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Article
Publication date: 12 January 2024

Rhianna Garrett

This paper critiques institutional whiteness and racial categorisation in UK higher education. This is done through the representation of the complex narratives of “mixed race”…

Abstract

Purpose

This paper critiques institutional whiteness and racial categorisation in UK higher education. This is done through the representation of the complex narratives of “mixed race” women navigating their PhD experiences in predominantly white institutions, when their identities have proximity to whiteness.

Design/methodology/approach

This study introduces five vignettes of “mixed race” women, gathered from a wider study of 27 PhDs and early career researchers in UK higher education. The paper employs Yuval-Davis’ framework of belonging and bell hooks' approach to chosen versus forced marginality to create a conceptual framework based on fluid agency and empowerment, recognising belonging as an ongoing process.

Findings

The findings reveal how “mixed race” women can occupy a liminal space between belonging to and rejecting racial categorisation, as they attempted to situate their self-identifications within the boundaries of institutional whiteness.

Research limitations/implications

The study only utilises a small sample size of five counter-stories from a larger study on PhD career trajectories, limiting its empirical claims. It also only engages with “mixed race” women who have proximity to whiteness, encouraging research on different “mixed race” intersections.

Practical implications

This paper encourages more discussion around “mixed race” experiences of UK higher education and critical engagement with higher education’s reliance on statistical data to understand racialised communities.

Originality/value

This paper contributes new empirical insights into how whiteness is experienced when “mixed race” women negotiate their relation to it in UK higher education. It also provides theoretical advancements into understanding of institutional whiteness and critically engages with racial categorisation.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 19 March 2024

Uma Mazyck Jayakumar

In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to…

Abstract

Purpose

In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.

Design/methodology/approach

Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.

Findings

By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.

Originality/value

In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 9 January 2024

Sakura Yamamura and Paul Lassalle

This paper aims to shed new light on the contextual embeddedness of intersectional entrepreneurs, i.e. entrepreneurs situated at the intersection of multiple marginalized…

Abstract

Purpose

This paper aims to shed new light on the contextual embeddedness of intersectional entrepreneurs, i.e. entrepreneurs situated at the intersection of multiple marginalized diversity attributes, beyond simply business strategies and decisions. Taking an emic perspective on everyday practices as intersectional entrepreneurs, it uncovers neglected dimensions of the contextuality of intersectional discriminations.

Design/methodology/approach

The study presents qualitative data analysis results of in-depth narrative interviews with six intersectional entrepreneurs, all LGBTIQA* entrepreneurs with further diversity dimensions. It provides an emic view of intersectional entrepreneurs, in their everyday lives and the contexts, in which they develop their businesses.

Findings

Intersectional entrepreneurs face different burdens induced by social structures along the entrepreneurial process. While access to the niche market is more difficult and they lack community support, their realization of intersectional discrimination is crucial for the development of business strategies. Simultaneously, intersectional entrepreneurs use their specific diversity attributes to develop their business, yet this proximity of their identity and the business contents has severe consequences for their mental state. Intersectional entrepreneurs adjust to the balance of opportunity and vulnerability.

Originality/value

As intersectional entrepreneurs are barred from conventional institutional support and also have limited access to resources from their respective social networks, there is an urgency to provide specific support for such entrepreneurs.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 28 November 2023

Shuang Fu

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The…

Abstract

Purpose

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Design/methodology/approach

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

Findings

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

Originality/value

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 6 November 2023

Nicola Sum, Reshmi Lahiri-Roy and Nish Belford

Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these…

Abstract

Purpose

Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these identities and positioning imply great possibility, but pursuing such pathways within academia is a walk on the last strand of resilience. This paper explores this tension of possibilities and constraints, using hope theory to highlight the cognitive resistance evident in the narratives of three South Asian women in Australian academia.

Design/methodology/approach

The authors use collaborative autoethnography to share their narratives of working in Australian universities at three different stages of careers, utilising Snyder's model of hope theory to interrogate their own goal-setting behaviours, pathways and agentic thinking.

