Undergraduate Queer Faculty’s Understanding of Colonialism and Neoliberalism in the Central Appalachian Academy: An Interpretive Phenomenological Analysis

Abstract

This dissertation sought insight into the experiences of queer undergraduate faculty’s experiences with colonialism and neoliberalism in the academy. Using the interpretive phenomenological analysis as the methodology, homogeneity of the participants was sought by controlling for location that participants work, Central Appalachia, and their queer identity. What emerged were themes related to Appalachia as place, conceptually, and a lack of shared definition or understanding regarding colonialism. Neoliberalism was better understood by participants. In alignment with phenomenology, generalizability is not sought, and instead emphasis on how this phenomenon can be better observed by seeking insight of other voices in the queer community is noted.