Anti-racist community engagement among white faculty: An emergent model.

Abstract

In an era when acknowledging race and diversity is viewed with hostility, researching and understanding more about that which fosters anti-racist practice and racial justice in community engagement is critical. Despite growing interest in anti-racist practices in service-learning and community engagement (SLCE), little is understood about why white faculty adopt anti-racist community-engaged pedagogy (ARCEP) and how they implement it effectively. The purpose of this grounded theory study was to explore the experiences of white-bodied anti-racist community engagement (ARCE) practitioners and how they came to understand and practice ARCEP. Findings suggest an emergent theory of ARCE among white faculty that can be used to combat the harm caused by racism and white supremacy perpetrated through SLCE. The theory underscores the significance of community and fostering ways of being which contribute to authentic relationships - between higher education and communities, between faculty and students, and among white colleagues holding each other accountable. It offers both specific strategies for ARCE and an accounting of the spirit in which ARCE is best facilitated.