Migrating Selves: Reconstructing and Renegotiating Black Immigrant Academic Identities

Autor/in	Vandeyar, Saloshna
Titel	Migrating Selves: Reconstructing and Renegotiating Black Immigrant Academic Identities
Quelle	In: Higher Education Research and Development, 39 (2020) 6, S.1276-1289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vandeyar, Saloshna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1719477
Schlagwörter	Blacks; Immigrants; College Faculty; Self Concept; Personal Narratives; Diversity; Professional Identity; Power Structure; Faculty Mobility; Work Environment; Stranger Reactions; African Languages; Indo European Languages; English; Foreign Countries; English (Second Language); Second Language Learning; South Africa + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; Fakultät; Selbstkonzept; Erlebniserzählung; Arbeitsmilieu; Fremdenprüfung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; English language; Englisch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their identities that were negotiated with others within personal, historical and situational contexts. The study of BIAs' lives from their perspective, in which they actively and socially develop their identities, not only provides a lens through which they can be understood as shifting constructions of identity but allows them to rethink who they are and have become and what influence power relations have in promoting or negating their sense of academic self. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01