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While much progress has been made towards the quest for racial equality in the education system, there is still much work to be done. In 'I Have Been Waiting', Jennifer Simpson pays explicit attention to the ways in which systems of higher education have excluded people of colour, and how white students and teachers might better address issues of race and racism in educational settings.

Simpson's argument is wide-ranging and incisive. She examines the role of history and the link between racial agency and racial memories; she probes epistemology, claims to authority, and the...

A timely and persuasive argument for Higher Education's obligations to our democratic society, Longing for Justice combines personal narrative with critical analysis to make the case for educational practices that connect to questions of democracy, justice, and the common good. Jennifer S. Simpson begins with three questions. First, what is the nature of the social contract that universities have with public life? Second, how might this social contract shape undergraduate education? And third, how do specific approaches to knowledge and undergraduate education inform how students...

While much progress has been made towards the quest for racial equality in the education system, there is still much work to be done. In 'I Have Been Waiting', Jennifer Simpson pays explicit attention to the ways in which systems of higher education have excluded people of colour, and how white students and teachers might better address issues of race and racism in educational settings.

Simpson's argument is wide-ranging and incisive. She examines the role of history and the link between racial agency and racial memories; she probes epistemology, claims to authority, and the...

A timely and persuasive argument for Higher Education's obligations to our democratic society, Longing for Justice combines personal narrative with critical analysis to make the case for educational practices that connect to questions of democracy, justice, and the common good. Jennifer S. Simpson begins with three questions. First, what is the nature of the social contract that universities have with public life? Second, how might this social contract shape undergraduate education? And third, how do specific approaches to knowledge and undergraduate education inform how students...