Frank Tuitt

Introduces “BREATHE” as a teaching approach that centers care, reflection, and justice in the classroom. Argues that faculty can better support students—especially those from marginalized backgrounds—by rethinking what counts as knowledge and creating more humanizing learning environments.

Examines laws restricting the teaching of race and racism, arguing they erase important histories and perspectives. Shows how these policies reinforce inequality by limiting what can be taught and discussed in universities.

Argues that higher education institutions still rely on power structures rooted in racism, even when they appear modern or progressive. Shows how these patterns continue to shape policies, leadership, and campus experiences.

Brings together scholars from around the world to explore how teaching practices can better address race and inequity. Across chapters, shows that inclusive, critically engaged pedagogy improves learning and belonging for diverse student populations.

Examines how colleges can move beyond symbolic support for Black students to actively foster their success. Finds that intentional teaching practices, mentorship, and institutional commitment are key to helping Black students thrive.

Explores how faculty at predominantly white institutions can redesign their classrooms to better support Black students. Finds that inclusive teaching strategies—like building trust, validating student experiences, and addressing bias—lead to more equitable outcomes.

Synthesizes key insights from the volume and outlines what “inclusive pedagogy 2.0” should look like moving forward. Emphasizes the need for sustained, systemic change in how institutions support both teaching and student success.