Call for Chapters: Teaching Humanities With Cultural Responsiveness at HBCUs and HSIs


DuEwa Frazier, Coppin State University, United States

Call for Chapters

Proposals Submission Deadline: June 10, 2023
Full Chapters Due: July 9, 2023
Submission Date: July 9, 2023


Noted scholar, Dr. Gloria Ladson-Billings introduced the term culturally relevant pedagogy over two decades ago, which formed as a new theoretical model for educators to provide students with learning experiences rooted in their cultural understandings and experiences (Muñiz, 2019). Dr. Gloria Ladson-Billings (1995) asserted that culturally responsive pedagogy is created with the following criteria in mind: (1) Students experience of academic achievement; (2) Students development in cultural competencies; and (3) Students development of critical thinking that challenges inequities within the social norms.

Culturally relevant or responsive pedagogy focuses on meeting the academic needs of students through curriculum which seeks to support students’ cultural identities and transform educational, racial, and social inequalities. As such culturally responsive teaching provides support, equity, and empowerment for students, when educators reflect a high regard through their pedagogies for the diverse communities, cultural backgrounds, languages, and perspectives students bring with them into their academic experiences (Oberg De La Garza, Lavigne & Si, 2020).

How have humanities faculty contributed to the growth and achievement of Black and brown students, demographics of college learners who have typically been labeled as being “at risk” or “falling” in the achievement gap or “just not college ready”? Humanities has within it the very keys for student proficiency and mastery of the written and spoken language, as well as critical analysis of literature, art, history, film, and other required subjects in college programs. During the pandemic, college faculty at both HBCUs and HSIs had to adapt and master new ways of teaching in the humanities to engage students online and find ways of connecting academic material to student's lived realities in the face of the "twin pandemics" of COVID-19 and racial injustice. Historically Black Colleges and Universities (HBCU) have throughout time served as educational institutions responsible for educating the hearts and minds of Black American students, when other educational opportunities were not afforded to them. Similarly Hispanic Serving Institutions, have historically met the academic needs of students of Hispanic heritage, in the most diverse cities in the U.S. Both institutional types have faced various challenges in its commitment to remain stable educational safe spaces for the most underserved populations of students in this country. Exploring the ways in which faculty have developed new courses, taught using technology, utilized the arts and digital media, and facilitated student research and writing related to capstone projects in the humanities, can further provide insight into the success of HBCUs and HSIs and how the faculty are meeting the needs of diverse students - pre and post - pandemic to increase student achievement and provide cultural safe spaces for students.

This edited volume, titled Teaching Humanities with Cultural Responsiveness at HBCUs and HSIs will bring together contributions from faculty across various regions, who will present their research and experiences in teaching and observing the learning process and academic growth of students who currently attend HBCUs and HSIs. Because these institutions have long served the educational aspirations of Black and brown college students in their pursuit of undergraduate and two-year degrees, or certifications, it is valuable to understand how faculty at these institutions’ "remix" their pedagogies and revise curriculum to provide culturally responsive materials, learning activities, and thematic focus for students.

We specifically want to highlight how HBCU and HSI faculty are teaching ESL and EFL students; how they are providing accommodations and adaptive technology for students with disabilities; facilitating honors and accelerated courses; how faculty incorporates film, languages, art, creative writing, and history into their curriculum; how humanities faculty works on study abroad programs; hip hop pedagogies; teaching literature with film and visual arts; introducing students to topics in social justice and social change; teaching with pop culture and social media; and culturally responsive revision of rubrics and assessments. These and other curriculum and pedagogical perspectives will be explored within this volume centering on culturally responsive teaching in humanities at HBCUs and HSIs.


Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.

Muñiz, J. (2019). Culturally responsive teaching.

Oberg De La Garza, T., Lavigne, A., & Si, S. (2020). Culturally responsive teaching through the lens of dual language education: Intersections and opportunities. Universal Journal of Educational Research. 8, 1557-1571. doi:


The chapters and data provided within this book will help add to a growing interest in the experiences of faculty and students at HBCUs and HSIs who support the academic growth of demographics of Black American, and Latinx/a/o students in the U.S. These institutions have long been stereotyped as not being on par with PWIs (Predominantly White Institutions), yet many of the HBCUs in the U.S. currently graduate the highest percentages of Black doctors, attorneys, educators, and other professionals from its degree programs. Current HBCU and HSI faculty, administrators, and curriculum developers can learn from the contents of these chapters to understand how faculty at these institutions have adapted to financial and other institutional challenges, to continue to meet the needs of ethnically diverse students in reaching their goal to attain college degrees and certifications. This is an understudied population of college students, and the faculty at these institutions and their experiences are understudied as well. Focusing on the humanities for this volume, allows for interdisciplinary perspectives to be brought forth through research, student achievement, and instructional self-study. Additionally, experiences of humanities faculty who teach at HBCUs and HSIs will reveal the value of utilizing cultural difference to foster classroom collaborate and build inclusive programs for diverse college learners.

