‘Strange faces’ in the academy: experiences of racialized and Indigenous faculty in Canadian universities

Mohamed, Tameera; Beagan, Brenda L.

doi:10.1080/13613324.2018.1511532

Cited by 67 publications

(61 citation statements)

References 15 publications

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“…This comment aligns with what is deemed to be accepted as the dominant Eurocentric scholarship that is valued, where certain types of research and methods count (Ross and Edwards, 2016). This Mohamed and Beagan (2019) call "epistemological racisms" where faculty members of colour often feel marginalised in relation to evaluations of their scholarship (Settles et al, 2018). What counts in the eyes of white academics is a major barrier for minority academics as they have a privileged position of decision making (Chapman and Bhopal, 2018).…”

Section: Richard's Voicementioning

confidence: 65%

“…Nevertheless, whilst this sense of openness and sharing is accepted, I experience elements of undermining my ability as an academic. This aspect I find most frustrating and wonder whether colour still plays a role, speaking out about these issues would cast me as a problem (Ahmed, 2012;Mohamed and Beagan, 2019). As I lived through the apartheid years in South Africa, I am resolute to run a different race in Australia and within HE.…”

Section: Dawn's Voicementioning

confidence: 99%

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Colour, culture and difference in Australian teacher education: voices from the edge

Joseph

Johnson

2019

QRJ

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Purpose Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. Design/methodology/approach The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. Findings The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. Research limitations/implications The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. Practical implications The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. Social implications By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. Originality/value This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.

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Section: Richard's Voicementioning

confidence: 65%

Section: Dawn's Voicementioning

confidence: 99%

Colour, culture and difference in Australian teacher education: voices from the edge

Joseph

Johnson

2019

QRJ

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“…In Canada, Haney () surveyed 176 working‐class academics, finding they were burdened with assimilating into the class culture of academia, while sacrificing relationships with their families and communities. Again, as we have documented elsewhere, that critique extends beyond class; racialized and Indigenous academics in Canada face a culture of whiteness and colonialism in which the requisite cultural capital may be hard‐earned (Mohamed and Beagan ).…”

Section: Literature Reviewmentioning

confidence: 83%

“You Always Remain Slightly an Outsider”: Workplace Experiences of Academics from Working‐Class or Impoverished Backgrounds

Waterfield

Beagan

Mohamed

2019

Canadian Review of Sociology

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Debates surrounding class inequality and social mobility often highlight the role of higher education in reducing income inequality and promoting equity through upward social mobility. We explore the lived experience of social mobility through an analysis of 11 semistructured interviews with Canadian academics who self‐identified as having working‐class or impoverished family origins. While economic capital increased substantially, cultural capital and habitus left many feeling like cultural outsiders. Isolation—both chosen and imposed—reduced professional networks, diminishing social capital. Caught between social worlds, participants mobilized symbolic capital in moral boundary marking, aligning themselves strategically with either their current class status or their working‐class roots. While upward social mobility is a path toward reducing economic inequality, the lived experience of social mobility suggests it may exact a high emotional cost.

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“…Institutions themselves can drive and support this work. This might include continuing professional development for health professionals and mentors in the form of longitudinal and deep antiracist (or antisexist) training, creating space and offering structural supports (including time and salary) to aid in the hypervisible and sometimes isolating work of restitution, holding people who cause harm to account (Richardson 2020c ), offering funding targeted towards underrepresented groups where systemic biases within peer review processes have often led to disadvantage (Doll and Thomas 2020 ), or taking into consideration during hiring, promotion, or awards processes how intersectionality doubly affects racialized faculty (and racialized women in particular) who tend to receive lower teaching evaluations than their white counterparts (Chávez and Mitchell 2020 ; Mohamed and Beagan 2019 ; Ross and Edwards 2016 ; Silverberg and Ruzycki 2020 ). Commitment to real structural change can neither be tokenistic nor temporary, it cannot appear as a strategic goal and then disappear soon after.…”

Section: From Theory To Praxis: Coloniality Gender and Sexuality Anmentioning

confidence: 99%

Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

Paton

Naidu

Wyatt

et al. 2020

Adv in Health Sci Educ

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Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the “Master’s House”, utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the “Master’s House” through the frame of Quijano’s concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.

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‘Strange faces’ in the academy: experiences of racialized and Indigenous faculty in Canadian universities

Cited by 67 publications

References 15 publications

Colour, culture and difference in Australian teacher education: voices from the edge

Colour, culture and difference in Australian teacher education: voices from the edge

“You Always Remain Slightly an Outsider”: Workplace Experiences of Academics from Working‐Class or Impoverished Backgrounds

Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

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