Scholarlink

<p>To create a more racially diverse campus, it is not only important for the students and the faculty to be educated, but for them to be empowered. In academia, understanding those functions attributed to Black faculty does not automatically translate into an appreciation of the deep-rooted structural and institutional culpability when it comes to matters involving racialized differentials. This means that institutional expectations are oftentimes unrealistic and based on whiteness, with no regard for the experiences of confronting racism embedded in the professional trajectories of Black tenure line professors. The objective of this study is to problematize activities of research in the academic environment from the perspective of such university professors working in Brazil and the USA. Within a collaborative qualitative self-study perspective, we have analyzed (auto)biographical narratives—using <i>S-STEP</i> methodology—that serves our agenda of critical friendship among researchers. The discussion highlights the dynamic and nuanced characteristics of our situations as four anti-racist researchers in both geographical spaces and contexts, as well as contemplates strategies for reinforcing collaborative projects among faculty on campus.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Towards anti-racism within higher education: experiencing academia as Black faculty in Brazil and the USA

  • 期刊论文

  • 发表日期：

    2025年2月18日

查看全文
  • Dawn Alexis Duke,
  • Henrique Antunes Cunha Júnior,
  • Luciana Venâncio,
  • Luiz Sanches Neto

摘要

To create a more racially diverse campus, it is not only important for the students and the faculty to be educated, but for them to be empowered. In academia, understanding those functions attributed to Black faculty does not automatically translate into an appreciation of the deep-rooted structural and institutional culpability when it comes to matters involving racialized differentials. This means that institutional expectations are oftentimes unrealistic and based on whiteness, with no regard for the experiences of confronting racism embedded in the professional trajectories of Black tenure line professors. The objective of this study is to problematize activities of research in the academic environment from the perspective of such university professors working in Brazil and the USA. Within a collaborative qualitative self-study perspective, we have analyzed (auto)biographical narratives—using S-STEP methodology—that serves our agenda of critical friendship among researchers. The discussion highlights the dynamic and nuanced characteristics of our situations as four anti-racist researchers in both geographical spaces and contexts, as well as contemplates strategies for reinforcing collaborative projects among faculty on campus.