Refusal of Neoliberal Logics in Faculty Socialization: The Better Together Learning Community (BTLC) as a Form of Co-Resistance on the Tenure Track

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Interdisciplinary Decolonial Theories, Pedagogies, and Praxes (Table 21)

Abstract

This study examines how faculty participants in a learning community collaboratively refuse or unintentionally reinforce neoliberal faculty socialization logics and practices to transform and reimagine the professoriate. Through an ethnographic critical qualitative inquiry methodology, we examined a year-long faculty learning community which prioritized community, collaboration, intersectionality, and Latine and Indigenous funds of knowledge. We conducted critical qualitative analysis of participant reflections, leader reflections, program artifacts, and programmatic evaluations to investigate how a faculty learning community aimed to disrupt and transform faculty. Using Sandy Grande’s (2018) conceptualization of Co-resistance to frame our research, we argue that faculty committed to Latine and Indigenous education give a lens into a decolonized professoriate. Our findings support strategies beyond retention of minoritized faculty.

Authors

• Cynthia D. Villarreal, Northern Arizona University

• Darold H. Joseph, Northern Arizona University

• Na Young Kong, Northern Arizona University

• Megan McCoy, Northern Arizona University

• Cole Joslyn, Northern Arizona University

• Kara Ahearn, Northern Arizona University

• Alma Montemayor Sandigo, Northern Arizona University - Yuma

• Catharyn Crane Shelton, Northern Arizona University

• Christine Keller Lemley, Northern Arizona University

• Ishmael Munene, Northern Arizona University