Weaving together theory, research, and practice, this edited volume provides rich accounts of teaching from faculty at a predominantly white institution who participated in a community of antiracist praxis – a cycle of action and reflection on pedagogy.

The chapters highlight the ways in which faculty can transform classrooms and colorblind discourses in higher education. They center the voices of faculty who are “on the ground” and grappling with their own positionality and academic training to present an antiracist pedagogy that emphasizes student agency and authority, exposes whiteness in course content and inquiry processes, and introduces students to new ways of knowing that are racially just. Each contributing author offers principles, teaching activities, and resources that readers can apply in their own disciplinary or interdisciplinary contexts.

Written for faculty, graduate students, administrators, and pedagogy specialists in higher education, this book urges readers who work in higher education to action, and paves a path forward through the creation of communities of antiracist praxis.