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Abstract

This article considers the importance of a “raced politic” and students of color when teaching in predominantly White college classrooms. It highlights the ways unchallenged White supremacy limits socially-just practice. The author also discusses the ways student of color voices can serve as a pedagogical tool. Finally, drawing on the work of Freire (1970), the article offers a conceptual framework for understanding and promoting student of color voices in the work of social justice.

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