ABSTRACT
In this chapter author chronicles her fifteen years of designing curriculum and teaching in the area of higher education. The chapter describes curriculum design as spaces of community-building, liberation, resistance, and empowerment. It describes a national organization, National Conference for Community and Justice (NCCJ), to come in monthly to the class in the fall and work with the students on intergroup dialogue and conflict mediation. Examining the White students' racial identity development also propelled authors to let go of anger toward White people in particular and see that there were White allies in antiracism work. Consequently, the individual case narratives of the Black students seem to almost write themselves because their responses resonated so much to authors own racial identity development journey. Teaching Race and Culture, a one credit course required for undergraduates, provided her a community of other faculty of color and White allies who were committed to tackling racism.
