“Never let anyone tell you that you’re not good enough”: Using Intersectionality to Reflect on Inequality in British Academia

British higher education (HE) inherently lacks representation and is often rooted in a rhetoric that favours theories, practices, concepts, and ideologies from a Eurocentric gaze. In this chapter, the authors share their personal lived experiences as Muslim academics, teaching at two different HE institutes. By adopting a duoethnographic approach, the authors reflexively discuss the intersectionality between their race, religion, social class, and ethnicity within the landscape of British academia. The authors critically discuss how their marginalised identities, and the lack of institutional recognition they receive, have contributed to a Eurocentric curriculum, imposter syndrome, tokenism, microaggressions, and a cold campus climate. The authors share antidotes of how they have navigated through their academic spaces by offering examples of inclusive practice and novel pedagogical approaches. These suggestions are presented across three themes: (1) learning through reflection, (2) learning through experiences, and (3) learning through action. Together, recommendations are made on how to develop a space that promotes equity and inclusivity to feel more recognised and valued within academia.