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Author: Zak Foste
Publisher: Taylor & Francis
ISBN: 100097720X
Category : Education
Languages : en
Pages : 261
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Book Description
College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs.This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff.While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress students, faculty, and staff of color. This book is especially concerned with naming the material consequences of whiteness in the lives of People of Color on college and university campuses in the United States.Part one of the book introduces theoretical ideas and concepts administrators, scholars, and activists might use to interrogate how whiteness functions on campus. Part two of the book explores practical considerations for how whiteness functions across campus spaces, including student leadership programs, fraternity and sorority life, faculty tenure and promotion, LGBTQ support services, and so forth.
Author: Zak Foste
Publisher: Taylor & Francis
ISBN: 100097720X
Category : Education
Languages : en
Pages : 261
Get Book Here
Book Description
College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs.This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff.While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress students, faculty, and staff of color. This book is especially concerned with naming the material consequences of whiteness in the lives of People of Color on college and university campuses in the United States.Part one of the book introduces theoretical ideas and concepts administrators, scholars, and activists might use to interrogate how whiteness functions on campus. Part two of the book explores practical considerations for how whiteness functions across campus spaces, including student leadership programs, fraternity and sorority life, faculty tenure and promotion, LGBTQ support services, and so forth.
Author: Tyson E.J. Marsh
Publisher: IAP
ISBN: 1681234106
Category : Education
Languages : en
Pages : 242
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Book Description
While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Author: Jeffrey S. Brooks
Publisher: IAP
ISBN: 1623961580
Category : Education
Languages : en
Pages : 272
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Book Description
Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education. There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others. Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This mis-education, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.
Author: Jeroen Huisman
Publisher: Emerald Group Publishing
ISBN: 1838678417
Category : Education
Languages : en
Pages : 243
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Book Description
This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, disability frameworks, rhythms research, loose coupling, mixed methods, internet-mediated research, critical whiteness and selection bias
Author: Tenisha L. Tevis
Publisher: Springer Nature
ISBN: 3031421310
Category : Education
Languages : en
Pages : 115
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Book Description
This book considers the causes and effects of an education field that remains white and gendered and critically examines how the race-gendered power afforded to white women in educational spaces is transacted through instructional practices and interpersonal interactions. White women occupy a complex position in society within systems of white supremacy and patriarchy, participating as both oppressors and oppressed. Emphasizing the consequences of whiteness for educational professionals and students of all racial identities, the chapters in this book offer strategies for identifying and moving beyond the gendered transaction of whiteness, including what white women can do instead and how all educators can work toward transformative antiracist education.
Author: Ingrid A. Nelson
Publisher: University of Chicago Press
ISBN: 0226836843
Category : Education
Languages : en
Pages : 237
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Book Description
How the policies of elite colleges allow racially themed parties to continue by perpetuating the status quo. On a cold February evening, a group of students at Bowdoin College, an elite and historically white liberal arts college in Maine, gathered to drink tequila at a party referred to as “not not a fiesta.” By noon the next day, Instagram videos of students sporting miniature sombreros had spread like wildfire through campus. Over the next few weeks, national media outlets would broadcast the embarrassing fallout. But the frequency with which similar parties recur on campuses across the United States begs the question: what, if anything, do undergraduates learn about race and racism from these encounters? Drawing on interviews and archival research, Yet Another Costume Party Debacle shows us how colleges both contest and reproduce racialized systems of power. Sociologist Ingrid A. Nelson juxtaposes how students and administrators discuss race with how they behave in the aftermath of racially charged campus controversies. Nelson spoke in-depth with students and other key players in several controversial parties—“Cracksgiving,” a “gangster party,” and the “not not a fiesta” tequila party—at Bowdoin. The college’s administrative response failed to encourage productive dialogue or address larger questions about race on campus. Nelson shows how the underlying campus structures at elite liberal arts colleges foster an environment that is ripe for racially charged incidents; we shouldn’t be surprised when we read about yet another costume party debacle. Nelson advises how we can take charge of diversity on our campuses by changing the systems that bring students together and drive them apart.
