Barclay Barrios | Teaching for Equity: Centering Voice, Power, and Belonging in the Classroom
Barclay Barrios
As a queer man, I am personally committed to building spaces where people can thrive because I deeply, viscerally understand that the only way to secure a place for myself at the table is to secure a place for everyone else. My right to privacy around my body practices is inextricably linked to women’s rights to their body autonomy; my civil rights protections in housing and employment depend on the civil rights protections for people of color; my desire to destigmatize HIV in my community is part of a larger effort to trouble ableism. This perspective has shaped not just the way I live my life but also my approach to teaching, research, and service, guiding my efforts to create inclusive spaces where all voices are heard and valued at one of the most diverse schools in the Florida state system and a designated Hispanic Serving Institution.
In the classroom, I adopt a student-centered pedagogy that prioritizes discussion and small group work to foster inclusivity and collaboration. By designing learning environments where students actively engage with one another, I ensure that diverse perspectives are not only welcomed but essential to the learning process: group work requires the group. My courses in literature, composition, rhetoric, and queer theory encourage students to examine identity, power, and language critically, equipping them with the tools to navigate and challenge inequitable structures in their own lives.
My research further reflects my commitment to DEI. I worked closely with my publisher to include a diverse range of voices in each edition of my textbook Emerging, including not only racially and gender diverse voices but also non-American voices and Christian voices as well. My most recent journal publication, coauthored with two colleagues, focuses on anti-racist grading practices and how to use Writing Across the Curriculum as a model to make these practices more sustainable. In it, I shared my experience with grading contracts and the ways they can mitigate systemic inequities in the classroom but also the ways they can reproduce white narratives of success. Additionally, my scholarship on queer identity, online activism, and technological literacy underscores the ways in which marginalized communities can claim space and agency in digital and academic landscapes.
Beyond teaching and research, my service and administrative work have been deeply informed by my dedication to mentorship and student success. I have had the privilege of mentoring students from underrepresented backgrounds, including women, queer people, and people of color, all of whom I supported in navigating academia and achieving their goals. My leadership roles in academic administration have further allowed me to advocate for equitable policies and inclusive initiatives that prioritize student well-being and success, perhaps best reflected in my time directing the Center for Women, Gender, and Sexuality Studies.
For me, DEI is not just an institutional responsibility but a personal imperative. My commitment is not simply to representation but to meaningful, systemic change that ensures all individuals—regardless of background, identity, or experience—have the opportunity to thrive. It’s the best shot I have at thriving as well.