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.
Edited by:
Claudia García-Louis,
Sonja Ardoin,
Tricia R. Shalka,
Keon M. McGuire,
Eugene T. Parker III (University of Kansas,
USA.)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 517g
ISBN: 9781032504995
ISBN 10: 1032504994
Pages: 180
Publication Date: 13 February 2024
Audience:
College/higher education
,
Professional and scholarly
,
Adult education
,
Primary
,
Undergraduate
Format: Hardback
Publisher's Status: Active
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
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.
