The irony of an ‘international faculty’

Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that faculty, although contributing to representation numbers, are positioned knowledge providers discussions about ‘global’, ‘cultural’ sometimes ‘racial’, thus, ironically reinforce embedded culture. This argues members could make use their cultural positions unpack classed racial culture on campus cultivate students’ anthropological sensibility. In other words, unique position recognising limitations current institutions (PWI), but also, they have potential decentring White, middle-class norms. concludes some pedagogical implications.