Opportunities presented by the forced occupation of liminal space
Under-represented faculty experiences and perspectives
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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