Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice.

以学习者为中心的课堂是合作学习空间，教师有意结合学生的需求、经验和反馈来设计课程目标、材料和评估。本文关注的问题是：关于以学习者为中心的课堂的文献在多大程度上解决了高等教育中有色人种教师的独特教学挑战？通过回顾关于以学习者为中心的课堂的基础文献和关于有色人种教师教学经验的学术研究，以及结合个人案例，作者认为高等教育中以学习者为中心的课堂学术研究在认识论上排除了有色人种教师，或者作为以学习者为中心的课堂的知识来源，以及在经验上，作为实施以学习者为中心的教学实践的从业者。事实上，文献中关于以学习者为中心的课堂的许多建议直接与关于有色人种教师的经验、挑战和最佳实践的学术研究相矛盾。本文最后给出了未来研究和实践的方向。