Abstract
Dr. Robin Bell and Dr. Tanden Brekke both work in higher education and teach in the area of social justice and equity. They recognize that a critical issue in doing this work is avoiding burnout. This article highlights the value of metacognition and reflecting on one’s teaching practice to create an inclusive participatory classroom. Unfortunately, burnout is frequent in this work when confronted with faculty and learner pushback. To support faculty in any discipline to survive this inevitable pushback and avoid burning out, they recommend developing a long-term, transformational relationship with a peer (a Table of Fellowship). Here they deconstruct and reconstruct how their Table of Fellowship developed and supported them so others can learn from and adapt their experience. The writers stress the importance of creating a Table of Fellowship for faculty in all disciplines interested in infusing social justice and equity into their curriculum/classrooms.