Suchergebnisse

On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: "Why is white America so reluctant to identify white college males as a problem population?" White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the "few bad apples" frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of "post- racialism."

This paper engages, critiques, and develops McIntosh's concept of White privilege. The author argues that this concept mislabels the nature of racism, and unintentionally derails racial dialogues. He then offers White immunity as a concept that helps address some of the conceptual and pedagogical limitations of "privilege." Finally, he addresses possible misinterpretations of this new terminology to avoid some of the misapplications that have plagued "White privilege."

"When issues of 'diversity' and 'race' arise in higher education scholarship and practice, they frequently mean a focus on students of color. If there are people of color being marginalized on college campuses, there is a structural mechanism facilitating the marginalization. Within this context, this monograph explores the relevance of whiteness to the field of higher education. The problem arises in that whiteness as a racial discourse is continually changing and being reconfigured. That is, whiteness is both real in terms of its impacts on the campus racial dynamics, but it also is fluid and defies absolute classification. Within this context, the current monograph highlights many of the contours of whiteness in higher education, specifically exploring the influence of whiteness on interpersonal interactions, campus climate, culture, ecology, policy, and scholarship. Additionally, it explores what can be done--both individually and institutionally--to address the problem of whiteness in higher education. Ultimately, this monograph is offered from the perspective that racial issues concern everyone, and this engages the possibility of both people of color destabilizing whiteness and white people becoming racial justice allies within the context of higher education institutions"--Back cover

We employed sharing circles as an Indigenous research methodology approach to understand the stories of Native American students as they transitioned into college. We found recognition, responsibility, and relationships as anchors in incorporating Tribal cultural protocol in research. Through trust and vulnerability, Native students shared in-depth personal stories. Attempting to decolonize methodological space is complex, and we provide an accounting of how we maneuvered through this process while offering examples of the rich stories that students shared. As Native scholars, we conclude by considering our cultural and ethical responsibilities as well as the complex tensions that surface as an "insider" and "outsider" when researching and using sharing circles as an Indigenous methodological approach.

Composed after the election of the first black U.S. president, after the post-global financial crisis, more than a decade after 9/11, and concomitant with a rash of xenophobic incidents across the globe, Unveiling Whiteness distills key themes associated with a post-millennial global whiteness

© 2019 Simoniello, Jencks, Lauro, Loftis, Weslawski, Deja, Forrest, Gossett, Jeffries, Jensen, Kobara, Nolan, Ostrowski, Pounds, Roseman, Basco, Gosselin, Reed, Wills and Wyatt. The democratization of ocean observation has the potential to add millions of observations every day. Though not a solution for all ocean monitoring needs, citizen scientists offer compelling examples showcasing their ability to augment and enhance traditional research and monitoring. Information they are providing is increasing the spatial and temporal frequency and duration of sampling, reducing time and labor costs for academic and government monitoring programs, providing hands-on STEM learning related to real-world issues and increasing public awareness and support for the scientific process. Examples provided here demonstrate the wide range of people who are already dramatically reducing gaps in our global observing network while at the same time providing unique opportunities to meaningfully engage in ocean observing and the research and conservation it supports. While there are still challenges to overcome before widespread inclusion in projects requiring scientific rigor, the growing organization of international citizen science associations is helping to reduce barriers. The case studies described support the idea that citizen scientists should be part of an effective global strategy for a sustained, multidisciplinary and integrated observing system.