Critical race ethnography of higher education: Racial risk and counter-storytelling

2013 ◽  
Vol 6 (3) ◽  
pp. 64-78 ◽  
Author(s):  
Teresa Ramos
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Board Of Education ◽  
Critical Race ◽  
Race And Racism ◽  
History Of ◽  
Composition Structure ◽  
Collaborative Ethnography ◽  
The University ◽  
Business As Usual

The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

Thyrsa Wealtheow Amos: The Dean of Deans

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Richard J. Herdlein
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Historical Research ◽  
University Of Pittsburgh ◽  
Student Personnel ◽  
Dean Of Women ◽  
History Of ◽  
Personnel Administration ◽  
The University

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Women’s Program at the University of Pittsburgh,1919–41, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

scholarly journals Toward a critical race analysis of the COVID-19 crisis in US carceral institutions

2021 ◽  
pp. 026101832110014
Author(s):  
Paddy Farr
Keyword(s):  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Public Health Response ◽  
The Public ◽  
Detention Centers ◽  
Health Response ◽  
Increased Risk ◽  
History Of ◽  
Race Analysis

People in carceral institutions are at increased risk for COVID-19 infection. Applying critical race theory to the problem of COVID-19 provides tools to analyze the risk of infection and evaluate the public health response within the imprisoned, jailed, and detained population. On the surface, this is due to factors related to a lack of hygiene products, an inability to physically distance, a low quality and inaccessible health care, and poor health. However, at root, the increased risk for infection is directly linked to the legacy of slavery and colonization within the history of US prisons, jails, and detention centers. As a solution to the crisis of COVID-19 and prevention of future pandemics within prisons, jails and detention centers, a critical race orientation provides reason and direction for mass decarceration and racial justice.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals A Global Critical Race and Racism Framework: Racial Entanglements and Deep and Malleable Whiteness

2018 ◽  
Vol 5 (2) ◽  
pp. 169-185 ◽  
Author(s):  
Michelle Christian
Keyword(s):  
White Supremacy ◽  
Systems Approach ◽  
Social Systems ◽  
First Century ◽  
Critical Race ◽  
Race And Racism ◽  
State Economy ◽  
Global Linkages ◽  
History Of ◽  
Core Components

Twenty years after Bonilla-Silva developed the analytic components of a structural race perspective and called for “comparative work on racialization in various societies,” U.S.-centric race theory continues to be mostly rooted in a U.S. focus. What is missing is a framework that explores race and racism as a modern global project that takes shape differently in diverse structural and ideological forms across all geographies but is based in global white supremacy. Drawing from Bonilla-Silva’s national racialized social systems approach, global South scholars, and critical race scholars in the world-systems tradition, the author advances a global critical race and racism framework that highlights two main areas: (1) core components that include the “state,” “economy,” “institutions,” and “discourses” and “representations,” as divided by “racist structure” and “racist ideology” and shaped by the “history” of and current forms of transnational racialization and contemporary “global” linkages, and (2) the production of deep and malleable global whiteness. With this framework, both the permanence and flexibility of racism across the globe can be seen, in all its overt, invisible, and insidious forms, that ultimately sustains global white supremacy in the twenty-first century.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals Alma mater, ¡Talithá kum!

2021 ◽  
pp. 415-436
Author(s):  
Manuel Villegas Rodríguez
Keyword(s):  
Higher Education ◽  
Saint Augustine ◽  
Alma Mater ◽  
Student Community ◽  
Positive Law ◽  
Enseñanza Superior ◽  
History Of ◽  
The University

Resumen: La Universidad, la Alma Mater, como cualquier otra entidad, en este caso dedicada a la Enseñanza Superior, tiene sus compromisos ante sí misma, ante la Sociedad en la que se encuentra, y ante la Comunidad de Estudiantes. No solo mientras los alumnos asisten a sus aulas, sino también, cuando ya preparados (o más bien titulados), ejercen su personal y peculiar actividad en la Sociedad. Con las evidentes diferencias, a causa del tiempo transcurrido cuando san Agustín ejerció su enseñanza, convendría que una Universidad (real o ficticia), tuviera en cuenta e imitara la forma y la esencia del Magisterio Agustiniano.Abstratct: The University, the Alma Mater, like any other entity, in this case dedicated to Higher Education, has its commitments before itself, before the Society in which it is located, and before the Student Community. Not only while the students attend their classrooms, but also, when already prepared (or rather graduates), they carry out their personal and peculiar activity in the Society. With the obvious differences, because of the time that passed when Saint Augustine taught, it would be convenient for a University (real or fictitious) to take into account and imitate the form and essence of the Augustinian Magisterium.Palabras clave: Obras de San Agustín. Historia de las Universidades. Legislación y Ley positiva. Ciencia y Sabiduría. Democracia. Keywords: Works of Saint Augustine. History of the Universities. Legislation and Positive Law. Science and Wisdom. Democracy 

scholarly journals Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

2021 ◽  
Vol 11 (10) ◽  
pp. 602
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Black People ◽  
Hate Crimes ◽  
Critical Race ◽  
Bad Faith ◽  
Race Theory ◽  
High Profile ◽  
Disconfirming Evidence

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

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