The hiring of women of colour faculty is not without unwritten presuppositions. We are expected to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing 'colour' to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems in (certain) disagreement with mainstream interpretations of the academic profession. This article addresses how this dilemma is worked out in teacher-student relations.
No takes yet. Share an insight, caveat, or question.
Philomena Essed (2000) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: