'Strange Faces' in the Academy: Experiences of Racialized and Indigenous Faculty in Canadian Universities

Autor/inn/en	Mohamed, Tameera; Beagan, Brenda L.
Titel	'Strange Faces' in the Academy: Experiences of Racialized and Indigenous Faculty in Canadian Universities
Quelle	In: Race, Ethnicity and Education, 22 (2019) 3, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamed, Tameera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1511532
Schlagwörter	Foreign Countries; College Faculty; Indigenous Populations; Universities; Racial Bias; Inclusion; Disproportionate Representation; Minority Group Teachers; Canada + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Sinti und Roma; University; Universität; Racial discrimination; Rassismus; Inklusion; Kanada
Abstract	This paper is based on a larger qualitative study of exclusion and belonging as experienced by members of marginalized groups in the professions. The current analysis draws on a subsample of 13 racialized and Indigenous academics at Canadian universities to examine their experiences of both everyday racism -- subtle, almost intangible micro-level interactions that convey messages of not fully belonging -- and overt racism and colonialism. Overt experiences were less common, though intensely painful. Though in some ways they are more straightforward to address, as they are more obvious, they also consume considerable time and energy. Instances of everyday racism and colonialism were more common, often intricately interwoven with the very fabric of the institutional culture. Their cumulative nature is exhausting. Diversity initiatives, while popular in contemporary universities, are failing to approach equity, in that they deny the need for change in institutional cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01