National Collegiate Honors Council
Date of this Version
Spring 2021
Citation
Journal of the National Collegiate Honors Council, Vol. 22, No. 1 (Spring/Summer 2021), pp. 21-26
Abstract
In considering the extent to which honors education should engage with political and social justice movements, the author argues that its programs must first reckon with their own histories and complicity within systems of domination and oppression before determining the best approach. This essay examines how the continued legacy of racialized tracking at the secondary level, as well as the exclusionary nature of collegiate honors programs, has often exacerbated inequalities for marginalized student populations. The author concludes with a call for honors practitioners to confront the history of honors education; to de-center honors in service learning and community engagement; and to listen to students left outside of honors about why they are not—or would not be—included in honors programs and colleges.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons
Comments
Copyright © 2021 by the National Collegiate Honors Council.