Resilience in Disempowering Times: Reflective Narratives and Strategies of Reading Education Faculty

ABSTRACT The reflective paper explores the experiences of university reading education faculty confronting systemic disempowerment within a politically charged and restrictive educational climate. Resilience, defined as a person's capacity to absorb shocks, adapt, and recover while maintaining their core functions and identity, is contrasted with resistance, which refers to a person's ability to withstand external pressures without significant change to preserve the status quo. Reform or change‐making involves actively challenging and altering existing structures to achieve transformative change. Drawing on relevant literature and personal insights, the paper highlights strategies such as storytelling, advocacy, and community partnerships with non‐profit organizations that sustain inclusive literacy practices. It critically assesses the limitations and challenges of these approaches, including systemic inequities, resource constraints, and broader socio‐political influences affecting faculty well‐being and instructional efficacy. The paper advocates for increased civic activism and courageous leadership to develop comprehensive frameworks supporting faculty resilience, addressing systemic barriers, and preserving the transformative power of literacy education amid ongoing socio‐political crises.