The Hidden Elephant Is Oppression: Shaming, Mobbing, and Institutional Betrayals within the Academy—Finding Strength in Collaborative Self-Study

References

• Artiles, A. J., Dorn, S., & Bal, A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016. Review of Research in Education, 40, 777–820.
   Web of Science ®Google Scholar
• Bakhtin, M. M. (1991). The dialogic imagination: Four essays. (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
   Google Scholar
• Berry, M., & Russell, T. (2014). Critical friends, collaborators and community in self-study. Studying Teacher Education, 10(3), 195–196.
   Google Scholar
• Bhabha, H. K. (2004). The location of culture. London: Routledge.
   Google Scholar
• Bogdan, R., & Biklen, S. K. (1998). Qualitative research for education. Boston, MA: Allyn & Bacon.
   Google Scholar
• Boice, R. (1993). New faculty involvement for women and minorities. Research in Higher Education, 34(3), 291–341.
   Web of Science ®Google Scholar
• Bone, J., Cullen, J., & Loveridge, J. (2007). Everyday spirituality: An aspect of the holistic curriculum in action. Contemporary Issues in Early Childhood, 8(4), 344–354. doi:10.2304/ciec.2007.8.4.344
   Google Scholar
• Boring, A., Ottoboni, K., & Stark, P. B. (2016, January). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen Research Journal. Working paper Retrieved from. https://www.scienceopen.com/document_file/25ff22be-8a1b-4c97-9d88-084c8d98187a/ScienceOpen/3507_XE6680747344554310733.pdf
   Google Scholar
• Boskovich, L., & Hernández-Saca, D. I. (2019). Stepping towards healing about learning disability at our intersectionality: How LD pain and privilege structured our schooling experiences. In H. Ellis (Ed.), Exploring the reflexivity of pain and privilege (pp. 47–73). Rotterdam, The Netherlands: Sense.
   Google Scholar
• Brown, B. (2006). Shame resilience theory: A grounded theory study on women and shame. Families in Society: the Journal of Contemporary Social Services, 87(1), 43–52.
   Web of Science ®Google Scholar
• Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. New York, NY: Avery.
   Google Scholar
• Cervantes, J. M., & Parham, T. A. (2005). Toward a meaningful spirituality for people of color: Lessons for the counseling practitioner. Cultural Diversity and Ethnic Minority Psychology, 11(1), 69. doi:10.1037/1099-9809.11.1.69
   PubMedGoogle Scholar
• Chai, H. H., Harte, H. A., Gilbert, J. L., & Soled, S. W. (2016). Creating a new mindset: Building lasting supports for minority junior faculty. International Research in Higher Education, 1(1), 179–191.
   Google Scholar
• Chiang, S. (2016). “Is this what you’re talking about?”: Identity negotiation in international teaching assistants’ instructional interactions with U. S. college students. Journal of Language, Identity & Education, 15(2), 114–128.
   Web of Science ®Google Scholar
• Chiu-Ching, R. T., & Chan, E. Y. (2009). Self-study through narrative inquiry. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 17–33). New York: Springer.
   Google Scholar
• Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
   Google Scholar
• Clayson, D. E., & Haley, D. A. (2011). Are students telling us the truth? A critical look at the student evaluation of teaching. Marketing Education Review, 21(2), 103–114.
   Google Scholar
• Coia, L., & Taylor, M. (2009). Co/autoethnography: Exploring our teaching selves collaboratively. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 3–16). New York, NY: Springer.
   Google Scholar
• Crane, S. E. R. (2015). Foucault, disability studies, and mental health diagnoses in children: An analysis of discourse and the social construction of disability. Lewis and Clark College.
   Google Scholar
• Davies, B., & Harre, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43–63.
   Web of Science ®Google Scholar
• de Jager Meezenbroek, E., Garssen, B., van den Berg, M., Tuytel, G., van Dierendonck, D., Visser, A., & Schaufeli, W. B. (2012). Measuring spirituality as a universal human experience: Development of the Spiritual Attitude and Involvement List (SAIL). Journal of Psychosocial Oncology, 30(2), 141–167. doi:10.1080/07347332.2011.651258
   PubMed Web of Science ®Google Scholar
• Dillard, C. B. (2006). When the music changes, so should the dance: Cultural and spiritual considerations in paradigm ‘proliferation’. International Journal of Qualitative Studies in Education, 19(1), 59–76.
