Did I offend you? I did not mean to!: dismantling microaggressions towards historically marginalized groups in education
| dc.contributor.author | Marshall, Jason | |
| dc.contributor.author | Roache, Darcia | |
| dc.contributor.author | Thomson, Stanley Bruce | |
| dc.date.accessioned | 2023-07-13T20:16:39Z | |
| dc.date.available | 2023-07-13T20:16:39Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | “Are you sure you are from here?”; “You are well-spoken for a Black person”; “Do you speak English well?”; “Why do you talk like that?” These are some of the comments and questions that are expressed and asked by perpetrators of microaggression. At first glance, they seem harmless, even well-intentioned; however, when there is a careful examination of the word microaggression, it is recognized that these types of comments, innuendoes, and undertones are far from innocuous. The reality is that microaggressions are not as “micro” as some people believe. They send messages of intolerance to difference, ignorance, and expected conformity to social norms and rules established by majority groups. | |
| dc.description.uri | https://library.macewan.ca/full-record/cat00565a/10258198 | |
| dc.identifier.citation | Marshall, J., Roache, D., & Thomson, S. B. (2022). Did I offend you? I did not mean to!: dismantling microaggressions towards historically marginalized groups in education. In Christine L. Cho, & Julie K. Corkett (Eds.) Global Perspectives on Microaggressions in Higher Education: Understanding and Combating Covert Violence in Universities, Routledge, Ch. 10, pp 158-169. https://doi.org/10.4324/9781003244394-12 | |
| dc.identifier.doi | https://doi.org/10.4324/9781003244394-12 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/3163 | |
| dc.language.iso | en | |
| dc.rights | All Rights Reserved | |
| dc.subject | discrimination in higher education | |
| dc.subject | racism in higher education | |
| dc.title | Did I offend you? I did not mean to!: dismantling microaggressions towards historically marginalized groups in education | en |
| dc.type | Book Chapter |