Published In
International Journal of Qualitative Studies in Education
Document Type
Article
Publication Date
12-12-2025
Subjects
Doctoral students, criminal records, Higher education decoloniality, Critical race theory -- oppression
Abstract
This article explores the experiences of doctoral students with criminal records navigating higher education, using a critical theoretical framework to highlight the unique challenges and triumphs I faced. Drawing upon decoloniality and critical race theory perspectives and activism, I define my critical scholarship as challenging the dominant oppression through thoughts and actions. Through autoethnographic and self-reflective narratives, I reflect on how my lived experiences as a Latino who has experienced criminalization. I have shaped my academic pursuits and critical consciousness. The autoethnography discusses systemic barriers such as stigma, discrimination, and institutional biases, showing how these obstacles have informed the author’s path toward becoming a critical scholar. Also, I examine my development of a critical position outside the formal doctoral program, highlighting the influence of personal, community, and activist experiences. By sharing my stories, I offer insights into the intentionality of higher education programs in addressing or perpetuating inequalities and the commonalities that unite system-impacted students. This emphasizes the importance of creating decolonized and just spaces within academia and the need for institutions to critically examine and transform their practices to support marginalized students. Offering this perspective will help students benefit from exercising agency to offer a counter-story to the dominant narrative.
Rights
Copyright (c) 2025 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1080/09518398.2025.2601570
Persistent Identifier
https://archives.pdx.edu/ds/psu/44422
Publisher
Informa UK Limited
Citation Details
Rivera Ramirez, A. (2025). More than just a criminal: Talking back as a critical autoethnographic journey. International Journal of Qualitative Studies in Education, 1–11.