scholarly journals When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

Philosophies ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 48
Author(s):  
Hari Prasad Adhikari-Sacré ◽  
Kris Rutten
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
University Campuses ◽  
Institutional Processes ◽  
Critical Awareness ◽  
Educational Concept ◽  
Diversity Policy ◽  
Racial Literacy ◽  
Racial Hierarchies ◽  
European University

Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

Beyond cultural capital: Understanding the strengths of new migrants within higher education

2019 ◽  
Vol 17 (5) ◽  
pp. 657-673 ◽  
Author(s):  
Andrew Harvey ◽  
Mark Mallman
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Ethnically Diverse ◽  
Structural Barriers ◽  
University Campuses ◽  
Regional University ◽  
University Access ◽  
University Experiences ◽  
Compositional Diversity

This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article examines the value of resistant, familial and linguistic capital. New migrant students face specific challenges when their cultural strengths meet institutional and broader structural barriers. It is critical for institutions that the diverse and complex perspectives of under-represented students be harnessed to increase the quality of learning for all students. Compositional diversity on campus is necessary but insufficient to promote deep learning and a positive student experience.

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

scholarly journals The European Universities Initiative: A Study of Alliance Formation in Higher Education

2020 ◽  
pp. 13-30
Author(s):  
Andrew Gunn
Keyword(s):  
Higher Education ◽  
Alliance Formation ◽  
Pilot Phase ◽  
Collaborative Advantage ◽  
European Universities ◽  
Political Project ◽  
European University ◽  
Network Of Networks

Abstract This chapter explores the origins, rationales and design of the European Universities Initiative (EUI), a new scheme to create a series of multilateral university alliances. The idea of creating a supranational university can be traced back to the beginnings of the European political project in the late 1940s, but despite various endeavours, this ambition remained unfulfilled. The chapter places the EUI within this long-running debate and focuses on the period following French President Macron’s 2017 Sorbonne speech which advocated a new network of universities. This provided the impetus to reignite the supranational university debate and subsequently resulted in the launch of the EUI pilot phase. The chapter explains why the EUI succeeded where previous attempts at a European university over the preceding 70 years had stalled. The analysis finds the EUI to be a novel form of alliance formation which can be viewed as a ‘network of networks’. Considering the design of the EUI, how the alliances have the potential to generate collaborative advantage for their members is considered, which also identifies some of the challenges that lie ahead for the scheme.

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.

The E’s of TNHE and EMI

2021 ◽  
Vol 44 (2) ◽  
pp. 253-259
Author(s):  
Dudley Reynolds
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Case Studies ◽  
Language Practices ◽  
Policy And Practice ◽  
Transnational Higher Education ◽  
Critical Awareness ◽  
English Medium Instruction ◽  
Instructor Perceptions

Abstract Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.

Mobile Devices in Higher Education Classrooms

2015 ◽  
pp. 37-54 ◽  
Author(s):  
Ieda M. Santos
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Cultural Change ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Program Outcomes ◽  
University Campuses ◽  
Working Together ◽  
Personal Mobile Devices ◽  
Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

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