Identity and intersectional responsive pedagogy in higher education: insights from two locations in regional and urban Australia

In this chapter, we investigate the ways in which academics' identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics' experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.