Bringing Theory Into Action: Justice‐Oriented Practices for the Classroom

Abstract

ABSTRACTLike other postsecondary educators, community college faculty face challenges from conservative politicians seeking to eliminate equity perspectives in college teaching and educational stakeholders who overapply the label of equity, rendering it devoid of meaning. Through a content analysis of literacy class‐focused equity practices from recent works we ground recommended practices in the larger body of community college and university literacy scholarship. In so doing, we seek to amplify practitioner‐scholar expertise and present four stages of an equity‐to‐justice praxis; awakening, making informed policy and practice changes, enacting culturally sustaining and responsive pedagogy. We offer concrete strategies for action and ultimately to reconceptualize the work of community colleges as liberation.