Findings

The authors propose that hope as a cognitive state informs resistance and enables aspirations to contribute within academia in meaningful ways whilst navigating the terrain of inequitable structures.

Originality/value

The authors' use of hope theory as a lens on the intersectional experiences of career making, building and progression is a new contribution to scholarship on marginalised women in white academe and the ways in which the pathways of resistance are identified.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 18 March 2024

Peter Smagorinsky

This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship…

Abstract

Purpose

This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade of rational thinking, reviews the emotionally flat character of classrooms, attends to the emotional dimensions of literacy education, argues on behalf of taking emotions into account in developmental theories and links empathic connections with social justice efforts. The study’s main thrust is that empathy is a key emotional quality that does not come naturally or easily to many, yet is important to cultivate if social justice is a goal of education.

Design/methodology/approach

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

Findings

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

Research limitations/implications

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

Originality/value

The paper challenges the rational emphasis of schooling and argues for more attention to the ways in which emotions shape thinking.

Details

English Teaching: Practice & Critique, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 22 December 2023

Rican Vue, Lucy Arellano Jr and Uma Mazyck Jayakumar

This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or…

Abstract

Purpose

This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or “ESOs,” which include both Black Indigenous and People of Color (BIPOC) student organizations and ethnically white student organizations such as mainstream fraternities/sororities and clubs that are normalized as not having a racial/ethnic affiliation.

Design/methodology/approach

Critical race theory informs the analysis of 175 articles that address ESOs from 2002 to 2016.

Findings

Analysis revealed that a majority of scholarship conceptualizes ESOs in ways that can minimize the role of institutional whiteness where they are positioned as either serving or hindering both individual students and institutional goals. Findings also reveal a smaller body of literature that emphasized institutionalized power dynamics and honors the transformative work of BIPOC students through ESOs.

Originality/value

Despite widespread public commitments to diversity among institutions, whiteness remains a core institutional presence. This study illustrates the relationships among student organizations, white supremacy and higher education transformation.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 26 January 2024

Charity P. Scott and Nicole Rodriguez Leach

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around…

Abstract

Purpose

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

Design/methodology/approach

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Findings

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

Originality/value

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 5 December 2023

Maeve Wall, S. Shiver, Sonny Partola, Nicole Wilson Steffes and Rosie Ojeda

The authors suggest strategies for addressing and combating these attempts at racelighting.

Abstract

Purpose

The authors suggest strategies for addressing and combating these attempts at racelighting.

Design/methodology/approach

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

Findings

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

Originality/value

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 21 November 2023

Angela Martinez Dy and Heatherjean MacNeil

This paper intervenes in existing literature on entrepreneurship and inequalities by proposing a novel reframing of intersectionality as a threshold concept, an important idea…

Abstract

Purpose

This paper intervenes in existing literature on entrepreneurship and inequalities by proposing a novel reframing of intersectionality as a threshold concept, an important idea that enables us to deepen and progress the understanding of complex subjectivities.

Design/methodology/approach

Drawing from education studies, intersectionality is explored through the five key features of threshold concepts: (1) transformative, (2) irreversible, (3) integrative, (4) bounded and (5) troublesome. We offer a set of reflection questions for what we call “doing intersectionality.”

Findings

We develop a metacritique of the way in which the concept of intersectionality has thus far been treated in feminist theory and applied in entrepreneurship studies – namely, as the culmination of thinking about difference and inequality, decoupled from its roots in collectivist analysis and Black and anti-racist feminism. The paper invites scholars of entrepreneurial inequalities to both engage and look beyond an intersectional lens to better elucidate the range of historically emergent social hierarchies and systems of power that shape their phenomena of interest.

Originality/value

Through reframing intersectionality as a threshold concept, this paper challenges entrepreneurship researchers to view intersectionality as a foundational starting point for the conceptualisation of complex interactions of social structures, and the structural inequality and power relationships present within their research, rather than a destination.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

Keywords

1 – 10 of 208