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Hugh Africa returned to South Africa in July 1994 after an absence of 30 years. His deep involvement at all levels of education – from basic to university – covers almost…
Hugh Africa returned to South Africa in July 1994 after an absence of 30 years. His deep involvement at all levels of education – from basic to university – covers almost four decades. After obtaining the B.A. and B.A. (Hons) degrees from the University of Natal, he completed the M.A. degree at the University of Leeds and received his Ph.D. at the University of Toronto. He also holds a Natal Teacher's Diploma.
At first glance, it might seem from the statistics that 18- to 20-year-old members of minority ethnic groups are doing relatively well in terms of higher education. They…
At first glance, it might seem from the statistics that 18- to 20-year-old members of minority ethnic groups are doing relatively well in terms of higher education. They are in fact better represented in UK colleges and universities than young whites. However, this is far from the whole story. Certain black groups, such as African–Caribbean males and Bangladeshi females, are significantly underrepresented in higher education in general and certain programmes in particular. For example, there has been difficulty recruiting Black and ethnic minority students into teacher training programmes (DfEE, 1998). The experience of participating in higher education is also often different for black and white students. Black and minority ethnic students are more likely to be concentrated in the new universities. In the mid-1990s, only 0.5 percent of the students at the older established universities came from a Black or minority ethnic background, compared with 14.4 percent in the new universities (DfEE, 1998). This inequality helps to perpetuate a system of white privilege, one that is entrenched in other areas of public life in the UK. Black and minority ethnic students are also more likely to study part-time than white students, are more likely to drop out of courses, and more frequently opt for lower-level qualifications (i.e., a diploma rather than a degree).
Institutions of higher education in Britain pride themselves on being open, liberal spaces of learning and social engagement. However, many establishments, particularly…
Institutions of higher education in Britain pride themselves on being open, liberal spaces of learning and social engagement. However, many establishments, particularly the prestigious ‘old’ universities, are predominantly White, despite the implementation of a range of progressive, anti-racist, multicultural policies and practices. This chapter draws on both national discourses and research conducted in a major civic university to argue that it is necessary to confront myths of academic liberalism, the ideology of professional academic autonomy and the historical and contemporary processes that continue to shape university racisms. The picture revealed is one of unsettling rather than transformative spaces, where there are contests over power, intellectual authority and ethnic identity, but where there is also cultural containment through hegemonic practices.
W.E.B. Du Bois proclaimed the colorline as the problem of the 20th century; in similar fashion, the problem of the 21st century could be characterized as the “wealth divide” or more clearly, the challenge of extreme economic disparity alongside broad socio-cultural diversity. Women-of-color scholars have used various concepts such as “the matrix of domination” (King, 1988), “intersectionality” (Collins, 1991), “borderlands” (Anzaldúa, 1987) and critical race theory (Crenshaw, 1995) to demonstrate that the “problems of the 21st century” are related to rapidly expanding diversity alongside stubbornly persistent economic inequities across race, ethnicity, gender, class, language, citizenship and nation. Extensive technological, economic, political and social changes, along with immigration, have coalesced to produce a global community of great diversity and interpenetration. Unfortunately, this global community continues to be fractured by extreme disparities in wealth, divided into “have” and “have-not” societies (Chua, 2003).
Walter R. Allen is Allan Murray Cartter Professor in Higher Education, Graduate School of Education and Information Studies at the University of California, Los Angeles. He is also distinguished professor of sociology and director of CHOICES, a longitudinal study of college attendance among African Americans and Latinos in California. Allen's research interests include higher education, race and ethnicity, family patterns, and social inequality. He has been a consultant to courts, communities, business, and government. Allen's more than 100 publications include: Towards a Brighter Tomorrow: College Barriers, Hopes and Plans of Black, Latino/a and Asian American Students in California (2009); Till Victory is Won: The African American Struggle for Higher Education in California (2009); Everyday Discrimination in a National Sample of Incoming Law Students (2008); Higher Education in a Global Society: Achieving Diversity, Equity and Excellence (2006); Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education (1999); College in Black and White: African American Students in Predominantly White and Historically Black Public Universities (1991); and The Colorline and the Quality of Life in America (1989).
Because of the expansion of the internet and Web 2.0 phenomenon, new challenges are emerging in the disclosure practises adopted by organisations in the public-sector…
Because of the expansion of the internet and Web 2.0 phenomenon, new challenges are emerging in the disclosure practises adopted by organisations in the public-sector. This study aims to examine local governments’ (LGOs) use of social media (SM) in disclosing environmental actions/plans/information as a new way to improve accountability to citizens to obtain organisational legitimacy and the related sentiment of citizens’ judgements.
This paper analyses the content of 39 Italian LGOs’ public pages on Facebook. After the distinction between five classes of environmental issues (air, water, energy, waste and territory), an initial study is performed to detect possible sub-topics applying latent Dirichlet allocation. Having a list of posts related to specific environmental themes, the researchers computed the sentiment of citizens’ comments. To measure sentiment, two different approaches were implemented: one based on a lexicon dictionary and the other based on convolutional neural networks.
Facebook is used by LGOs to disclose environmental issues, focussing on their main interest in obtaining organisational legitimacy, and the analysis shows an increasing impact of Web 2.0 in the direct interaction of LGOs with citizens. On the other hand, there is a clear divergence of interest on environmental topics between LGOs and citizens in a dialogic accountability framework.
Sentiment analysis (SA) could be used by politicians, but also by managers/entrepreneurs in the business sector, to analyse stakeholders’ judgements of their communications/actions and plans on corporate social responsibility. This tool gives a result on time (i.e. not months or years after, as for the reporting system). It is cheaper than a survey and allows a first “photograph” of stakeholders’ sentiment. It can also be a useful tool for supporting, developing and improving environmental reporting.
To the best of the authors’ knowledge, this paper is one of the first to apply SA to environmental disclosure via SM in the public sphere. The study links modern techniques in natural language processing and machine learning with the important aspects of environmental communication between LGOs and citizens.
This special “Anbar Abstracts” issue of Employee Relations is split into seven sections covering abstracts under the following headings: Design of Work; Performance, Productivity and Motivation; Patterns of Work; Pay, Incentives and Pensions; Career/Manpower Planning; Industrial Relations and Participation; Health and Safety.
This special “Anbar Abstracts” issue of the Personnel Review is split into seven sections covering abstracts under the following headings: Career/Manpower Planning and Recruitment; Health and Safety; Industrial Relations and Participation; Pay, Incentives and Pensions; Performance, Productivity and Motivation; Redundancy and Dismissal; Work Patterns.