Author: Cameron C. Beatty
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 235
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Book Description
Moving Towards Action: Centering Anti-Racism in Leadership Learning speaks to communities of people within and surrounding higher education and specifically, leadership educators, partners, researchers, administrators, and student affairs practitioners. The text expands thinking on the concepts of socially and racially just leadership education by unpacking the ways in which individual, structural, and systemic racism can be embedded in curricular, co-curricular, community-based, and unstructured leadership courses and programs. By centering how implicit and explicit racism are woven into leadership education, the text asks leadership educators to critically explore their own anti-racist approaches, reimagine their leadership program outcomes, and think more broadly about how leadership education can be more anti-racist and move towards action with equitable and just outcomes. Beatty and Manning-Ouellette assemble the text for all audiences to gain a deeper, more complex perspective on racism, anti-racist frameworks, and leaving leadership education better than when they arrived. The text is organized in such a way that leadership educators can take away new practices for navigating personal struggle, fragility, and resistance around topics of racism that occur in both curricular and co-curricular collegiate leadership programs. Beatty and Manning-Ouellette arrange the text in three sections: 1) Theoretical and Conceptual Considerations of Anti-Racism Approaches to Leadership Learning, 2) Innovations in Research & Practice, and 3) Moving Towards Action with contributions from leadership educators and scholars. Therefore, the text serves as an entry point to dialogue, think, and coalesce about anti-racism in leadership learning and explore what possibilities exist for us to move toward anti-racist praxis and pedagogy in leadership education. ENDORSEMENTS: "A critical scholarly contribution, Moving Towards Action: Centering Anti-Racism in Leadership Learning, unpacks, challenges, and explicates social justice and leadership education in higher education. Readers of this text should gain a better understanding of how systemic and structural racism manifests at colleges and universities, with a focus on leadership learning, education, and leadership programs. A timely text for our field." — Gene T. Parker, III, University of Kansas "Illuminating and important. Moving Towards Action: Centering Anti-Racism in Leadership Learning is the book leadership educators need to ready students and themselves for taking on the complex challenges of leading for liberation. By centering anti-racism pedagogy and praxis in leadership learning, the authors invite readers to work both personally and publicly towards equity and inclusion." — Julie E. Owen, George Mason University
Author: Cheryl E. Matias
Publisher: Springer
ISBN: 9463004505
Category : Education
Languages : en
Pages : 203
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Book Description
Discussing race and racism often conjures up emotions of guilt, shame, anger, defensiveness, denial, sadness, dissonance, and discomfort. Instead of suppressing those feelings, coined emotionalities of whiteness, they are, nonetheless, important to identify, understand, and deconstruct if one ever hopes to fully commit to racial equity. Feeling White: Whiteness, Emotionality, and Education delves deeper into these white emotionalities and other latent ones by providing theoretical and psychoanalytic analyses to determine where these emotions so stem, how they operate, and how they perpetuate racial inequities in education and society. The author beautifully weaves in creative writing with theoretical work to artistically illustrate how these emotions operate while also engaging the reader in an emotional experience in and of itself, claiming one must feel to understand. This book does not rehash former race concepts; rather, it applies them in novel ways that get at the heart of humanity, thus revealing how feeling white ultimately impacts race relations. Without a proper investigation on these underlying emotions, that can both stifle or enhance one’s commitment to racial justice in education and society, the field of education denies itself a proper emotional preparation so needed to engage in prolonged educative projects of racial and social justice. By digging deep to what impacts humanity most—our hearts—this book dares to expose one’s daily experiences with race, thus individually challenging us all to self-investigate our own racialized emotionalities. “Drawing on her deep wisdom about how race works, Cheryl Matias directly interrogates the emotional arsenal White people use as shields from the pain of confronting racism, peeling back its layers to unearth a core of love that can open us up. In Feeling White: Whiteness, Emotionality, and Education, Matias deftly names and deconstructs distancing emotions, prodding us to stay in the conversation in order to become teachers who can reach children marginalized by racism.” – Christine Sleeter, Ph.D., Professor Emeritus, California State University, Monterey Bay “In Feeling White, Cheryl E. Matias blends astute observations, analyses and insights about the emotions embedded in white identity and their impact on the racialized politics of affect in teacher education. Drawing deftly on her own classroom experiences as well as her mastery of the methodologies and theories of critical whiteness studies, Matias challenges us to develop what Dr. King called ‘the strength to love’ by confronting and conquering the affective structures that promote white innocence and preclude white accountability.” – George Lipsitz, Ph.D., Professor, University of California, Santa Barbara, and author of The Possessive Investment in Whiteness Cheryl E. Matias, Ph.D., is an assistant professor in the School of Education and Human Development at the University of Colorado Denver. She is a motherscholar of three children, including boy-girl twins."
Author: Katie Pak
Publisher: Teachers College Press
ISBN: 0807779431
Category : Education
Languages : en
Pages : 257
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Book Description
Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership.Specific and useful frames, concepts, and practices that leaders can adapt to their own context.Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.
Author: Heidi L. Hallman
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 221
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Book Description
The current interest in diversity, equity, inclusion, and belonging (DEIB) in higher education emerges from a reality that higher education now serves an increasing diversity of college students. An increasingly diverse student body brings to campuses various backgrounds, linguistic variations, political and religious affiliations, and sexual orientations; therefore, colleges and universities have been prompted to select content, assessment measures, and instructional strategies to not only welcome and support diversity, but to also position students’ diverse backgrounds as assets in the classrooms. This edited volume seeks to put theory into practice by inviting contributions by scholars who aim to transform the higher education classroom through equitable classroom practices premised on culturally sustaining pedagogy. Contributors to the edited volume are faculty in higher education who depict change in instruction that fosters a more inclusive and equitable learning environment. Seeking to create an understanding of how we can more fully humanize our students within historically dehumanizing institutions, we invite readers to consider equitable teaching practices through a variety of lenses. Under the canopy of access, connectedness, and belonging, this volume features initiatives that will hopefully inspire change in higher education.
