Gatwiri, Kathomi, and Udah, Hyacinth (2024) Becoming both: “students” and “experts” of race in Australian higher education contexts. Journal for Multicultural Education. (In Press)

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Abstract

Purpose: This paper aims to highlight how Black African academics who live and work under coloniality are systematically seen as “out of place” and how this positioning compounds their experiences of interpersonal and systemic marginalisation within predominantly white universities. Design/methodology/approach: This is a conceptual paper that theorises the experiences of two Black African academics in Australian higher education. It takes a form of autoethnography, to demonstrate the intersectional barriers and setbacks within white academia that interact with gender, class and migranthood, potentially undermining their academic progression and/or professional well-being. Findings: Black African academics in white-majority workplaces repeatedly report experiences of microaggressions, hyper-surveillance and epistemic Othering. This is characterised by research alienation, funding gaps and being passed over for promotion leading to feelings of exclusion and fractured belonging within academia. Originality/value: The paper argues that while the Coloniality of Power within institutions of higher learning continues to racialise Black African academics as Other, the Coloniality of Knowledge marginalises their intellectual, theoretical and experiential perspectives and contributions. The power of Coloniality and white supremacy are implicated in the epistemic impositions, erasures and negations of the ontological legitimacy and contributions of Black academics in higher education institutions.

Item ID:	83371
Item Type:	Article (Research - C1)
ISSN:	2053-5369
Keywords:	Australia, Coloniality, Higher education, Race, Whiteness
Related URLs:	https://www.scopus.com/inward/record.uri...
Copyright Information:	© Emerald Publishing Limited
Date Deposited:	08 Aug 2024 23:32
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