblackness that is supported and reinforced in White America. Antiblackness ostensibly contextualizes what it means to "Learn While Black" at predominantly White institutions. This article presents a content analysis of the demands that pertain to faculty and faculty work Black students submitted to institutional leaders in the aftermath of Ferguson and the campus rebellion led by Concerned Student 1950 at the University of Missouri. Study findings point to the classroom as a pedagogical site of Black Liberation; that is, interrogating Whiteness. This article concludes with recommendations to help faculty, especially White faculty, in interrogating whiteness and advancing Black Liberation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01