A message for faculty from the present-day movement for black lives. Issue 9 (21st October 2019)

• Record Type: Journal Article
• Authors: Haynes, Chayla; Bazner, Kevin J.
• Is Part Of: International journal of qualitative studies in education. Volume 32:Issue 9(2019)
• Page Start: 1146
• Page End: 1161
• Publication Date: 2019-10-21
• Subjects: Black lives matter -- faculty -- Whiteness -- Black college students -- student demands; Education -- Research -- Periodicals; Éducation -- Recherche -- Périodiques; Sciences de l'éducation -- Méthodes qualitatives -- Périodiques; 370.72
• DOI: 10.1080/09518398.2019.1645909
• Languages: English
• ISSNs: 0951-8398

Abstract

Abstract: The present-day movement for Black lives calls attention to the antiblackness that is supported and reinforced in White America. Antiblackness ostensibly contextualizes what it means to Learn While Black at predominantly White institutions. This article presents a content analysis of the demands that pertain to faculty and faculty work Black students submitted to institutional leaders in the aftermath of Ferguson and the campus rebellion led by Concerned Student 1950 at the University of Missouri. Study findings point to the classroom as a pedagogical site of Black Liberation; that is, interrogating Whiteness. This article concludes with recommendations to help faculty, especially White faculty, in interrogating whiteness and advancing Black Liberation in higher education.