This article examines the marginalisation of academic cultures and knowledge of international (im)migrant students and teachers in Australian higher education, challenging dominant cultural assumptions in the sector. With over 20 years of lived experience as an English language teacher and more than a decade in tertiary education, I present a study that employs hermeneutic phenomenology and narrative inquiry as iterative approaches to explore the depth and meaning of (im)migrant Non-Native English-Speaking Educators' (NNESEs) narratives of lived experiences within a broader socio-historical backdrop. Drawing on my published research, I critique native speakerism and the systemic exclusion of NNESEs, emphasising their impact on professional identity formation. Using postcolonial and sociocultural interpretations, alongside the concept of Hybrid Professional Becoming -- the evolving professional identity shaped by lived experiences, critical reflection, agentive actions, relational creativity, and the productive imagination of the future -- this article unveils the challenges of transcultural academic misrecognition and its navigation by a hybrid professional who imagines themself as a cosmopolitan educator. It calls for a rethinking of curricula to better support (im)migrant and international students, urging institutions to include diverse academic cultures to foster inclusivity, equity, and transformative engagement in higher education.