ABSTRACT
This chapter identifies scholarship on community, justice, and democratic participation in higher education. Because justice learning is a personal long-term goal for community-engaged courses, civic biographies and working towards becoming a civic professional are two in-class strategies that can begin discourse on acquiring justice for all people, including communities of color. Civic biographical and civic professional models could lead to a justice-learning framework for community-based courses. The chapter provides recommendations for faculty, administrators, staff, students, and everyday citizens who would like to conduct meaningful democratic participation with communities of color. When a community engagement component is included as a core part of a course, students may be required to spend a specific amount of time off-campus while completing a service task in a surrounding community. The discussions of community, justice, and democratic participation deeply inform intersectional identity as a community-minded, female faculty of color.
