Abstract
The purpose of this article is to demonstrate the value of teaching a Black Lives Matter course in a liberal arts curriculum. Drawing from original case study experience of teaching the Black Lives Matter course at a predominately white, liberal arts institution, the argument is not only pedagogical, but practical for the times in which education about issues of contemporary significance for all students. Teaching a Black Lives Matter course with a historically-situated, community-grounded and solutions-oriented approach fosters the learning environment of inclusivity to which many campuses aspire. This paper provides a practical blueprint for scholars seeking to creatively integrate teaching on contemporary issue of race, that is timely and community-oriented within the liberal arts framework.
Recommended Citation
Harrington, Jaira J.
(2017)
"From Dialogue to Action: Situating Black Lives Matter in a Liberal Arts Education,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 2:
No.
3, Article 2.
Available at:
https://soundideas.pugetsound.edu/rpj/vol2/iss3/2
Included in
Education Commons, Race, Ethnicity and Post-Colonial Studies Commons, Social and Behavioral Sciences Commons