Academic and disciplinary narratives that inhibit teaching for racial justice

Bibliographic Data

ID21691603
AuthorsQiana A Lachaud (0000-0002-1535-1677, Educational Policy Studies, Georgia State University, Atlanta, GA, USA, corresponding author)
Year2024
Volume29
Issue6
Pages1409-1424
Publication date2024-08-17
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTeaching in Higher Education (JOURNAL)
Journal identifiersISSN: 1356-2517 • E-ISSN: 1470-1294
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13562517.2022.2066466
OpenAlexW4224308166
LanguageEN
Citations received1
References cited29

Within the United States’ academic system, faculty often confront academic norms and practices that contradict liberatory curricular and pedagogical practices. Using data from a critical race participatory action research study based in the United States, this study explores how academic and disciplinary narratives inhibit faculty consciousness and demonstrates how faculty members’ consciousness relate to the curricula and pedagogy they utilize. In this study, three psychology faculty members describe inhibiting academic and disciplinary narratives including: race only belongs in courses centered on issues of diversity, racist knowledge that is part of the cannon must persist, and the inclusion of race into a course requires extensive expertise. This study utilizes the framing of critical race conscience to analyze the academic and disciplinary narratives that inhibit faculty members’ consciousness and thus, the curricula and pedagogical practices they implement

Consciousness · Curriculum · Discipline · Higher education · Narrative · Participatory action research · Pedagogy · Political science · Social science · Sociology · Communication in Education and Healthcare · Critical Race Theory in Education · Evaluation of Teaching Practices · Gender Studies · Law · Psychology

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