chapter  12
18 Pages

Challenge, Advocacy, and Change

ByMark A. Chesler, Alford A. Young Jr

The problems and dilemmas reported in prior chapters are not etched in stone, nor are they amenable to simplistic analyses or solutions. As Chesler previously stated in the first chapter, although it is important to acknowledge the personal, interpersonal, and organizational forces that so clearly affect the quality of life and pedagogical actions of all faculty members and that fall especially hard on white women faculty and men and women faculty of color, no one should imagine that faculty members of whatever social identity are rendered powerless, disabled, or victims in these daily classroom and peer/departmental struggles. As can be seen in most prior chapters, many faculty members establish and assert agency, find ways to cope with these situations, learn from them, survive and even thrive in their midst, and hopefully improve the quality of life, learning, and social justice in their classrooms and university/collegiate organizations.