Creating Space for Ourselves as Minoritized and Marginalized Faculty

Narratives that Humanize the Academy
1. Auflage 2024
ISBN: 978-1-032-49614-6
Verlag: Routledge

Buch, Englisch, 194 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 293 g

Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work–life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.

Zielgruppe

Adult education, Postgraduate, and Professional Practice & Development

Autoren/Hrsg.

García-Louis, Claudia

Ardoin, Sonja

Shalka, Tricia R.

McGuire, Keon M.

Parker III, Eugene T.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Preface  Part I: Living in Liminal Spaces  Chapter 1: Disrupting and Reimagining Faculty Success   Chapter 2: Defying Dual Alienation: Letters from Faculty who Identify as First-Generation College Graduates from Poor and Working-Class Backgrounds  Chapter 3: Transforming the Professoriate by Leaning into the Liminality of Our Caregiver/Faculty Positionality  Part II:Asserting and Validating Intersecting Marginalized Identities  Chapter 4: My Identity is My Strength  Chapter 5: Our Mothers’ Daughters: Storytelling of Becoming in Cultural and Ancestral Onto -Epistemologies  Chapter 6: Listen to Your Sexto Sentido and the Wisdom of Your Community  Part III: Establishing Freedom Praxes of Love, Healing, and Imagining an Otherwise  Chapter 7: Homes are where the healing is  Chapter 8: The Will of the People  Part IV: Exploring Geographies of Space  Chapter 9: “When I think of Home…”: Building Community and Support FOC at Historically White Institutions  Chapter 10: Claiming Space at the Intersection: A Professor’s Narrative of Navigating & [Re]claiming Space, Place, & Home Beyond the Walls of Academe  Chapter 11: Finding Space for Faculty Well-Being in Higher Education  Part V: Arriving to Wholeness  Chapter 12: Good Grief  Chapter 13: Undisciplined: Untangling the Coloniality of Holistic Regard  Chapter 14: Keeping Pace: Reflections on Moving Toward Wholeness in Academia  Editor and Contributor Biographies  Index

Über Autor(innen)

Claudia García-Louis is Associate Professor of Education Leadership and Policy Studies at University of Texas San Antonio, USA.

Sonja Ardoin is Associate Professor of Higher Education and Student Affairs at Clemson University, USA.

Tricia R. Shalka is Associate Professor of Higher Education at the University of Rochester, USA.

Keon M. McGuire is Associate Professor of Higher Education Opportunity, Equity, and Justice at North Carolina State University, USA.

Eugene T. Parker III is Associate Professor of Educational Leadership and Policy Studies at the University of Kansas, USA.