Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy (Palgrave Studies in Race, Inequality and Social Justice in Education)

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 Doing Equity and Diversity for Success in Higher Education Dead Is the Empire: Buried, Its Pedagogy Should Be! DJB Dedication Acknowledgements Praise for Doing Equity and Diversity for Success in Higher Education Contents List of Figures List of Tables Notes on Contributors 1: Introduction: The Owl of Minerva Has Flown: Can Equity and Diversity be Done for Success in Higher Education Now? A Review of the Past and a Look into the Future Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum Big Data: Am I a Name or a Number Identity and Belonging for Outliers, Space Invaders and Others Within the Brick Walls Has the Owl of Minerva Flown? References 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 Biographic Information References 3: A Diverse Society Needs Diverse Solutions References 4: What We Don’t, but Should Know Africans in Britain up to c.1900: A Glance at some Issues Britain’s Empire in India and Africa Peopling the Empire WWII and the Empire Africans and Indians in Britain from c.1900: And Today So What Now? 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 Decolonising Academic Spaces to Promote Racial Equity and Inclusion: A Conceptual Framing Moving from Theory to Praxis: Practical Implications for Decolonising Academic Spaces Decolonising the Mind Decolonising Pedagogy Decolonise the Academic Programmes You Lead Conclusion References 9: Towards the Unmaking of Canons: Decolonising the Study of Literature Canons in the Unmaking Proposition I: Decolonise the Literary Syllabus Proposition II: Decolonise the Literary Syllabus References 10: “Merit”, “Success” and the Epistemic Logics of Whiteness in Racialised Education Systems Introduction Rethinking the Context: Whiteness and Decoloniality Knowing by Not Seeing References 11: Decolonising the Academy: A Look at Student-Led Interventions in the UK Racism and the Academy The Rise of Student-Led Campaigns WIMCW Challenges Moving Ahead References 12: On the Fallacy of Decolonisation in Our Higher Education Institutions (HEIs) Introduction Case Study 1: Arts and Humanities Decolonisation Task Force Case Study 2: Solidarity and UCU What Next Then? References 13: Diversify or Decolonise? What You Can Do Right Now and How to Get Started The Conundrum Defining the Terms Equity Versus Equality Diversify or Decolonise?2 Individual Instructor Viewpoint Departmental Viewpoint Tips for Moving Forward References Resources Law Modules and Syllabi Education Modules and Syllabi Pedagogy 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 Introduction QuantCrit and Other Biases in Higher Education QuantCrit and Higher Education Applying Biases to Discussions About Race How Do You Know Your Students? Exploring Existing Institutional Research and Evaluation (IRE) IRE and Ethics IRE and Knowledge Apartheid Student Learning Analytics Student Surveys Student Evaluations Other Methodologies Do You Really Know Your Students? Elevating Counter Stories Using Digital Stories to Address Racial Biases Digital Storytelling Student Voices in Practice What About the Staff? Triangulating Stories Across the Institution Methodological and Ethical Considerations of Digital Storytelling in Practice Conclusion References 15: Turning Big Data into Informed Action Introduction The Persistence of the Attainment Gap What the Data Shows Us Using a Value-Added Metric to Stimulate a Whole Institution Approach The Discussion with Students Regarding the Data Using the Data to Target Student Interventions and Initiatives References 16: Using Data-Driven Approaches to Address Systematic Awarding Gaps Local Context Data as a Driver of Institutional Decision Making Data as a Tool for Local Action Limitations of Data-Driven Processes Conclusions and Final Reflections References 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 ‘Way too out of my league’: Keith—a Case of Recruitment ‘That’s so unfair!’: Sam—a Case of Positive Action ‘I’ll teach you a lesson’: Kusbah—a Case of Gendered Religious Racism Conclusion: Navigating the ‘Flashpoints’ of Gender, Race, Faith in Institutional Culture References 18: Reflections on Redressing Racial Inequalities, When Teaching Race in the Sociology of Sport and Physical Education Introduction Whiteness and Teaching in the Sociology of Sport—the Problems Whiteness and Teaching in the Sociology of Sport—Some Solutions? Conclusion References 19: Fighting Back While Black: The Relationship Between Racialised Resistance and Well-Being References 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 Introduction Structural Access ‘Access for Success’ Access to Challenge? Reiterating Insights and Implications for Research and Practice References 21: Understanding Critical Whiteness Studies: Harmful or Helpful in the Struggle for Racial Equity in the Academy? Introduction Opening Position Statement Is There Value in Critical Whiteness Studies? Understanding Whiteness Working Through Whiteness: Personal Growth and Community Solidarity Summary Closing Position Statement Conclusion References 22: Who Feels It Knows It! Alterity, Identity and ‘Epistemological Privilege’: Challenging White Privilege from a Black Perspective Within the Academy Introduction The Centrality of Whiteness and the Maintenance of ‘Acceptable’ Distance The Unbelonging: The Black Academic as ‘Insider-Outsider’ Conclusion References Personal Communications 23: Many Rivers to Cross: The Challenges and Barriers Facing Aspiring Black, Asian and Minority Ethnic (BAME) Leaders in the Academy Introduction Conceptualising the Problem Understanding the Landscape: BAME Staffing in UK Higher Education Desperate Situation: Trying Progress in the Face of Racial Inequality Conclusion and Recommendations References 24: Understanding and Interrupting Systemic Racism: A ‘Race Equality Receipt’ as a Mechanism to Promote Transformational Conversations and Stimulate Actions to Redress Race Inequality Introduction Fighting on Arrival, Fighting for Survival: The Genealogy of Causation The Socio-political Landscape, (Dis)order of Things and the Major Contestations in the Academy A “Race Equality Receipt” as Proof of Delivery on Commitments to Promote Race Equality Conclusion References 25: Sowing the Seeds: Embracing and Re-imaging a More Racially Inclusive Academy Introduction Understanding the Debilitating Reach of Whiteness in the Academy The Rise of a New Dawn: The Need for Collective Endeavour Concluding Thoughts References Index