Creating and cultivating inclusive spaces for learning is paramount. It is the authors' belief that higher education faculty possesses the sole responsibility to intentionally make space for the inclusion of linguistic differences, especially in language learning environments. This chapter is built on the premise that all students can meaningfully contribute, learn, and succeed. Tapping into the notion of funds of knowledge sets the foundation that all students bring something unique and valuable to the learning space. In thinking about the learning environment and space as a collaboration, the authors redefine and reimagine what learning could look, feel, and be like. Therefore, this chapter marries theory with practice in supporting all students in meeting their goals and achieving success. This chapter explores techniques, approaches, and lived experiences of Black educators with collectively over 40 years of experience. In sharing this wisdom and understanding, the chapter will explore relevant challenges and obstacles within language learning environments.
This chapter will explore the author's experiences as a Black faculty and department chair at an institution where the author's colleagues are majority white. This chapter will explore some of the joys of being “in charge” and some obstacles of feeling micromanaged by white superiors. This chapter will delve into the author's personal experiences using a narrative approach to share the barriers and highlight effective practices and recommendations to create more inclusive workspaces and environments for Black faculty. Ultimately, the hope is that the shared experiences will help develop new strategies to recruit, mentor, and retain high-quality Black faculty.
This chapter will explore the experiences of a Black, male, full-time, tenure-track faculty member at a community college. The chapter will delve into his experiences as a Black faculty in part-time (adjunct positions) and his current full-time tenure-track faculty position. There is no doubt that as a Black man in America, he is fighting two pandemics right now, that is, COVID-19 and racism, and this is top of mind for him as he frames this chapter. With a focus on race and gender, this chapter examines his challenges and successes as a Black man who teaches. Additionally, it shares the importance of protecting space and time as a Black academic to prevent burnout. Lastly, this chapter will provide strategies that would be helpful to Black academics and administration that can help one to cope with challenges before situations occur.
This chapter will explore, question, and critique linguistic diversity, in general, and English, specifically, concerning lived Black experiences. The authors recognize linguistic diversity as acknowledging and accepting the many language varieties people hold and bring with them in the spaces they enter. By understanding this concept, they aim to provide a deeper perspective into how Black male educators in higher education face challenges regarding linguistic diversity. The experiences are often overshadowed by linguistic hegemony that is rooted in white supremacy, so they aim to provide a deeper understanding of the experiences of Black male educators to promote linguistic liberation. This chapter will explore the experiences of both Black male professionals and illuminate the challenges and opportunities faced in relation to linguistic diversity from their personal narratives. They aim to share the importance and value of creating Black space within whiteness to share linguistic backgrounds and stories.
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