Abstract
In this study, we explored 12 Chicana/o Professors of Education's sense making about their role in the academy in terms of community commitments, activist scholarship, and practices of consciousness. Consciously exercising their agency, for these Chicana/o professors was not only in reaction to White dominance in the academy, but also in proactive, enduring ways through day-to-day practices. Practices of consciousness sought to subvert and challenge the White-stream norms and practices of higher education.
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