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.
Edwards, Kirsten T.
"Teach With Me: The Promise of a Raced Politic for Social Justice in College Classrooms,"
Journal of Critical Thought and Praxis: Vol. 2
, Article 3.
Available at: http://lib.dr.iastate.edu/jctp/vol2/iss2/3