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, K. T. (2014). Teach With Me: The Promise of a Raced Politic for Social Justice in College Classrooms. Journal of Critical Thought and Praxis, 2 (2). https://doi.org/https://doi.org/10.31274/jctp-180810-21