International minority ethnic academics at predominantly white institutions

Bhopal, Kalwant; Chapman, Thandeka K.

doi:10.1080/01425692.2018.1486698

Cited by 19 publications

(12 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even where minority faculty have been hired, their research is often considered less valid and valuable than that of their majority colleagues and they sometimes carry a higher teaching and administrative load (Bhopal and Chapman, 2019). What is more, having been recruited as a scholar is no guarantee of being listened to.…”

Section: How Linguistic Privilege Shapes Knowledge Production 1 Thmentioning

confidence: 99%

Worlding geography: From linguistic privilege to decolonial anywheres

Müller

2021

Progress in Human Geography

View full text Add to dashboard Cite

Geography studies the world. Our knowledge of the world, however, comes mostly from Anglophone sources. This makes Geography in urgent need of worlding – of including multiple voices and languages from around the world. Introducing the notion of linguistic privilege, the article establishes language as an important dimension of epistemic struggle, alongside gender, race, class and others. Its analysis finds the greatest linguistic privilege in the most influential positions in knowledge production – editors of handbooks and journals and authors of progress reports. Three strategies of worlding should challenge this: making gatekeepers multilingual, promoting multiple Englishes and valorising ex-centric knowledge.

show abstract

Section: How Linguistic Privilege Shapes Knowledge Production 1 Thmentioning

confidence: 99%

Worlding geography: From linguistic privilege to decolonial anywheres

Müller

2021

Progress in Human Geography

View full text Add to dashboard Cite

show abstract

“…Santiago Castro-Gómez [10] describes this invisible subject position through the concept of the hubris of zero-point epistemology, the existence of an abstract epistemic western universalism, where the observer observes without being observed or represented. The empirical data of this article, in the form of embodied knowledge of non-western minority faculty women, disaffirm political intentions of embracing diversity among the professoriate in universities [11]. As I will account throughout this article, academia remains bound to assemblages of western, paternalist, white, able-bodied, upper-class norms [2,12], ideals of meritocracy, and standards of scientific neutrality and objectivity [8,9], reproducing grief in Norwegian academia.…”

Section: Introductionmentioning

confidence: 76%

Epistemic Disobedience and Grief in Academia

Ramirez

2021

Education Sciences

View full text Add to dashboard Cite

Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad’s and Haraway’s theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a becoming with the data through shared entanglements, this article argues that the researcher’s personal background cannot be separated from the data produced. Departing from the decolonial theorist Castro-Gómez concept ‘hubris of zero-point epistemology’, the existence of an abstract and transcendental western universalism, where ‘the observer observes without been observed’ (Domínguez 2020; Mignolo 2009), assemblages of foreign female academics are explored through posthuman feminism and decolonial perspectives (Jackson and Mazzei 2012; Taguchi 2012; Puwar 2004). Through immersion in assemblages of contradictions, strength, and resistance, this article contends that policymakers’ good intentions of diversity in higher education, and the existence of different bodies, are shaking the world of academia, albeit slowly. Academia is still immersed in zero-point epistemology, favoring western, upper-class, paternalist, and meritocratic thought, detached from academics’ embodied knowledge. This brings into existence ‘bodies out of place’, re/producing grief, resistance, and epistemic disobedience when some academics are not suitable of becoming real academics.

show abstract

“…Alongside a senior colleague of color, we set out ideas for how universities could challenge the systemic race inequities that characterise the British system where, for example, White students are more likely to achieve a higher degree classification than any other ethnic group; minoritized staff and students experience persistent and highly damaging racist microaggressions (that humiliate them, sap their energy, and deny advancement); and Black staff are routinely challenged about their fitness to teach (Bhopal, 2016;Bhopal & Chapman, 2019;Rollock, 2019).…”

Section: Take Down Policymentioning

confidence: 99%