Translating the Academy: Learning the Racialized Languages of Academia
This article presents narratives of 2 women faculty of color, 1 early career Latina and the other tenured Asian American woman, regarding their ontological and epistemological struggles in academia, as well as the hope, impetus, and strategies for change that they constructed together. Drawing on a critical pedagogy perspective, mentoring is discussed as a praxis of allyship that develops organically within relationships that recognize each person’s strengths, provides instrumental knowledge about the academy, provides intellectual stimulation and reciprocal reflection, and is a collaborative endeavor that helps them to resist erasure and insert visibly diverse knowledge systems into people’s academic pursuits and responsibilities.
Monzo, L. & SooHoo, S. (2014). Translating the academy: Learning the racialized languages of academia. Journal of Diversity in Higher Education, 7(3) 147-165.
American Psychological Association
This article was originally published in Journal of Diversity in Higher Education, volume 7, issue 3, in 2014.