Abstract
ABSTRACT The authors aim to illustrate the vernacular notion of reverse discrimination in higher education in the Trump era and beyond. While mapping out how a Whiteness affect morphs from White fragility to victimhood, the study uses Critical Race Theory to examine the discourse of reverse discrimination in a predominately White institution. The authors interrogate accusations of reverse discrimination against international non-White faculty, examining them as attempts to sustain White supremacy. Deploying an autoethnographic approach to critically untangling our racially charged experiences, the study engages in dialogue with critical race educators in support of a liberatory potential in education.
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