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Working Class Men of Color Engaging in Culturally Responsive Practices and Pedagogies
Abstract
In this chapter, we employ an autoethnographic approach to reflect on the impact our lived experiences as working-class Men of Color faculty from immigrant communities had on our curriculum development as well as our work with campus units at a minority-serving institution. We discuss the communities we come from and the way we develop relationships with students and professionals on our campus. In so doing, we highlight the connections between the unique knowledge we employ as Ethnic Studies faculty and how we contribute to the building of a culture and community of care at a university that primarily serves low-income, first-generation Students of Color.
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