Vol. 7 No. 2 (2022): Letting the Marginalized Reestablish the Margins: Multicultural Dimensions of Academia

Reestablishing Margins

• The Margin as a Space for Reflection, Thought, and Possibility in Academia

  Jerry L. Parker, Elizabeth R. Hornsby, Yazmyn C. Smith, Taneshia Drake

  1-7

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• When White Dwarfs Burn Our Color: Whiteness, Emotionality, and the Will to Thrive in Higher Education

  Cheryl E. Matias, Falynn A. Thompson, LeAnna T. Luney

  8-34

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• Culturally Inclusive Teaching and Learning That Engages the Whole Student

  Cynthia Gadsden

  35-43

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• A Need for Cultural Experiences for Black Students with Intellectual Disabilities at Historically Black Colleges and Universities

  Gerlinde G. Beckers, Paula S. Calderon

  44-53

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• Politics, Identity, Faith, and the Academic Hazing of a Black Woman: A Scholarly Personal Narrative of a Black Woman Doctoral Student

  Valerie J Thompson

  54-71

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• Uncomfortable Conversations with a Black Woman: Centering Examinations of Race, Power, and Privilege in Teacher Education Programs in the Wake of 45

  Crystal V Shelby-Caffey

  72-89

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• Deferring Resistance When Teaching Queer Theory at Historically Black Colleges and Universities

  Felicia Cosey

  90-102

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• A Movement, Not a Moment: A College Level Approach to the Development of an Inclusive Learning Environment

  Lisa Broussard, Taniecea Mallery

  103-111

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• What Critical Race Theory Is, What It Isn’t, And Why It Is Important, You Should Know: A Call to Action

  Elaine Reed, Elba Figueroa, Mignon Carpenter

  112-127

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• Perceptions of Critical Race Theory as a Tool for Understanding the African American Male Educational Experience

  John W. Hatcher, Troy Williams, Jerry L. Parker, Thomas A. DeVaney, Christopher Gordon

  128-146

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• Voices on the Margins: Libraries, Community Agency, and Black Public Spheres

  Elizabeth Johnson, Donald Culverson

  147-170

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