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Abstract

A holistic approach to anti-racism and social justice in the public relations classroom requires moving beyond mere allyship with underrepresented students and embracing the role of an accomplice in the classroom. Accomplices understand their engagement as sustained solidarity toward both interpersonal inclusion and structural change. This paper presents four brief autoethnographies from public relations faculty in the United States, using their narratives about allyship and accompliceship as a springboard for theory building and action toward social change.

Keywords

DEI autoethnography pedagogy accompliceship allyship

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Accomplices in the public relations classroom: An autoethnography of social-justice and anti-racism-informed teaching

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