Creating Space for Ourselves as Minoritized and Marginalized Faculty: Narratives that Humanize the Academy

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
	Who Are We and Why Did We Decide to Write This Book?
	What Is the Aim of This Book and How Is It Unique?
	What Does This Book Address?
	Who Should Read This Book?
	References
Part I: Living in Liminal Spaces
	Chapter 1: Disrupting and Reimagining Faculty Success
		Sonja’s Story
		Roshaunda’s Story
		What is Productivity and Success as a Faculty Member?
			The Academy’s Definition
			Our Definitions
				Sonja’s Shifting Views of Success
				Roshaunda
			Merging Variant Definitions
		What Do Our Faculty Artifacts Tell Us About Success?
			Artifact Analysis Process
			Theme 1: Making Choices that Cultivate Joy
				Roshaunda
				Sonja
			Theme 2: Remessaging Around Belonging and Productivity
				Roshaunda
				Sonja
			Theme 3: Grounding Moments
				Roshaunda
				Sonja
		Where Do We Go From Here?
		References
	Chapter 2: Defying Dual Alienation: Letters from Faculty Who Identify as First-Generation College Graduates from Poor and Working-Class Backgrounds
		Concept of Dual Alienation
		Letters to Illuminate the Impact of First-Generation College Status and Poor/Working-Class Backgrounds on Faculty Life
			Letters to Our Families
				Delma
				Jason
				Sonja
			Letters to Our Past Selves
				Delma
				Jason
				Sonja
			Letter to the Academy: A Collective Call to Action
		References
	Chapter 3: Transforming the Professoriate by Leaning into the Liminality of Our Caregiver/Faculty Positionality
		References
Part II: Asserting and Validating Intersecting Marginalized Identities
	Chapter 4: My Identity Is My Strength
		My Testimonio
			Yo Soy Mexicana, Yo Soy Fuerte
			Mi Padre y Madre
			I am a Mexican Daughter
			I am a First-Generation College Graduate and Educator
			I am a Single Mother
		I am a Chicana Feminist Scholar
		A Reflection on Renewing Strength
		References
	Chapter 5: Our Mothers’ Daughters: Storytelling of Becoming in Cultural and Ancestral Onto-Epistemologies
		“You Ought to Look Like Where You Come From”—Ericka’s Story
			Purpose-Driven
			Where and Who I am From
			Future Hopes
		Yo soy hija de mi madre—Susana’s Story
			Sacred Space
			Educación
			Ways of Knowing
		Invitation
		Conclusion
		References
	Chapter 6: Listen to Your Sexto Sentido and the Wisdom of Your Community
		Mi Testimonio
			Colloquialisms as Consejos
		Dime con quien andas y te diré quién eres
		Del dicho al hecho hay mucho trecho
		Nunca te olvides de dónde vienes
		Olla que mucho hierve, sabor que pierde
		Este arroz ya se coció
		Conclusion
		References
Part III: Establishing Freedom Praxes of Love, Healing, and Imagining an Otherwise
	Chapter 7: Homes Are Where the Healing Is
	Chapter 8: The Will of the People
		8:35 a.m. Welcome and Check-ins
		8:40 a.m. Executive Session/Courses
		9:15 a.m. Executive Session/Admissions
		9:30 a.m. Targeted Opportunities
		9:55 a.m. Announcements
Part IV: Exploring Geographies of Space
	Chapter 9: “When I Think of Home…”: Building Community and Support for Faculty of Color at Historically White Institutions
		Understanding Place in the Context of Higher Education
		An Analysis of the Lyrics and Searching for Home
			Beatty’s Story of Seeing Home
		Recruiting, Promoting, and Retaining FOC
			The Power of Community
		Building Mentoring Networks Means Building a Sense of Belonging
			Overcoming Isolation and Encouraging Belonging
			Navigating the Tenure Process
			Emotional and Psychological Support
		Conclusion
		References
	Chapter 10: Claiming Space at the Intersection: A Professor’s Narrative of Navigating & [Re]claiming Space, Place, & Home Beyond the Walls of Academe
		Summer 2020
			Year One: Fall 2020–Summer 2021
			Year Two: Fall 2021–Summer 2022
			Year Three: Fall 2022–Spring 2023
			What I *Think* I Know Today: Concluding Recommendations
		Recommendation 1: Create home
		Recommendation 2: Honor the duality of the land
		Recommendation 3: Take up space
		References
	Chapter 11: Finding Space for Faculty Well-Being in Higher Education
		Author Positionality
		Defining Well-Being
		Faculty Work Demands
			Personal Experiences with Faculty Work Demands
		Balancing Life and Work
			Personal Experiences with Balancing Life and Work
		Prioritizing Well-Being in Faculty Life
			Identifying Priorities
			Reallocating Your Time
			Managing Time Demands and Setting Boundaries
			Finding Community
			Prioritizing Physical and Mental Health
			Pursuing Leisure
		Concluding Thoughts
		References
Part V: Arriving to Wholeness
	Chapter 12: Good Grief
		Notes
	Chapter 13: Undisciplined: Untangling the Coloniality of Holistic Regard
		The Epistemological Order as Discipline
		Untangling Holistic Regard from Western Humanist Conventions
		Imagining Otherwise
			Clifton’s Reply
			Refusal
			Affirmations
			Relationality
		They do, They do: Toward an Undisciplining Practice
		References
	Chapter 14: Keeping Pace: Reflections on Moving toward Wholeness in Academia
		Dance as a Metaphor
			Feeling Both within and Outside of My Body
			Keeping Pace, Losing Balance
			Performance versus Expression
			Emerging from the Chaos
			Grace with Boundaries
		Taking Up Space, Emerging Free
		References
Editor and Contributor Biographies
	Editors
	Contributors
Index