Narratives Of Marginalized Identities In Higher Education

This book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students. The chapters in this volume explore the ways in which marginalized identities fundamentally shape and impact the academic experience; thus, the contributors in this collection demonstrate how academic outsiderism works both within the confines of their college or university systems, and a broader matrix of community, state, and international relations. With an emphasis on the inherent intersectionality of identity positions, this book addresses the broad matrix of ways academics navigate their particular locations as marginalized subjects.

Stories and personal narratives are powerful tools for engaging in self-reflection and application of critical theory in higher educational contexts. This edited text centers "name stories" as a vehicle to promote readers’ understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms. The contributors in this volume reveal how names may serve as entry points through which to foster learning and facilitate conversations about identity, power, privilege, and systems of oppression. Through an intersectional perspective, chapter authors reveal interlocking systems of oppression in education while also providing recommendations, lessons learned, reflection questions, and calls to action for those working to transform and advance equity-minded campus climates. This unique volume is for educators at colleges and universities doing equity work, seeking ways to initiate, facilitate, and maintain rich conversations about identity.

Grounded in narrative theory, this book offers a case study of a liberal arts college’s use of narrative to help build identity, community, and collaboration within the college faculty across a range of disciplines, including history, psychology, sociology, theatre and dance, literature, anthropology, and communication. Exploring issues of methodology and their practical application, this narrative project speaks to the construction of identity for the liberal arts in today’s higher education climate. Narrative, Identity, and Academic Community focuses on the ways a cross-disciplinary emphasis on narrative can impact institutions in North America and contribute to the discussion of strategies to foster bottom-up, faculty-driven collaboration and innovation.

Beyond Fitting In interrogates how the cultural capital and lived experiences of first-generation college students inform literacy studies and the writing-centered classroom. Essays, written by scholar-teachers in the field of rhetoric and composition, discuss best practices for teaching first-generation students in writing classrooms, centers, programs, and other environments. The collection considers how first-gen students of different demographics interact with and affect literacy instruction in a variety of public and private, rural and urban schools offering two- or four-year programs, including Hispanic-serving institutions, historically Black colleges and universities, and public research universities. By exploring the experiences of students, teachers, writing program administrators, and writing center directors, the volume gives readers an inside view of the practices and structures that shape the literacy of first-generation students.

This book documents the lived experiences of women of color academics who have leveraged their professional positions to challenge the status quo in their scholarship, teaching, service, activism, and leadership. By presenting reflexive work from various vantage points within and outside of the academy, contributors document the cultivation of mentoring relationships, the use of administrative roles to challenge institutional leadership, and more. Through an emphasis on the various ways in which women of color have succeeded in the academy—albeit with setbacks along the way—this volume aims to change the discourse surrounding women of color academics: from a focus on trauma and mere survival to a focus on courage and thriving.

This book presents a showcase of discussions and critical perspectives about Nepalese higher education. Its chapters cover topics such as the impacts of local sociopolitical changes and global forces on public and private education, emerging online and distance education, administrative and intellectual leadership, quality assessment, graduate employability, global mobility of students, and the contributions of global diaspora of Nepalese scholars. The central questions of the book are: What are some of the local and global academic interactions in Nepalese higher education and what are the current challenges and pathways for advancements and improvements? How can Nepalese higher education absorb twenty-first century values of quality education as external forces, while adapting new developments to local needs? How can scholars interested in Nepalese, South Asian, and international higher education create opportunities for scholarship and professional collaboration around research on higher education in this region of South Asia? What issues and perspectives can research and scholarship about Nepal’s higher education offer to international discourse in higher education? The book offers information and resources to international educators interested in the dynamics of Nepalese and, by implication, South Asian higher education by introducing key challenges in policy and programs, innovative changes in curricula, effective approaches in technology application, and strategies for future integration of global reforms in education.

"Embodiment" is a concept that crosses traditional disciplinary boundaries. However, it is a contested term, and the literature is fragmented, particularly within Higher Education. This has resulted in silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Conversations on Embodiment Across Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions between academics to explore how they have used embodiment in their work. This book brings academics from fields including dance, drama, education, anthropology, early years, sport, sociology and philosophy together, to begin conversations on how their understandings of embodiment have impacted on their teaching, practice and research. Each chapter explores an aspect of embodiment according to a particular disciplinary or theoretical perspective, and begins a discussion with a contributor with another viewpoint. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, sociology, anthropology, dance and drama as well as other movement or body-orientated professionals who are interested in the ideas of embodiment.​

This book explores the important role of the graphic novel in reflecting American society and in the shaping of the American imagination. It guides readers through the theoretical text-image scholarship to explain the meaning of the complex borderlines between graphic novels, comics, newspaper strips, caricature, literature, and art.