Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Jessica C.; Barone, Ryan P.; Davis, Lori Patton |
|---|---|
| Titel | Who Benefits?: A Critical Race Analysis of the (D)Evolving Language of Inclusion in Higher Education |
| Quelle | In: Thought & Action, (2015), S.21-38 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0748-8475 |
| Schlagwörter | Higher Education; Inclusion; Critical Theory; Race; Social Justice; Diversity (Institutional); Racial Bias; Equal Education |
| Abstract | The primary purpose of this paper is to expand the ways in which educators and scholars employ the concepts of diversity, social justice, and inclusive excellence in relation to racial inclusivity. The goals are to help educators identify and acknowledge the intentional and unintentional consequences of maintaining white supremacy within higher education, despite espoused efforts to dismantle racism. For the sake of clarity and consistency, the authors refer to all three of these concepts--diversity, social justice, and inclusive excellence--in terms of race-based inclusion initiatives. The focus on race is rooted in the ever-present role of race and racism in the academy, and in the sustained attempts to either avoid or dilute them. Given the emphasis on race and racism, the authors employ critical race theory (CRT) to demonstrate how diversity, social justice, and inclusive excellence, as well as the efforts that stem from them, are often co-opted to promote agendas that maintain the status quo and uphold white privilege, rather than serve racially minoritized people. (ERIC). |
| Anmerkungen | National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
