Overview

Conventional wisdom has it that education is the great equalizer in a society. Notwithstanding, access to higher education and terminal degrees have not proven synonymous with the establishment of legitimacy for many voices. Academics and scholars of color continue to confront barriers constituent of the racialized, gendered, and class(ed) baggage characterizing dominant social relations. In I've Got a Story to Tell different members of academe struggle with the institutionalized constructs that pose real challenges to the transformation and democratization of higher education.

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9780820438627

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Reviews

'I've Got a Story to Tell', I am certain, has been in the hearts and souls of many of us who work in the university, oftentimes alone or at best in solidarity with a few other allies-in-struggle. The different stories will sound familiar to some of us 'academicians', yet shocking for the rest who never take the time to contemplate how our presence in the University continues to represent another element in our history of 'becoming'. I am grateful to Professors Jackson and Solis Jordan for taking the risk of undertaking this project; for providing the courage that always ushers moments for liberating pedagogy. (Prof. Felix M. Padilla, author of 'The Struggle of Latino Latina University Students in Search of a Liberating Education') This edited volume foregrounds a rich collection of essays that probe the precarious nature of the existence of the subaltern scholar in the U.S. academy. The writing here is as heartfelt and as incisive as you are likely to find in contemporary work on the status of the minority intellectual. As such it charts the new terrain that opens up the life world of the subaltern scholar to the light of day. What the contributors to this volume seek to underscore is the illegitimacy of any effort to separate the experiences of the subaltern intellectual from the processes of the production of knowledge and the production of power. (Cameron McCarthy, Research Associate Professor and University Scholar, University of Illinois at Urbana-Champaign) This is a wonderfully engaging book! The chapters recount personal experiences of professors from marginalized groups, as they have taught about issues of racism and other forms of oppression. Their stories are very revealing of struggles around racism, sexism, and homophobia in higher education. The issues they raise are critically important, and the personal narratives invite empathy as well as respect. I had a hard time putting the book down, because the stories put words around some of my own experiences and feelings, and those of many of my colleagues. (Christine Sleeter, Professor, Center for Collaborative Education and Professional Studies, California State University, Monterey Bay)

Author Information

The Editors: Sandra Jackson is Associate Professor of Education at DePaul University. Chicago. She has coedited Beyond Comfort Zones in Multiculturalism and has written on teacher education, curriculum studies, and gender issues in education. She is currently working on projects related to education and democracy in education in South Africa as well as identity - place and belonging. Jose Solis Jordan is Assistant Professor in the Department of Educational Foundations at the University of Puerto Rico. He has written and edited three books related to educational theory and its foundations. Currently Professor Solis Jordan is researching the relationship between identity and the space-time dynamic as these inform a sense of belonging.

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