Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions
Edited By Virginia Stead
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
Chapter Nineteen: Dissertation Advising and the Apartheid of Scholarship in Higher Education Leadership
Dissertation Advising AND THE Apartheid OF Scholarship IN Higher Education Leadership
CRYSTAL RENÉE CHAMBERS AND MARYBETH WALPOLE
According to Habermas (1971), there are three domains or ends to the generation of knowledge—the instrumental, the practical, and the emancipator—and concomitantly, three modes of associated research methods. The first mode, positivistic sciences, is dominated by empirical-analytic methods, technical in nature, and aimed toward predicting phenomena. The second mode, interpretive research, is practical in nature and geared toward understanding and interpretation. The third mode involves critical social sciences techniques; critical theory methods, which, through reflection and criticism, are aimed at emancipation and liberation.
As a field of study, higher education research and scholarship is dominated by the technical and practical; useful knowledge to understand and predict trends and interpret the conditions of higher education (Talburt, 2004). In fact, prior to the fall 2012 special edition of the Review of Higher Education dedicated to Critical Race Theory, there were no works published in mainstream higher education journals specifically employing this particular set of frameworks, and but a handful using critical theory more broadly. In addition, there were and still are very few works in the mainstream literature attendant to matters of race in higher education administration. As dissertation chairs guiding students in their pursuit of research interests centered on the influence of race in higher education leadership, the insignificant number of relevant works within higher education’s mainstream literature poses...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.