Repressive Tolerance and the “Management” of Diversity

2018 ◽  
pp. 1-13 ◽  
Author(s):  
Stephen D. Brookfield
Keyword(s):  
Higher Education ◽  
White Supremacy ◽  
Higher Education Institutions ◽  
Status Quo ◽  
Faculty Of Color ◽  
Structural Level ◽  
Fundamental Change ◽  
Institutional Power ◽  
The Status ◽  
Power And Authority

This chapter uses Herbert Marcuse's notion of repressive tolerance to examine the ways that higher education institutions manage diversity so as to ensure that the ideology of white supremacy stays in place. Instead of condemning challenge and trying to repress it head on, organizations in a society supposedly devoted to the project of becoming more open and tolerant appear to be engaged in substantive change whilst still maintaining the status quo. Repressive tolerance holds that all these measures can be taken without any fundamental change to the structures of power within the organization. Whites will still be overwhelmingly in positions of institutional power and authority and, ensnared by the ideology of white supremacy, will continue to act in racist ways. Institutions that create a diversity requirement for students often approve new courses on race and diversity and hire faculty of color to teach these. The problem is that very little changes at a deeper, structural level.

STATUS QUO OF A ‘LEAN UNIVERSITY’ CONCEPT IN KYRGYZSTAN

2019 ◽  
Vol 19 (4) ◽  
pp. 23-30
Author(s):  
Jyldyzbek Jakshylykov ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Status Quo ◽  
Lean Principles ◽  
Higher Education System ◽  
The World

The Kyrgyz higher education institutions are failing to meet the newly emerging challenges. Despite the efforts and jobs done, the effective results are not being achieved in the education and research sphere as desired. In this article, we give the examples of “Lean principles” implementations around the world as one of the solutions to the above mentioned challenge. In the last part of the article, we discuss a status quo of these principles in Kyrgyz higher education system.

THE HOUSE OF SCHOLARSHIP, THE SEEDS OF KNOWLEDGE, THE TREASURY OF SCIENCE: RHETORICAL IMAGERY AND SOCIAL METAPHORS OF 13TH AND 14TH CENTURIES WESTERN EUROPEAN ACADEMIC COMMUNITIES

2021 ◽  
Vol 29 (1) ◽  
pp. 16-34
Author(s):  
Alexandr Rusanov ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Social Reality ◽  
Deep Roots ◽  
Academic Communities ◽  
University Communities ◽  
The Status ◽  
Western European ◽  
Ars Dictaminis ◽  
Legal Concepts

The article scrutinizes the ideas about the academic communities typical for the Latin world of the 13th and 14th centuries. It focuses on the ‘metaphorical vocabulary’ of academic corporations that was formed at that time within the framework of the Ars Dictaminis and was widely used to substantiate the status of university communities. These metaphors significantly supplemented the vague legal concepts that described academic communities (studium/studium generale, universitas). The most widespread metaphors of higher education institutions included such images as house of scholarship, seeds of knowledge, and treasure. All of them had deep roots in the Holy Scripture, but became widespread thanks to ‘exemplary’ texts included in rhetorical manuals and summae. With their help, social reality was interpreted within the framework of rhetoric as an epistemic system, often overlapping with the spheres of law and theology. The paper considers these metaphors in the context of their distribution, within the networks of local political and cultural ties drawing on cases of two Iberian universities – those of Lisbon (founded between 1288 and 1290) and Lleida (founded in 1300).

scholarly journals Leaning Out in higher education: A structural, postcolonial perspective

2017 ◽  
Vol 15 (3) ◽  
pp. 295-308 ◽  
Author(s):  
Liz Jackson
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Gender Equality ◽  
Status Quo ◽  
Next Generation ◽  
Start Up ◽  
Economic Sphere ◽  
The Status

A new kind of gender equality ideology is rising in popularity in Western societies. While emphasising gender equality for the next generation, this new ideology sees feminism in a pragmatic and simplistic way, as nonthreatening to the status quo, in politics, popular culture, and economy. In the economic sphere, Sheryl Sandberg’s “Lean In” has become well known for aiming to guide women to succeed alongside men in the workplace by changing their behaviours and attitudes. Its recommendations for women have impacted perspectives in the non- rofit and start-up worlds, arts, and more. However, there are some limitations to the kind of feminist thinking exemplified by Lean In. This article critically examines Lean In as a discourse or ideology in relation to higher education within and outside Western societies. I argue first that such ideology employs a deficiency model of gender equality that makes women accountable for sexism by focusing on internal rather than external change. Second, I argue that such discourses essentialize gender. Third, I argue that it is not easy to translate the advice given to women across international contexts, as Lean In reflects cultural conceptions of the workplace.

