Toward a Liberatory Praxis for Emerging Black Faculty

Abstract

Authors of this chapter offer Black junior faculty a praxis that thoughtfully supports their efforts to advance justice issues in their classrooms, whether a central or ancillary focus. Liberatory pedagogy supports the development of critical consciousness in students, which advances equity and justice in and beyond the classroom. Applying liberatory pedagogy with attention to the unique experiences of emerging Black faculty helps to mitigate the challenges these faculty may face as educators and change agents. This also empowers emerging Black faculty to mobilize their personal experiences and reflections for the interrogation, (re)construction, and delivery of content, strategies, structures.