Equity and Social Justice in Higher Education

http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I

I can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to the the kinds of responses the shamed and shunned are liable to take in response.

The first chapter and table of contents of Just Universities can be read at the publisher's website: https://www.fordhampress.com/9780823289967/just-universities/.  Abstract:
Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment.  The fir

This chapter explores perspectives in higher education classrooms, specifically the need for social justice in education through inclusive and universal design/universal design for learning (UD/UDL). The authors contacted colleagues regarding what worked to change paradigms and perspectives around issues of social justice and advocacy in classrooms. Three themes emerged, mirroring those of the literature reviewed: scholarly strategies, structured activities, and amplifying marginalized voices. The authors also discuss how accessible and inclusive approaches disable injustice and ableism in higher education classrooms by recognizing disability as an element of diversity and the need for inclusive approaches on college campuses and beyond. An implication is that faculty should discuss ableism and predominant ableist societal structures as people with disabilities are too often marginalized within schools, workplaces, and society. Social justice in education is incomplete when disability is viewed only as a medical condition within educational contexts and not as identity or a legitimate identity in the diversity discourse. Inclusion and UD/UDL within the learning environment may afford opportunities to elaborate socially just methods of teaching and learning. The potential for inclusion and UD/UDL to frame and reframe perspectives and beliefs about equity and difference in education is powerful. Faculty can guide students to create new paradigms to lead to an inclusive society where diversity of all kinds is celebrated and embraced.

This is not strictly an academic book, but an educational experiment full of dancing stories, metaphors, allegories, creative maps, and exercises that ask you to sit at the limits of our modern desires and imagination. Half-serious warning: don't read it if you are seeking clear-cut answers, easy solutions or self-validation. Two sample chapters are available here.
ISBN: 9781623176242

“Beyond a mere critique of modernity, this is a book written for us as people who struggle with the everyday manifestations of modern power. Clear, creative, and cogent, the work offers cutting-edge philosophy at the same time that it furnishes usable guidance for how to cope with the coming perils of colonialism and capitalism. It’s a book for the future, yet written to meet us where we are at right now as individuals living with trauma and facing ethical dilemmas about what it means to take meaningful actions under conditions of complexity.”
— KYLE WHYTE, PhD, George Willis Pack Professor of Environment
and Sustainability at the University of Michigan

“Asking the question ‘What if racism, colonialism, and all other forms of toxic and contagious divisions are preventable social diseases?’, Hospicing Modernity invites its reader to dare and educate themselves by undergoing a process of self-unmaking. Drawing on and moving beyond traditions of radical pedagogy, such as those inspired by Paulo Freire, the author has created a powerful tool for uncovering, undoing, and recovering from the deadly ways in which modernity also lives and dies as humans experience it subjectively.”
— DENISE FERREIRA DA SILVA, PhD, professor at the University of British Columbia Social Justice Institute and author of Toward a Global Idea of Race and Unpayable Debt

This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 ‒ a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The Bozalek et al. Diffracting socially just pedagogies 202 generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.

Not all students admitted to higher education have the same chances of success, with differential outcomes reported for students from a variety of 'widening participation' backgrounds. This paper reports on a study of such students in a science foundation programme in the north of England. Analysing their stated motivations and aspirations for study reveals complex familial and social factors which enable and constrain their ability to engage with their studies. These notably include the duties and obligations towards their extended families that exist as a 'kinship tax' and which threaten their ability to sustain sufficient time, energy and 'headspace' to meet the demands of their studies. This presents challenges in teaching these students, whose priorities may not lie unambiguously with their studies, given their familial and social contexts.

The present paper unveils Booker T. Washington’s thoughts on education and their relevance in the contemporary educational system in India. Education is the most powerful tool which changes our life, society and ultimately country. A proper education moulds an individual’s character and makes his/her life better by inculcating moral values, intelligence, creativity and skills. It shows the way how to live and behave in society with dignity. It strengthens an individual’s head, hand and heart. Booker T. Washington, a renowned African-American educationist, dedicated
his entire life for the empowerment of the coloured people of America through the means of education. His educational model proposes industrial and technical education, agricultural education and training, vocational education, skill based knowledge, moral values, etc.