Mindset and Social Entrepreneurship: Japanese Self-initiated Expatriate Entrepreneurs in Cambodia

2018 ◽  
Vol 4 (1) ◽  
pp. 68-88 ◽  
Author(s):  
Kazuko Yokoyama ◽  
Sarah Louisa Birchley
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Social Entrepreneurship ◽  
Status Quo ◽  
Social Entrepreneurs ◽  
Extended Study ◽  
The Status ◽  
Definition Of ◽  
Context Characteristics ◽  
Initial Research

This research is based on an extended study of Japanese self-initiated expatriate entrepreneurs (SIEEs) in Asia. Since 2015 the authors have explored various factors that influence SIEEs when setting up enterprises overseas, including the ability to take initiative; support and encouragement from family, a well-defined career anchor and exposure to overseas in the exploration stage of one’s career. An emerging trend is the desire to engage in social development activities, which has seen increasing numbers of Japanese leave well-paid companies at home to work in NGOs in developing countries. An extension of this can be seen in Japanese who choose to become self-initiated expatriate social entrepreneurs. This article focuses specifically on cases collected in Cambodia and attempts to explain how and why Japanese decide to become self-initiated expatriate social entrepreneurs in Cambodia using the concept of mindsets; entrepreneurial, social, sustainable and global. Initial research shows that some of these individuals exemplify the definition of sustainable entrepreneurship as they are creative and question the status quo in order to seek new opportunities for societal improvement ( Bornstein, 2007 ) and have multiple mindsets behind their actions. This research paper shares the context, characteristics, and outcomes of Japanese self-initiated expatriate social entrepreneurs in Cambodia and concludes by suggesting how knowledge of these SIEEs can be used in higher education contexts in Japan to improve entrepreneurship education.

A Wide-Open Town?

2018 ◽  
Author(s):  
Amy Sueyoshi
Keyword(s):  
United States ◽  
Social Order ◽  
White Women ◽  
White Supremacy ◽  
The United States ◽  
Status Quo ◽  
Same Sex ◽  
Men Of Color ◽  
The Status ◽  
The City

This chapter interrogates San Francisco’s mythical reputation as a town where “anything goes.” Pairings of men of color with white women occurred in the city press without the violent rage that it provoked in nearly every other part of the United States at the time. Homoerotic imagery and writings also proliferated with little to no controversy. While the acceptance of these activities might signal an embrace of the diverse people and lifestyles, it in fact pointed to the opposite. Precisely because of overwhelming and unquestionable dominance of white supremacy and heterosexuality, narratives of interracial mingling and same-sex love that might otherwise challenge the status quo served merely as entertaining anecdotes without any threat to the existing social order.

scholarly journals A posthumanist pedagogy using digital text analysis to enhance critical thinking in higher education

2019 ◽  
Vol 35 (4) ◽  
pp. 845-880
Author(s):  
Kieran O'Halloran
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Text Analysis ◽  
Status Quo ◽  
Analysis Software ◽  
Education Students ◽  
Digital Text ◽  
The Status ◽  
Project Assignment ◽  
Independent Thinking

Abstract I model a critical posthumanist pedagogy that uses text analysis software and is aimed at higher education students. A key purpose of the pedagogy is to help students enhance empathetic, critical and independent thinking. For their project assignment, the student chooses an unfamiliar campaign seeking to eliminate suffering and extend rights. They gather all texts from the campaign website into a corpus, which thus represents the campaign writ large. Then they use appropriate software to ascertain, efficiently and rigorously, common campaign concerns across this corpus. This puts students in a position to discern any significant concerns in the campaign corpus that are not addressed in text(s) supporting the status quo which the campaign opposes. Should significant omissions be found, students critically evaluate the status quo text(s) from the campaign’s perspective. Since this perspective derives from the student identifying (at least temporarily) with software generated data, it is a posthuman subjectivity. Engaging digitally and empathetically with a campaign’s data at scale for creation of a posthuman subjectivity can broaden awareness of disadvantage, discrimination, and suffering as well as expand horizons. Moreover, at the end of the assignment, the student is expected to formulate their own position vis-à-vis the previously unfamiliar campaign. Conditions have been created then for the student to enhance independent thinking too.

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