Home > JOURNALS > HJSR > No. 39 (2017)
Humboldt Journal of Social Relations
Article Title
Innovating the Teach-In to Transform the Faculty: Findings from a #BlackLivesMatter Teach-In
Abstract
College students across the U.S. have been mobilizing their campuses in exposing institutional racism, biases, and curriculum structures that have historically marginalized students of color. As a response to ongoing racial justice movements such as #BlackLivesMatter, we developed a new teach-in model with the aim of creating a transformative experience for faculty and students. Our teach-in challenged faculty to incorporate topics related to #BlackLivesMatter to the discipline-specific content of their course during the same one-week period; this was followed by a campus-wide town hall event. Framed by critical race theory with the goal of creating transformative learning for faculty, we sought to assess the impact of the teach-in from the perspective of teachers. Our findings indicated that our teach-in successfully created an opportunity for faculty to interrogate their curriculum, engage students in race discussions, and develop the knowledge and professional skills needed to tackle a more inclusive social justice curriculum.
Recommended Citation
Guadalupe-Diaz, Xavier,
Lina Rincón,
and
Virginia Rutter.
2017.
"Innovating the Teach-In to Transform the Faculty: Findings from a #BlackLivesMatter Teach-In."
Humboldt Journal of Social Relations
1
(39):
128-142.
DOI: https://doi.org/10.55671/0160-4341.1007
First Page
128
Last Page
142
Included in
Curriculum and Social Inquiry Commons, Race and Ethnicity Commons, Scholarship of Teaching and Learning Commons
