  Increasingly, the physics community is attending to issues of equity,
diversity, and inclusion, both in language and action. We are more publicly
recognizing our individual responsibilities as physicists to address social
injustice and systemic oppression. To this end, our physics classrooms are key
levers for action. While we have made great strides in teaching traditional
content and habits of mind useful in physics, if we expand our educational
practices to more completely reflect the full range of what it means to be a
physicist, we can make our classrooms more inclusive and equitable and support
the needed diversification of our field. Ultimately, how, and by whom, physics
is enacted are part of the discipline itself and ought to be included in our
teaching about the professional practices of physicists. We present two
complementary approaches for broadening the focus of our classes, share models
for enacting these in middle-division physics courses at two distinct
institutional types, and provide evidence of positive impacts on students'
sense of identity and notions of what it means to be a physicist.
