The Hidden Curriculum of Domestication |
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| Authors: | Juan S. Muñoz Rosario Ordoñez Jasis Patricia A. Young Peter McLaren |
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| Affiliation: | (1) Bilingual Education and Diversity Studies, Texas Tech University, Lubbock, TX, 79409;(2) Department at the California State University, Fullerton;(3) Elementary Education Department, University of Maryland, USA;(4) Urban Schooling Department, University of California, Los Angeles |
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| Abstract: | Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication. |
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| Keywords: | faculty of color higher education power and the professoriate minority faculty |
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