Opportunities presented by the forced occupation of liminal space

Under-represented faculty experiences and perspectives

Authors

  • Ketevan Kupatadze Elon University Academic

DOI:

https://doi.org/10.15173/ijsap.v3i1.3744

Keywords:

student-faculty partnerships, third space, liminal space, under-represented faculty

Abstract

In this article I employ the notion of the Third Space as a point of departure in order to expand and complicate our thinking about student-faculty partnerships, with the goal of enquiring into the acceptability of and comfort with such space for faculty who self-identify as underrepresented. I consider the practical and real repercussions for these faculty members of engaging in partnership in the context of a reality that is very much shaped by dominant cultural practices, and racial, social, and cultural hierarchies and divisions, and look at how the concept of the liminal space plays out in their professional lives. The findings presented in the article come out of a qualitative analysis of oral semi-structured interviews with underrepresented faculty.

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Published

2019-05-07

How to Cite

Kupatadze, K. (2019). Opportunities presented by the forced occupation of liminal space: Under-represented faculty experiences and perspectives. International Journal for Students as Partners, 3(1), 22–33. https://doi.org/10.15173/ijsap.v3i1.3744

Issue

Vol. 3 No. 1 (2019)

Section

Special Section: Third Space and Partnership

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