This book examines the way in which professors must confront the social implications of racial neoliberalism. Drawing on autoethnographic research from the authors’ combined 100 years of teaching experience, it recognizes the need for faculty to negotiate their own experiences with race, as well as those of their students. It focuses on the experiential nature of teaching, supplementing the fields’ focus on pedagogy, and recognizes that professors must, in fact, highlight, rather than down...