   Google Scholar
• Dillard, C. B. (2012). On spiritual strivings: Transforming an African American woman’s academic life. New York, NY: SUNY Press.
   Google Scholar
• Eagleton, T. (1991). An introduction to ideology. London, United Kingdom: Verso.
   Google Scholar
• East, K., Fitzgerald, L. M., & Heston, M. L. (2009). Talking teaching and learning: Using dialogue in self-study. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 55–72). New York: Springer.
   Google Scholar
• Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. doi:10.1016/j.edurev.2009.12.002
   Web of Science ®Google Scholar
• Foucault, M. (1977). Discipline and punish: The birth of the prison. (A. Sheridan, Trans.). New York: Vintage.
   Google Scholar
• Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445.
   Web of Science ®Google Scholar
• Gorlewski, J., Gorlewski, D., & Porfilio, B. J. (2014). Beyond bullies and victims: Using case story analysis and Freirean insight to address academic mobbing. Workplace, 24, 9–18.
   Google Scholar
• Halford, J. M. (1999). Longing for the sacred in schools: A conversation with Nel Noddings. Educational Leadership, 56, 28–32.
   Web of Science ®Google Scholar
• Han, K. T. (2012). Experiences of faculty of color teaching in a predominantly white university: Fostering interracial relationships among faculty of color and white preservice teachers. International Journal of Progressive Education, 8(2), 25–48.
   Google Scholar
• Harré, R. (2012). Positioning theory: moral dimensions of social-cultural psychology. In J. Valsiner (Ed.), Oxford library of psychology. The Oxford handbook of culture and psychology (pp. 191–206). Oxford University Press. doi:10.1093/oxfordhb/9780195396430.013.0010
   Google Scholar
• Hernández-Saca, D. I. (2017). Re-Framing the master narratives of dis/ability at my intersections: An outline of a research agenda. Critical Disability Discourses/Discours critiques dans le champ du handicap, 8, 1–30. Retrieved from https://cdd.journals.yorku.ca/index.php/cdd/article/view/39723
   Google Scholar
• Hernández-Saca, D. I. (2019). Transitioning through an inclusive model of dis/ability at the intersections: It takes an inclusive village and spirit. In J. W. Valle & D. J. Connor (Eds.), Rethinking disability: A disability studies approach to inclusive practices (pp. 265–266). New York, NY: Routledge.
   Google Scholar
• Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85(3), 551–575. doi:10.1086/227049
   Web of Science ®Google Scholar
• hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
   Google Scholar
• Hooks, B. (2000). Teaching to transgress. New York: Routledge.
   Google Scholar
• hooks, b. (2003). Teaching community: A pedagogy of hope (Vol. 36). New York: Psychology Press, Ltd.
   Google Scholar
• Khoo, S. B. (2010). Academic mobbing: Hidden health hazard at workplace. Malaysian Family Physician, 5(2), 61–67.
   PubMedGoogle Scholar
• Kim, M. (2017). Teaching, Learning, and Research as a Spiritual Journey. Doctoral dissertation, The Ohio State University.
   Google Scholar
• King, M. L., Jr. (1968). The role of the behavioral scientist in the civil rights movement. American Psychologist, 23(3), 180.
   PubMed Web of Science ®Google Scholar
• Kitchen, J. (2009). Passages: Improving teacher education through narrative self-study. In H. Tidwell & Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 35–51). New York, NY: Springer.
   Google Scholar
• Kozleski, E., Artiles, A., & Waitoller, F. (2013). Equity in inclusive education: A cultural historical comparative perspective. In Florian, L. (Ed.). The SAGE handbook of special education (pp. 231–250). Two volume set. New York: Sage.
   Google Scholar
• Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. doi:10.3102/00346543070001025
   Web of Science ®Google Scholar
• Kumashiro, K. K. (2004). Against common sense: Teaching and learning toward social justice. New York: Routledge.
