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We have witnessed our universities becoming neoliberal institutions as monetary goals surmount academic ones and knowledge becomes a commodity. As professors in a neoliberal institution, we mourn in this moment as we are forced to become skilled at negotiating the power of neoliberalism and our qualitative passion for social justice. Although this mourning manifests itself on multiple fronts, after outlining our ethics and sharing personal vignettes, we discuss the ethical tensions of teaching qualitative research, a marginalized paradigm, in this neoliberal moment.

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This paper presents the views and educational experiences of two African American female scholars, from a critical race and black feminist theorist perspective, teaching in the area of social justice to predominantly white female pre-service teachers. These testimonies reveal the struggles encountered by these scholars when engaging students in a historical and contemporary examination of race, privilege, and systemic inequalities. The objectives of this paper are to expand on the literary dialogue of such resistance and attempt to bring awareness into the arenas that need the most exposure, i.e. departmental, faculty, and tenure review meetings. It is commonly written and verbalized that institutions are interested in attracting and retaining faculty of color. We argue that the ways we are supported must shift. This problem of student resistance, who they resist and why, should become open for discussion on college campuses across the nation.KEY WORDS: black feminist; critical race theory; teacher education; white privilege; social justice teaching higher education.All over the country, the Black world was thrusting its girls and boys into the white world to represent the race. Intellectual inquiry became both our weapon and a political act requiring great courage because there were absolutely no role models or books and nothing to sustain us except the training and encouragement we received from our families and communities (Omolade, 1994, p. xi).

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