Tracing Faculty Privilege(s): Be(com)ing through Dialogic Cartographic Narratives

Autor/inn/en	Eaton, Paul William; Bustamante, Rebecca McBride; Ates, Burcu; Berg, Helen
Titel	Tracing Faculty Privilege(s): Be(com)ing through Dialogic Cartographic Narratives
Quelle	In: Review of Higher Education, 43 (2019) 1, S.457-482 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	College Faculty; Advantaged; Personal Narratives; Self Concept; Social Justice; Critical Theory; Consciousness Raising; Change Agents; Equal Education; Inclusion; Geographic Location; Dialogs (Language); Texas + Suchen Sie Ihr Suchwort? Fakultät; Erlebniserzählung; Selbstkonzept; Soziale Gerechtigkeit; Kritische Theorie; Bewusstseinsbildung; Inklusion; Dialog; Dialogs; Dialogue; Dialogues
Abstract	A novel process--"dialogic cartographic narratives"--is introduced as a method for facilitating faculty members' understanding of their own privilege(s) and their complicity in maintaining systemic injustices in higher education institutions. The process involves critical interrogation of life stories and privileged identities over time and geographic spaces, conceptualizing one's role in both enacting and thwarting transformative social change. Two faculty exemplars of cartographic narratives of privilege(s) are shared, along with resonant responses from other co-author participants. Implications and recommendations are offered for applying this reflection process in facilitating faculty members "be(com)ing" critically conscious agents of transformational institutional change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01