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ERIC Number: EJ1154219
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1356-2517
Invisible and Hypervisible Academics: The Experiences of Black and Minority Ethnic Teacher Educators
Lander, Vini; Santoro, Ninetta
Teaching in Higher Education, v22 n8 p1008-1021 2017
This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar's concept of the Space Invader. Findings suggest the participants in both national contexts felt marginalised, and encountered subtle everyday racism manifested as microaggressions that contributed to the academics' simultaneous construction as hypervisible and invisible, and as outsiders to the academy. Vulnerability, insecurity and precariousness was generated through the participants' positioning as space invaders within the university and borne from surveillance by students and managers. The paper argues that despite long-standing Equal Opportunity policies tenacious racism in the academy must be disrupted through structured career support and mentoring for BME staff and wider staff development on implicit bias and everyday racism.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Australia
Grant or Contract Numbers: N/A