African American and Latinx Literature Case Studies: Teaching while Privileged (NeMLA Annual Conference)
Event: NeMLA Annual Conference
Privilege comes in many forms whether race, class, gender, or education. According to the National Center for Educational Statistics, 84% of full time college and university faculty are white; 25% of those professors are women. With these overarching statistics nationally, at many institutions, classes that focus on African American or Latinx literature are taught largely, if not completely, by faculty who are not from that racial or cultural demographic. When white faculty teach these culturally and ethnically based courses, they may need to confront their own privilege and cultural “blind spots.” In a non-judgmental environment that offers faculty the opportunity to share their successes and their second-guesses, this roundtable follows up on the interest expressed at the 2019 NeMLA roundtable addressing advocates, allies, and co-conspirators.
Please submit a 150-200 word abstract and short (1 page) bio by September 30 through the portal
Questions about this panel? Please contact Cheryl C. Boots, chair, email@example.com
For questions about NeMLA and the conference, go to http://www.buffalo.edu/nemla.html.