Tracing Faculty Privilege(s): Be(com)ing Through Dialogic Cartographic Narratives

• In Event: 66.025 - The Faculty Role: Privilege, Colleagues, and Change

Abstract

This paper introduces dialogic cartographic narrative as process for faculty be(com)ing – a more active form of faculty development that recognizes the importance of ongoing critically conscious engagement around privilege(s). This engagement is necessary for faculty members toward examining their potential complicity in maintaining systemic exclusion in academic institutions. Two cartographic narratives of privilege(s) are shared, along with resonances from the co-authors. Implications and recommendations are offered, including critically interrogating faculty privilege(s), examining time and space, sustaining initiatives, and ensuring synergistic leadership.

Authors

• Paul William Eaton, Sam Houston State University

• Rebecca McBride Bustamante, Sam Houston State University

• Burcu Ates, Sam Houston State University

• Helen Berg, Sam Houston State University