Abstract
Although there is a significant body of literature bolstering the concept, the term “resilience” is often misused and abused in the academy at the expense of the most marginalized students and community members. In this article, I advocate for reclaiming resilience as using creativity to survive and challenge dominant views of resilience. Furthermore, I call for de-centering dominance in conversations about diversity and inclusion to represent and serve the needs of marginalized students navigating institutional barriers and systems that were never meant for them.
Recommended Citation
Dolan, C. (2019). De-Centering Dominance, Reclaiming Resilience. The Vermont Connection, 40(1). https://scholarworks.uvm.edu/tvc/vol40/iss1/6