Surviving campus carry: A CRT analysis of faculty of color at a Texas public PWI.

2021 ◽  
Author(s):  
Susana H. Hernández
Keyword(s):  
Faculty Of Color

Perceptions of support by nursing faculty of color

2021 ◽  
Vol 37 (1) ◽  
pp. 29-33
Author(s):  
Kumhee Ro ◽  
Mo-Kyung Sin ◽  
Joshua Villarreal
Keyword(s):  
Nursing Faculty ◽  
Faculty Of Color

Faculty of color in academe: What 20 years of literature tells us.

2008 ◽  
Vol 1 (3) ◽  
pp. 139-168 ◽  
Author(s):  
Caroline Sotello Viernes Turner ◽  
Juan Carlos González ◽  
J. Luke Wood
Keyword(s):  
Faculty Of Color

scholarly journals Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jung-ah Choi ◽  
Jae Hoon Lim
Keyword(s):  
Multicultural Education ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Faculty Of Color ◽  
The Body ◽  
Power Dynamics ◽  
Safe Environment ◽  
Faculty Teaching ◽  
The One ◽  
Body Knowledge

AbstractThis paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher’s racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher’s body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of “pedagogy of fear” (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity and Education, 13(2), 139–157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students’ fear and create a space of teaching vulnerably.

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