Meeting to Transgress: The Role of Faculty Learning Communities in Shaping More Inclusive Organizational Cultures

This paper examines the potential of faculty learning communities (FLCs) to serve as spaces for transformation and inclusion in higher education. Drawing on qualitative data from faculty participants across multiple FLCs, the authors analyze how these communities support critical reflection, relationship building, and collective action to challenge inequitable institutional norms. The findings suggest that well-facilitated FLCs can empower faculty to engage in collaborative change efforts and foster more inclusive organizational cultures.