This publication will benefit HBCU and HSI humanities faculty, staff, students, and researchers because the volume is focused on a variety of topics to highlight current pedagogical practices, innovations, and revisions in teaching and learning at HBCUs and HSIs. There are few publications that highlight the pedagogical practices, whether pre or post COVID-19 pandemic, of humanities faculty who are committed to teaching at institutions that have historically served minority students, and those students who are considered to be within the achievement gap in America's PK-12 schools and colleges.

Target Audience

The target audience for this text would certainly be HBCU and HSI faculty, students, researchers, humanities department chairs, humanities deans and assistant deans, online college faculty and lead online course developers, faculty and researchers who focus on Black/Latinx/Caribbean literatures, higher education conferences, college and high school libraries, humanities conference organizers, booksellers - both online and retail storefront, and educational think tanks.

Additionally, the target audience includes graduate studies programs in higher education, teaching and instruction, humanities, English and foreign languages, Africana/Black studies programs, museum education programs, educational organizations focused on scholarship and academic support for marginalized, Black and brown pre-college and college students, educators and thought leaders who seek to organize and moderate college, HBCU, and/or HSI panel and lecture programs.

Recommended Topics

• Culturally responsive pedagogies in the teaching of Composition and Rhetoric at HBCUs and/or HSIs.
• Culturally responsive teaching of creative writing at HBCUs and/or HSIs.
• Culturally responsive facilitation of the creation and management of student-led publications (newspapers, magazines, humanities newsletters, and literary journals) at HBCUs and HSIs.
• Culturally responsive teaching for ESL (English as a Second Language) and EFL (English as a Foreign Language) in the humanities at HBCUs and/or HSIs.
• Teaching global/Black/African diaspora and/or Latinx/a/o and/or Caribbean literature at HBCUs and/or HSIs.
• Culturally responsive curriculum leadership in the humanities at HBCUs and/or HSIs.
• Student responses and achievements as reaction to culturally responsive teaching at HBCUs and/or HSIs.
• Teaching with accommodations, adaptive learning tools, and inclusive technology in humanities for students with specific disabilities at HBCUs and/or HSIs.
• Culturally responsive facilitation of honors and accelerated academic programs at HBCUs and/or HSIs.
• Culturally responsive facilitation of journalism and new media capstone projects at HBCUs and/or HSIs.
• Culturally responsive mentoring and facilitation of student participation in study abroad programs connected to humanities at HBCUs and/or HSIs.
• Culturally responsive curricula in the teaching of history and humanities at HBCU’s and HSIs.
• Teaching with hip hop pedagogies in the classroom at HBCUs and/or HSIs.
• Teaching social justice themed curriculum in the humanities at HBCUs and/or HSIs.
• Digital humanities incorporating culturally responsive visual, performance, audio, video, and cultural arts in the humanities at HBCUs and/or HSIs.
• Teaching with a culturally responsive focus on pop culture media and social media in the humanities at HBCUs and/or HSIs.
• Teaching with culturally responsive interdisciplinary approaches in the humanities at HBCUs and/or HSIs.
• Teaching with culturally responsive strategies in publishing, eBook creation, blogging, and bookmaking in the humanities at HBCUs and/or HSIs.
• Teaching theater and performance with culturally responsive strategies in the humanities at HBCUs and/or HSIs.
• Culturally responsive curricula in BFA and other arts programs at HBCUs and/or HSIs.
• Culturally responsive curricula in the teaching of graphic arts, animation, comics, and mural art in the humanities at HBCUs and / or HSIs.
• Culturally responsive revision of rubrics and language and/or writing assessments in the humanities at HBCUs and/or HSIs.
• Creation and maintenance of an inclusive college learning environment where collaborative learning, peer feedback and assessment, and cultural competencies are shown in the humanities at HBCUs and/or HSIs.

Submission Procedure

Researchers and practitioners are invited to submit on or before June 10, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by June 10, 2023 about the status of their proposals and sent chapter guidelines.Full chapter are expected to be submitted by July 9, 2023, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Teaching Humanities With Cultural Responsiveness at HBCUs and HSIs. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2024.

Important Dates

June 10, 2023: Proposal Submission Deadline
June 17, 2023: Notification of Acceptance
July 9, 2023: Full Chapter Submission
August 22, 2023: Review Results Returned
October 3, 2023: Final Acceptance Notification
October 17, 2023: Final Chapter Submission


DuEwa Frazier

Coppin State University


Computer Science and Information Technology; Education; Media and Communications; Social Sciences and Humanities
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