Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program

Abstract

This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a “safe space for race talk” in the classroom.

Citation

Hunter, A.A. and Davis, M.D. (2013), "Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program", Boyer, P.G. and Joy Davis, D. (Ed.) Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices (International Perspectives on Higher Education Research, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 113-131. https://doi.org/10.1108/S1479-3628(2013)0000008010