ABSTRACT
This chapter offers insights from a yearlong, intrainstitutional and interinstitutional collaboration in response to the social justice challenge to speak out, to act, and to change: the Mellon Foundation—funded “model institutes” at six liberal arts colleges, for developing faculty in social justice education. The two greatest challenges of faculty development in social justice across the curriculum are the pedagogical practices of personal reflection and collaboration. Social justice education's principle method is self-reflection; thus, the first challenge it presents to faculty, and to faculty developers, is to make oneself an object of inquiry. The goals of the Mellon faculty development grant were the same as the missions of scholarship of teaching and learning and of centers for teaching and learning: to enrich learning and teaching, and to help faculty colleagues expand knowledge bases and pedagogical praxis through inquiry and collaboration.
