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| Autor/in | Slavens, Joseph Craig |
|---|---|
| Titel | Australian Tales of Racial Justice Engagement in Higher Education |
| Quelle | (2019), (218 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4389-6869-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Countries; College Administration; Whites; Administrator Attitudes; Higher Education; Racial Bias; Social Bias; Social Justice; Identification (Psychology); College Students; Mentors; Empathy; Consciousness Raising; Australia |
| Abstract | This over 2-year ethnographic narrative research foregrounds the tales and experiences of 8 White administrators (professional staff) employed within the Australian university system who had been nominated as racial justice allies by their colleagues. White racial justice allies' own words are underrepresented (Case, 2012) in the Australian system of tertiary education, and there is significant need to examine and interrogate the Whiteness that is too often unexplored in higher education (Cabrera, 2014). Six of the participants who were interviewed on 2 or 3 occasions were women and 2 were men. Although all of them lived with the privilege of racial Whiteness, they also each had intersecting subordinated identities (e.g., gay, immigrant, female) and therefore experienced the oppression that accompanies any marginalized identity. From engaging with their stories, co-construction, reading and rereading, and deconstruction of the narratives, 4 themes emerged: (a) Coming to Terms (with formative racial justice experiences, including their own intersecting identities), (b) Awakening Guides (who activated a greater anti-racism within the participants), (c) Enclaves of Support (that assisted the allies with their anti-racism), and (d) Nurturing Racism (that underscored participants' use of nurture to positively affect racists). The themes were analyzed to form a conceptual model, White Australian Anti-Racism in Higher Education, which was explored via 6 distinct points of discussion: (a) Complexity of Identity, (b) Activators, (c) Enclaves of Support, (d) Nurture, (e) Colorless Conversations, and (f) Centrality of Indigeneity. The findings challenge tertiary educators, administrators, and professional staff with 6 recommendations: (a) educate at the intersections of students' identities, encouraging empathy and a desire for co-liberation; (b) strengthen ant-racism by identifying activating mentors; (c) create enclaves of racial justice support; (d) practice nurture by recognizing all peoples' humanity; (e) assign White students to articulate a response to the question, "How did I become White?"; and (f) become more intentional in considering and naming the plight and issues of all People of Color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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