Communities of Practice (CoPs) have been identified as successful models of innovation in higher education institutional change efforts, particularly geared toward faculty. Accordingly, this multi-method qualitative study examined how participation in one equity-minded CoP contributed to participants’ understanding and mobilization of equity in their work at a public university in the Northeast United States. Through grounded theory, the authors investigated how participants critiqued current educational inequities, supported one another, shared knowledge and resources, and championed social change, while situated within oppressive academic structures. Although all participants aimed to contribute to equitable practices, findings showcased evidence of accomplice behavior given the nature of academia. However, the CoP provided a unique and supportive space for faculty to critique perceived inequities and systems of power and actively advocate for social justice change in their educational environments.

实践社区（CoP）已被确定为高等教育机构改革工作（尤其是针对教职员工）的成功创新模式。因此，这项多方法定性研究考察了参与一个具有公平意识的CoP如何促进参与者对美国东北一所公立大学工作中的公平理解和动员。通过扎根的理论，作者研究了参与者在处于压迫性学术结构之内时如何批评当前的教育不平等，相互支持，共享知识和资源以及倡导社会变革。尽管所有参与者都致力于为公平实践做出贡献，但是鉴于学术界的性质，研究结果显示了同谋行为的证据。然而，