Faculty Publications

‘I told them …, “I’m not from here”’: Navigating the Borderland Experiences of Racialized Foreign-born Teacher Educators in White Academia

Document Type

Article

Keywords

borderland identity, Critical duoethnography, lived experiences, racial formation, teacher educator

Journal/Book/Conference Title

Race Ethnicity and Education

Abstract

This study employs critical duoethnography to explore how borderland identities as racialized foreign-born educators of color, multilingual individuals, mothers, and doctoral students shape teaching practices and professional identity construction in U.S. higher education. Through collaborative dialogue, we examine how our lived experiences influence pedagogical decisions and strategies within predominantly white academic spaces. Findings reveal a constant negotiation between personal and professional roles, highlighting challenges such as language barriers, cultural adaptation, systemic inequities, and cultural taxation. Our dual roles as academic mothers and novice educators amplify feelings of inadequacy, while the lack of mentorship and representation further exacerbates these challenges. Despite these barriers, we draw empowerment from our borderland identities, leveraging them to foster culturally responsive and inclusive teaching. This study calls for systemic reforms, including culturally informed mentorship, increased representation, and the integration of anti-racist practices to better support foreign-born educators of color in academia.

Department

Department of Languages and Literatures

Original Publication Date

11-13-2025

DOI of published version

10.1080/13613324.2025.2585202

Link to Full Text

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