The Irony of an 'International Faculty': Reflections on the Diversity and Inclusion Discourse in Predominantly White Institutions in the United States

Autor/in	Wang, Chenyu
Titel	The Irony of an 'International Faculty': Reflections on the Diversity and Inclusion Discourse in Predominantly White Institutions in the United States
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 14 (2021) 2, S.32-54 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	College Faculty; Case Studies; Ethnography; Vignettes; Whites; Institutional Characteristics; Diversity (Faculty); Foreign Nationals; Inclusion; Organizational Culture; Social Class; Anthropology; Middle Class; Teaching Methods; Teacher Attitudes; Immigrants; Postcolonialism; Minority Group Teachers; Asian Studies; Liberal Arts; Teacher Student Relationship; Ethnicity; Racial Bias; Criticism + Suchen Sie Ihr Suchwort? Fakultät; Case study; Fallstudie; Case Study; Ethnografie; White; Weißer; Ausländer; Ausländerin; Inklusion; Unternehmenskultur; Social classes; Soziale Klasse; Anthropologie; Mittelschicht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Post colonialism; Postkolonialismus; Asia; Studies; Asienwissenschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnizität; Racial discrimination; Rassismus; Kritik
Abstract	Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the 'global', the 'cultural' and sometimes the 'racial', thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students' anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01