ABSTRACT In this collaborative self-study, we examined our experiences of oppression and exclusion as tenure-track assistant professors possessing intersecting outsider statuses. We found that oppression is the elephant in the academy. We used self-study methodology, along with narrative inquiry, and textual and discursive analysis, to analyze our respective formal and informal student course evaluations, personal narratives and poems, and ongoing collective conversations. We found and analyzed not only the impact of these experiences on our physical, spiritual, emotional, and mental health, but also how they have impacted our work. Through our support system triad, we became vulnerable, critically aware, and mutually empathic – all necessary components to building resilience to shame. We found some concerning commonalities problematizing the sanctity of the institution of the university: (a) students use course evaluations to punish professors because of unsafe content or critical pedagogical content and/or non-hegemonic identity markers; (b) similar mobbing tactics occur in private and public institutions in order to punish successful non-hegemonic/critical professors, although the behavior is more flagrant in private institutions, and (c) institutions provide lip service to diversity without creating internal mechanisms to sustain it. In essence, the institution carries on with status quo business as usual. We end with a discussion and conclusion about moving forward that allowed us to voice our discontents for a call to action against hegemony inside the academy and teacher education. We all have more work to do.

中文翻译：

---

隐藏的大象被压迫：学院内的羞辱，围攻和机构背叛—在协作自学中发现力量

摘要在这项协作式自学中，我们考察了拥有权相伴的局外人身份的终身任职助理教授的压迫和排斥经历。我们发现压迫是学院里的大象。我们使用自学方法，叙事探究，文本和话语分析，来分析我们各自的正式和非正式学生课程评估，个人叙事和诗歌以及正在进行的集体对话。我们不仅发现并分析了这些经历对我们的身体，精神，情感和心理健康的影响，而且还分析了它们如何影响我们的工作。通过我们的支持系统三合会，我们变得脆弱，批判性意识并且相互同情–这是增强抵御羞辱能力的所有必要组成部分。我们发现了一些有关公共性的问题，这些问题使大学的机构地位受到质疑：（a）学生由于不安全的内容或重要的教学内容和/或非霸权的身份标志而使用课程评估来惩罚教授；（b）私人和公共机构采取了类似的围攻策略，以惩罚成功的非霸权/批评教授，尽管这种行为在私人机构中更为公然，并且（c）机构在不建立内部维持机制的前提下为多元化提供口头服务它。本质上，该机构照常开展现状业务。我们以前进的讨论和结论结尾，这使我们能够表达我们的不满，呼吁在学院和教师教育中采取行动反对霸权主义。我们都有更多工作要做。