The main aim of the text is to discuss the expected consequences of the reform of education and of higher education from the perspective of implementing the welfare state.  The welfare state is the main promise of the Law and Justice political agenda. Its fulfillment determines the support of the voters for this party. By analysing the possible effects of each reform, the author considers whether the Law and Justice party is building a welfare state. He argues that, in spite of promises and the voters’ expectations, the consequences of these key public policies for the shaping of a welfare state will not be egalitarian. The analysis is based on specialists’ discourse on the two reforms in reference to the idea of social equality. It is a critical study in the sociology of knowledge.

Głównym celem tekstu jest omówienie przewidywanych skutków reformy edukacji i szkolnictwa wyższego z punktu widzenia realizacji państwa dobrobytu. Państwo dobrobytu jest głównym postulatem programowym Prawa i Sprawiedliwości. Obietnica jego realizacji przesądza o poparciu wyborców dla tej formacji. Analizując możliwe efekty każdej z reform, autor zastanawia się, czy PiS buduje państwo dobrobytu. Argumentuje, że wbrew zapowiedziom i oczekiwaniom wyborców skutki tych kluczowych w perspektywie kształtowania państwa dobrobytu polityk publicznych nie będą miały egalitarnego charakteru. Podstawą analizy jest dyskurs specjalistów na temat obydwu reform w odniesieniu do idei równości społecznej. Jest to krytyczne studium z socjologii wiedzy.

Analysis of social and economic conditions of vulnerable/disadvantaged groups of students in Croatia, based on data from the EUROSTUDENT survey and from the Croatian Bureau of Statistics. Report prepared for the Ministry of Science, Education and Sports of the Republic of Croatia.

Background Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital: instrumental (concrete advice and resources) and expressive (emotional support and encouragement). The analysis of interviews with 55 White women and women and men underrepresented minority engineering undergraduate students shows how the instrumental and expressive social capital received from parents influenced their students’ declaration of and persistence in the engineering major. Within this analysis, we considered students’ transition to adulthood and the corresponding expectation that parents would still provide support but allow their children to independently determine their own paths. Results Participants shared the advice they received...

Peer assessment (PA) is one of the most popular forms of alternative assessment currently used in higher education institutions worldwide. In the current study, PA was used as an inclusive assessment tool to enhance students' writing skills and motivation towards writing and learning in general. Forty-two undergraduate students attended an academic writing module for one academic semester. The overall aim was to develop their writing skills taking into consideration their individual differences and ensuring all students had an opportunity to succeed. Students received training in PA and were then involved in reciprocal anonymous PA. Findings indicated that learners improved their writing skills considerably and became more independent learners. Their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support and they believed that PA should also be used in other modules and courses to enhance student collaboration and reflection.

Convocation Address at Bethel University, August 29, 2016 about recent troubles in Minnesota, particularly the shooting of Philando Castille, and our responsibility as followers of the Gospel. There is an audio link also available. After you click the link, it's the first one in the queue; fast-forward to 15:00:  https://itunes.apple.com/us/itunes-u/2016-2017-chapel-college-arts/id1148681753?mt=10

Diversity Gap in Representation: An independent and comprehensive equity audit of the University of Alberta. The equity audit assessed the status of equity-seeking 'designated groups'–women, Aboriginal peoples, visible minorities and persons with disabilities–in general and the status of women and gender equity in particular. In our first report and infographic released on June 1, 2016 we presented our findings on the diversity gaps among Canada Research Chairs and Canada Excellence Research Chairs.

In this second report, and the three accompanying infographics, we present findings from the AWA's in-depth analysis of primary research and various authoritative data sources on the status of equity groups at the university. The AWA's findings suggest that thirty years since the final report of the Royal Commission on Equality in Employment, and twenty-two years since the adoption of "Opening Doors: A Plan for Employment Equity at the University of Alberta, " gender parity remains elusive and significant diversity gaps persist in the university. These diversity gaps present a significant challenge to the idea of an equitable, diverse and inclusive academy as it is unlikely that the gaps will disappear without significant and sustained intervention. Led by Dr. Malinda S. Smith (AWA President) and Dr. Kisha Supernant (AWA Vice-President), the research team examined three areas of representational diversity: first, the status of women in the 'academic pipeline'; second, the overall diversity of the professoriate; and, third, an intersectional analysis of the diversity within the categories male and female professors. While the equity audit showed some areas of progress, the overall diversity gaps identified 22 years ago persist. In 2016 neither the composition of the professoriate, university leadership, nor the Board of Governors reflect the diversity of the Canadian population or the diversity of the student body. Without a different approach it is unlikely the expressed goal of equity will be achieved at the University of Alberta in the near future.

