Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy

Abstract

Purpose

The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy.

Design/methodology/approach

This qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy.

Findings

As the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities.

Research limitations/implications

Suggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs.

Originality/value

This paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students.

Citation

Orelus, P.W. (2018), "Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy", Qualitative Research Journal, Vol. 18 No. 2, pp. 169-179. https://doi.org/10.1108/QRJ-D-17-00057