Abstract

In this article, the idea of teaching social justice at an HBCU in the southern part of the United States is discussed.  The landscape off the HBCU is reviewed, with careful attention given to the importance of the HBCU's uniqueness as an institution that encourages strong levels of social connectedness and mentoring between faculty and students.  The three authors, all HBCU faculty, share their stories through autoethnography.  This methodology is defined as a research and writing approach that works to describe and analyze personal experience in order to better understand cultural experience.  Through the authors' autoethnographies, they share their journeys of coming into being social justice activist educators and describe how said journeys impact their daily walk in their classrooms as they work to teach social justice to their students. They also share practical activities used to help students develop social justice dispositions.

Keywords: social justice, advocacy, HBCU, teacher education

How to Cite:

Tafari, D. N., (2016) “Teaching Social Justice AIN’T Easy: the unique challenges and opportunities of teaching social justice at an HBCU”, International Journal of Critical Pedagogy 7(2).