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Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy

Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy.Design/methodology/approachThis qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy.FindingsAs the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities.Research limitations/implicationsSuggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs.Originality/valueThis paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Qualitative Research Journal Emerald Publishing

Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy

Orelus, Pierre W.
Qualitative Research Journal , Volume 18 (2): 11 – May 10, 2018
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1443-9883
DOI
10.1108/qrj-d-17-00057
Publisher site
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Abstract

The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy.Design/methodology/approachThis qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy.FindingsAs the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities.Research limitations/implicationsSuggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs.Originality/valueThis paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students.

Journal

Qualitative Research Journal – Emerald Publishing

Published: May 10, 2018

Keywords: Higher education; Western academy; Subaltern professors; Micro-aggressions; Lack of diversity and inclusion

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