Working toward that end, scholars have argued for the development of "culturally sus taining pedagogy" (Paris, 2012) that recognizes and values diverse students (Colbert, 2010 Fasching-Varner & Seriki, 2012 Gay, 2002 Pappamihiel & Moreno, 2011) "while simultaneously offering access to dominant cultural competence" (Paris, 2012, p. will only come about when univer sities come to feel more keenly their responsibility for changing the system of unequal societal relationships based on race" (p. Over twenty years ago, Allen (1992) asserted that "far-reaching, endur ing change in higher education. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.
In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work.
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