Research Team Leaders: Dr.  Malinda S. Smith and Dr. Kisha Supernant. Research Team: Nancy Bray, Catherine Anley
Link: https://uofaawa.wordpress.com/awa-diversity-gap-campaign/the-diversity-gap-in-representation/

Many U.S. universities have committed to teaching topics of diversity as part of their core curriculum. The purpose of the present investigation is to identify faculty definitions of diversity and the perceived benefits, drawbacks, and barriers of incorporating diversity components in university level teaching. Few other studies have examined how higher education faculty subjectively define diversity or perceive the incorporation of diversity into the curriculum they are responsible for teaching. Instructors-of-record completed a survey asking how they defined diversity as well as the benefits, drawbacks, and barriers of incorporating diversity issues into their teaching. Results show what is meant by the term "diversity" is not cohesively communicated to faculty, and faculty need additional training to prepare them to teach about these issues. Further, data also show the need for institutional-level support for faculty via training, preparation, and providing time to ensure faculty can adequately carry out the university's directive in the courses they teach.

Along with the massification of higher education comes a need for new models to support the success of greater numbers of diverse students. A greater proportion of these students are ‘non-traditional’ in terms of preparedness, socioeconomic status and geography. This paper introduces an Associate Degree model designed to support this new higher education reality of broader student cohorts, thin regional markets and cross-sectoral collaboration. Background literature on challenges facing the higher education sector and its prospective students is presented, with a particular focus on regionality. An argument is made for the role of curriculum and pedagogy as enablers of non-traditional student success. This is supported by the results of a mixed-methods exploratory study. This Associate Degree model was attractive to students and institutes. Students experienced similar levels of challenge, workload and progress to their traditional peers. While technology was essential for the succe...

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

This toolkit will give you all of the materials that you need to plan, run, and
reflect on your own male allies program. It will also provide you some resources
that will help you reflect and build on the successes of that program to bring
these materials to even more students.
The material in this toolkit has been developed through our own experiences
planning and implementing male allies workshops at a major Canadian
university, along with a large research project that sought input on male
allies programs from students, faculty, staff, and administration. A growing
body of literature has called attention to the need for universities to develop
evidence-based intervention strategies to address sexual violence (Benn-John
& Wane, 2016; Francis et al., 2016; Godderis & Root, 2017; Lalonde, 2014; Ontario
Women’s Directorate, 2013; Quinlan, Clarke & Miller, 2013; Quinlan et al., 2017;
Wandio, 2014). Harrison and Lafrenière (2015) emphasised the need to focus
prevention efforts on men and masculinities, so that rather than positioning men
as potential perpetrators, we understand men as potential leaders in gender
equity and consent culture (Flood, 2006; Foubert & Cremedy, 2007). Through
emphasizing accountability, these programs operate from a framework of
role and responsibility rather than blame and shame (i.e. “you are not guilty
because you are a man, but you have a responsibility to be part of a solution”).
Our research demonstrates that male allies workshops are effective ways to
interrogate masculinity on campuses, and work toward gender equity, and we
want you to be able to run these programs on your own campus.
In the following pages you will find an outline and timeline for a 2-3 hour
voluntary workshop that will help male-identified students on your campus
think about masculinity, their place as men, and how they can foster more
positive spaces on your campus. This outline is a basic structure that includes
all the needed parts, but you may need to make small changes so that it works
best in your institutional/cultural/social setting. We will give you information
about finding the best facilitator for your program, how to recruit participants,
how to actually run the program for the first time, and topics for discussion,
as well as how to manage difficult topics, evaluating your program, debriefing
your program with participants and facilitators, and what next steps you can
take on your campus to keep the program going. At the very end of the toolkit,
you will also find a collection of other resources that might be useful to you as
you expand your program or are looking for additional scholarly support while
planning or running your workshop.

