Search Results (7)

South African universities remain shaped by unresolved colonial inheritances and a deepening neoliberal turn that privileges measurable outputs, competition, and narrow definitions of merit. Within this landscape, Black academics and students often encounter institutional cultures that regulate belonging and constrain transformation. While accounts of the neoliberal university have been richly documented, less attention has been given to mentorship as an everyday institutional practice through which such regimes are reproduced and contested, particularly within professional training contexts. This paper offers a State of the Academy Address through the perspectives of two Black early-career clinical psychologists in academia. Drawing on collaborative autoethnography, a qualitative approach in which researchers use their own lived experiences as data to examine broader cultural patterns, and reflexive thematic analysis (a method of identifying and interpreting patterns of meaning across qualitative data) of structured reflective dialogues, we examine how emerging scholars attempt to re-make academic life through refusal and care. Two themes are presented: promoting mentorship while rejecting gatekeeping, and the tension between knowledge production and scholarly development under metric-driven performativity. The paper appreciates the notions of relationality and relational ethics, which are central to Ubuntu philosophy. Additionally, by centering a Freirean commitment to critical consciousness and empowerment, we argue that mentorship can function as an everyday agency that challenges exclusionary traditions, even as output pressures narrow scholarly formation and deepen the vulnerability of early-career academics. We conclude with implications for policy and practice across departmental, institutional, and sector levels, including the formal recognition of mentorship in workload models, protections for early-career academics against exploitative workload practices, and broader promotion and performance criteria that recognise relational labour, collaborative scholarship, and community-engaged knowledge production. Full article

Language and discourse are central forces shaping representations of self and family creation in adoption narratives. Informed by theorizations of agency, as well as language and legitimacy, two transnational adopted persons engage in a collaborative autoethnography through electronically exchanged letters about the authors’ experiences as international and interracial Korean-American adopted persons. The resulting analysis uncovered how language and identity can intersect in adoption narratives, complicating adopted persons’ stories and their telling of them. The authors also explored the agentive potential of mushfake as hybrid and emerging discourse/Discourse. In narrating their experiences, the authors illuminated how adopted persons and other members of marginalized groups can exercise their agentive authority to take up and demand recognition of self-proclaimed identities which are situated in spaces of in-betweenness and becoming. Full article

The U.S. was constructed on a Black–white racial hierarchical system to maintain the subjugation of communities of color, of which we understand through racial formation that race continues to adapt and evolve to support structures of anti-Black racism. Our project centers racial formation as our theoretical framing for why race categories exist under a white supremacist, anti-Black system that profits from hierarchical inhuman realities. This critical collaborative autoethnography explores the learning journeys of one biracial Korean faculty member and one Lebanese-American undergraduate in their continued inquiry about erasure/affirmation of mixed-race and MENA identities. We explored the in-between gray spaces that our mindbodyspirits move through, and revealed the systematic impact of violent structures on our racialized mind–body–spirits. Findings allude to the limits of our belonging, in relation to dominant structures that cannot hold our in-between experiences. We urge social justice professions to recenter the literal marginal voices of mixed-race and MENA peoples as essential in the relational racial healing and restorative journeys of our multiracial and intersecting communities of color. Full article

Humans and more-than-humans experience injustices related to the triple planetary crisis of climate change, pollution, and biodiversity loss. Nurses hold the power and shared Responsibility (Note on Capitalization: Indigenous Scholars resist colonial grammatical structures and recognize ancestral knowledge by capitalizing references to Indigenous Ways of Knowing (Respect, Relations, and Responsibilities are capitalized to acknowledge Indigenous Mi’kmaw Teachings of our collective Responsibilities to m’sit no’ko’maq (All our Relations). Respect for Land, Nature, Knowledge Keepers, Elders, and the names of Tribes, including the Salmon People and sacred spaces, such as the Longhouse, are also denoted with capitals)) to support the health and well-being of each other and Mother Earth. The heart of the Planetary Health movement to address these impacts centers on an understanding of humanity’s interconnection within Nature. As nurses, we seek partnerships with more-than-human communities to promote personal and collective wellness, Planetary Health, and multispecies justice. This article introduces a longitudinal, collaborative autoethnography of our initial engagement with more-than-human communities. In this research, we utilize reflexive photovoice and shared journals to describe our early conversation about this interconnection with three waterways across diverse geographies. This work acknowledges the importance of relational and embodied Ways of Knowing and Being. We invite nurses to embrace the heart of the Planetary Health movement and share these stories with their more-than-human community partners. Full article

This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experiences of CPD? To what extent is this model of CPD a way of promoting teacher education for inclusion? The data presented in this article were generated by three student-practitioners and a course tutor who engaged in a practitioner enquiry course offered in a higher education institution in Scotland during the academic year 2022–2023. Data were generated through autoethnography, and all authors individually reflected on their experiences of CPD, namely this PE course. The data were then analysed through a thematic analysis process that combined individual and collaborative tasks, including the writing of this article. This article concludes that long-term CPD with a constructivist alignment allows student-practitioners to develop their agency as inclusive educators. Engagement with research, both by critically analysing ‘global’ academic research and by designing and implementing a ‘local’ PE, provides lifelong tools for teachers to identify and remove barriers to ensuring that all learners can access, participate, and succeed in education. Full article

In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning. Full article

DNA analysis has enabled a much deeper interrogation of our surnames, Keesing and Fitzpatrick, than was possible via traditional genealogical research. This can inform us regarding the potential ‘hidden’ complexities of some surnames. Through juxtaposing the narratives of our family histories and DNA findings we demonstrate, using collaborative autoethnography, how surnames can be haunted by ghosts both real and imagined. The DNA-enabled critical exploration of the history of our surnames, in the context of the social and political factors that shaped them, generates a deeper and more complex understanding of how our surnames were taken/given. In this paper we investigate and deconstruct our Irish and Jewish ancestry. Fitzpatrick and Keesing are anglicised/normanised/colonised surnames that exemplify attempts to dis/member our identities. Here we re/member them, but with that comes a realisation that ‘everything has changed’ and with that come new dis/memberings and re/memberings. Full article