Dr. Frederick V. Engram Jr.

Most institutions of higher learning have become familiar with the status-quo and are afraid of upsetting systems of oppression. As a result many institutions take performative approaches to deal with issues of justice, equity, and belonging. Such approaches are proven harmful to members of marginalized groups.

My approach to teaching is helping learners, organizations, and regular everyday people challenge their biases by first understanding and naming their intimate relationship with whiteness and white supremacy.

Avoiding critical and difficult conversations are what allows for misinformation to become rampant and experts to be ignored, further harming the marginalized.

When we are able to check our biases and assess our relationship with systems of oppression as the oppressed or oppressor we can then move forward toward liberation.