Doing equity and diversity for success in higher education : redressing structural inequalities in the academy / Dave S.P. Thomas, Jason Arday, editors.
Thomas, Dave S. P., editor.; Arday, Jason, editor.
2021
LC212.4
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Title Doing equity and diversity for success in higher education : redressing structural inequalities in the academy / Dave S.P. Thomas, Jason Arday, editors.
ISBN 9783030656683 (electronic bk.)
3030656683 (electronic bk.)
3030656675
9783030656676
DOI https://doi.org/10.1007/978-3-030-65668-3
Imprint Cham, Switzerland : Palgrave Macmillan, 2021.
Language English
Description 1 online resource
Other Standard Identifiers 10.1007/978-3-030-65668-3 doi
Call Number LC212.4
Dewey Decimal Classification 379.26
Summary This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice. Dave S.P. Thomas is Doctoral Researcher and Diversity Practitioner at University of Kent, UK. He is also an Occupational Therapist and Public Health Specialist, Consultant to AdvanceHE in diversity and inclusion and a member of the United Kingdom Health and Care Professions Council EDI Forum. Jason Arday is an Associate Professor in Sociology at Durham University, UK, a Visiting Research Fellow at The Ohio State University, USA and an Adjunct Professor at Nelson Mandela University, South Africa. He is a Trustee of the Runnymede Trust and the British Sociological Association.
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Thomas, Dave S. P., editor.
Arday, Jason, editor.
Series Palgrave studies in race, inequality and social justice in education.
Available in Other Form Print version: 9783030656676
Doing equity and diversity for success in higher education
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1. Introduction: The Owl of Minerva Has Flown: Can Equity and Diversity be Done for Success in Higher Education Now?
Part I.A Review of the Past and a Look into the Future
2. The Myth of Academic Underperformance and Notions of Truth 52 Years After the Passing of the Race Relations Act 1968: In Conversation with Dame Jocelyn Barrow
3. A Diverse Society Needs Diverse Solutions
4. What We Dont, but Should Know
5. Decolonisation or Empowerment in Higher Education?
6 Travelling Between Historical Memory and the Current Predicament of Educational Reforms in Higher Education: A Transnational Perspective
7. Fencing the Race: Responding to the Past to Help Shape the Future. Part II. Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum
8. Decolonising Academic Spaces: Moving Beyond Diversity to Promote Racial Equity in Postsecondary Education
9. Towards the Unmaking of Canons: Decolonising the Study of Literature
10. Merit Success and the Epistemic Logics of Whiteness in Racialised Education Systems
11. Decolonising the Academy: A Look at Student-Led Interventions in the UK
12. On the Fallacy of Decolonisation in Our Higher Education Institutions (HEIs)
13. Diversify or Decolonise? What You Can Do Right Now and How to Get Started
Part III. Big Data: Am I a Name or Number?
14. The Unknown Student, and Other Short Stories: An Ethical and Methodological Exploration of Students as Data
15. Turning Big Data into Informed Action
16. Using Data-Driven Approaches to Address Systematic Awarding Gaps
Part IV. Identity and Belonging for Outliers, Space Invaders and Others Within the Brick Walls
17. Recruitment, Retention and Progression: Navigating the Flashpoints of Gender, Race and Religious Discrimination in Higher Education
18. Reflections on Redressing Racial Inequalities, When Teaching Race in the Sociology of Sport and Physical Education
19. Fighting Back While Black: The Relationship Between Racialised Resistance and Well-Being
20. In Whose Interest Is Training the Dog? Black Academics Reflection on Academic Development for Access and Success in a Historically White University in South Africa
21. Understanding Critical Whiteness Studies: Harmful or Helpful in the Struggle for Racial Equity in the Academy?
22. Who Feels It Knows It! Alterity, Identity and Epistemological Privilege: Challenging White Privilege from a Black Perspective Within the Academy
23. Many Rivers to Cross: The Challenges and Barriers Facing Aspiring Black, Asian and Minority Ethnic (BAME) Leaders in the Academy
24. Understanding and Interrupting Systemic Racism: A Race Equality Receipt as a Mechanism to Promote Transformational Conversations and Stimulate Actions to Redress Race Inequality
25. Sowing the Seeds: Embracing and Re-imaging a More Racially Inclusive Academy.

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