Navigating the Academic Borderlands as Multiracial and Trans* Faculty Members

Autor/inn/en	Harris, Jessica C.; Nicolazzo, Z.
Titel	*Navigating the Academic Borderlands as Multiracial and Trans Faculty Members**
Quelle	In: Critical Studies in Education, 61 (2020) 2, S.229-244 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2017.1356340
Schlagwörter	Multiracial Persons; LGBTQ People; College Faculty; Gender Discrimination; Racial Discrimination; Social Discrimination; Educational Theories; Higher Education; Social Experience; Ethnography; Teacher Attitudes; Group Membership; Minority Group Teachers; Self Concept; College Environment + Suchen Sie Ihr Suchwort? Mischling; Fakultät; Racial bias; Rassismus; Soziale Benachteiligung; Soziale Schließung; Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Erfahrung; Ethnografie; Lehrerverhalten; Gruppenzugehörigkeit; Selbstkonzept; Hochschulumwelt
Abstract	Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa's borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01