   Google Scholar
• Kumashiro, K. K., Baber, S. A., Richardson, E., Ricker‐Wilson, C., & Wong, P. L. (2004). Preparing teachers for anti‐oppressive education: international movements. Teaching Education, 15(3), 257–275. doi:10.1080/1047621042000257199
   Google Scholar
• LeFrançois, B. A., Menzies, R., & Reaume, G. (2013). Introducing Mad Studies. In B. A. LeFrançois, R. Menzies, & G. Reaume (Eds.), Mad matters: A critical reader in Canadian mad studies (pp. 1–22). Toronto, Canada: Canadian Scholars’ Press.
   Google Scholar
• Maslow, A. (1966). Psychological testing and assessment. Boston, MA: Allyn and Bacon.
   Google Scholar
• Matusov, E. (2011). Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the social and the individual: An educational perspective. Culture & Psychology, 17(1), 99–119.
   Web of Science ®Google Scholar
• McDermott, R., Edgar, B., & Scarloss, B. (2011). Global norming. In Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (Ed). Inclusive Education: Examining Equity on Five Continents (pp.223–235). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Moghaddam, F. M., & Harré, R. (2010). Words of conflict, Words of War: How the language we use in political processes sparks fighting: how the language we use in political processes sparks fighting . ABC-CLIO
   Google Scholar
• Murray, H. G. (2005, June). Student evaluation of teaching: Has it made a difference? Paper presented at the Annual Meeting of the Society for Teaching and Learning in Higher Education. Charlottetown, Canada.
   Google Scholar
• Nader, L. (1993). Controlling processes in the practice of law. Hierarchy and Pacification in the movement to re-form dispute ideology. Ohio State Journal on Dispute Resolution, 9(1), 1–25.
   Google Scholar
• Palmer, P. J. (1993). The violence of our knowledge: Toward a spirituality of higher education. St. Thomas More College.
   Google Scholar
• Palmer, P. J. (1999). The active life: A spirituality of work, creativity, and caring. Jossey-Bass.
   Google Scholar
• Palmer, W. (2007). Teaching hidden wholeness: Spirituality and literature. Journal of College and Character, 8(4), 1–9. doi:10.1515/jcc-2007-0001
   Google Scholar
• Pinto, M. B., & Mansfield, P. M. (2010). Thought processes college students use when evaluating faculty: A qualitative study. American Journal of Business Education, 3(1), 55–111.
   Google Scholar
• Rong, X. L. (2002). Teaching with differences and for differences: Reflections of a Chinese American teacher education. In L. Vargas (Ed.), Women faculty of color in the white classroom (pp. 125–135). New York, NY: Peter Lang.
   Google Scholar
• Rubin, D., & Smith, K. (1990). Effects of accent, ethnicity, and lecture topic on undergraduates; perceptions of nonnative English-speaking teaching assistants. International Journal of Intercultural Relations, 14, 337–353.
   Web of Science ®Google Scholar
• Skachkova, P. (2007). Academic careers of immigrant women professors in the U. S. Higher Education, 53, 697–738.
   Web of Science ®Google Scholar
• Sprague, J. (2016). Advice on addressing bias on students’ course evaluations. Conditionally accepted: A space for scholars on the margins of academia. Retrieved from https://conditionallyaccepted.com/2016/06/17/bias-evaluations/
   Google Scholar
• Taylor, M., & Klein, E. J. (2018). Tending to ourselves, tending to each other: Nurturing feminist friendships to manage academic lives. In Lemon, N., & McDonough, S. (Eds.),  Mindfulness in the academy: Practices and perspectives from scholars (pp. 99–111). Singapore: Springer.
   Google Scholar
• Tidwell, D., Heston, M., & Fitzgerald, L. (Eds.). (2009). Research methods for the self-study of practice (Vol. 9). New York, NY: Springer.
   Google Scholar
• Valencia, R. R. (2012). The evolution of deficit thinking: Educational thought and practice. New York: Routledge.
   Google Scholar
• Zurmehly, D. J. (2014). Investigating Spirituality Within Teaching in Two Early Childhood Classrooms: Enacting Spiritually Connective Teaching. Doctoral dissertation, The Ohio State University.
   Google Scholar