This study set out to explore how the resettlement of an African female immigrant academic in a new country and her repositioning in a foreign academic context influenced the reconstruction of her professional identity. A qualitative constructivist lens and a phenomenological case study approach was utilised. Data capture included a mix of semi-structured interviews, field notes, and a researcher journal and was analysed by means of the content analysis method. Findings revealed the use of language as an instrument of exclusion; and, the juxtaposition between a continental identity and rejection. This study recommends that induction programmes intended for sojourner academics at higher education institutions should be thoughtfully designed and that the complete journey of sojourner academics should be taken into consideration to ensure proper management thereof through appropriate policies.