Book published by Emerald July 2016.  It is based on emperical research of 142 community colleges about the impact of workplace bullying in the community college sector.  The table of contents and foreword is available here.
The book is available on amazon.com or the Emerald website.  Chapters are available individually at Emerald.
http://www.emeraldinsight.com/doi/abs/10.1108/S1479-364420160000018020

IN THEIR BOLD VISION Forward Framework, the Association for College Personnel Administrators (ACPA; 2018) has defined an explorative divesting
of power from colonizers as decolonization. The defini- tion of decolonization is “a long-term process of first recognizing and then divesting bureaucratic, cultural, linguistic, educational, and psychological power from colonizers” (p. 11). ACPA (2018) goes onto explain that “as a part of this process, it is essential to:
􏰀 Be self-aware of our words and practice in order to develop and nurture a mindset different from the dominant paradigm,
􏰀 Honor the land which has belonged to Indigenous people who were exterminated and/or removed against their will [we add here to also hold in reverence the continued existing pain and suffer- ing of the land and the people for it is very much present today], and
􏰀 Not assume Indigenous people need fixing or need to adapt to the currently dominant culture.” (pp. 12-15)
What does it mean to divest power from colonizers while embodying the notion of self-awareness of “our words and practice in order to nurture a mindset differ- ent from the dominant paradigm?” What would it look like for us to see evidence of a divesting of power within higher education? Before diving into this in detail,
consider for a moment that without adoption of a growth mindset, the very concept of divesting power from colonizers may continue to encourage a colonized mindset as Nolan Cabrera, Jeremy Franklin, and Jesse Watson have referenced in their book titled, Whiteness in Higher Education: The Invisible Missing Link in Diversity and Racial Analyses (Cabrera et al., 2017).

Teološka fakulteta v Ljubljani želi biti dostopna za vse. Hkrati se zaveda, da ne izpolnjuje kriterija o dostopnosti vseh javnih stavb, ki velja tudi v Sloveniji in je zapisan tudi v konvenciji o pravicah invalidov, katere podpisnica je tudi Slovenija.
V ta namen je izdelan elaborat pregleda dostopnosti stavbe gibalno oviranim, ki uporabljajo električni invalidski voziček, opredelitev nedostopnih točk, predlogi rešitev le-teh in narejena osnovna rekapitulacija posegov.
Na podlagi ugotovitev bo fakulteta zaprosila za potrebna sredstva.

Building on an ethnographic study of American Muslim undergraduate women at two universities in Washington, D.C., I examine undergraduate Muslim women’s construction of gendered discourses. Stereotypes feed into both majority and minority constructions of Muslim women’s gendered identities. I highlight Muslim women’s resistance to and adoption of such stereotypes as they construct various modalities of interaction with men on cam- pus. [higher education, gender, Muslim women, ethnography, sexuality]

[This presentation was prepared for the National Association of College Admission Counseling (NACAC) Guiding the Way to Inclusion Conference 2015]
Are we creating campus environments where queer students of color can bring their whole selves? This session will provide an overview of campus climate research for K‐12 and postsecondary environments, relevant identity development theories, and current student support models to contextualize the needs of students with intersectional race, gender and sexual orientation identities. Strategies and resources for recruitment and retention will be provided.

What happens when focus groups are conducted in challenging situations across languages, cultures, and educational settings? What adjustments might need to be made? How can adaptations be made while still maintaining the integrity of the research? Drawing on a multi-year study of gender and schooling in post-Soviet Kazakhstan, this article brings together researcher data from (1) informal discussion occurring after each focus group between the researchers, (2) reflections and observations from notes written during the research process, and (3) individual reflexivity on the topic of conducting focus groups in multicultural contexts written retrospectively. Using a practical iterative framework, this work adds an important contribution to the qualitative research literature by leading the reader through our processes, considerations, and lessons learned for improving culturally relevant and inclusive focus groups in multicultural educational contexts.

For a Dalit 1 , 3 especially from a rural background, it is not easy to survive in the higher education system in India because it is overwhelmingly dominated by the upper caste, class, and English-speaking people. It is not uncommon for Dalit learners like us to face multiple discrimination, and even exclusion in higher educational institutions. Intersectionality between these three factors abounds in institutions of higher learning. The transition from native language to English has not been an easy task for me, for in my educational journey, I have discovered that English is not just a language but also a commodity. It is becoming increasingly easy for economically well-off people to acquire education in English and dominate the spheres of educational institutions in India. They are usually considered as knowledgeable and intellectual persons. On the other hand, Dalit students also want to take education in English but, most of them are not able to do so because of their caste background and rampant discrimination. This study is based on my own experience and fieldwork at the University of Delhi through a semi-structured questionnaire.