Occupying the Academy: Just How Important Is Diversity Work in Higher Education?

Occupying the Academy: Just How Important Is Diversity Work in Higher Education?

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Overview

In the wake of the election of President Obama, many diversity scholars and practitioners imagined that renewed commitments to educational equity and justice were just around the corner. Unfortunately, the opposite has become the Obama-era reality. Across the country, equity and diversity workers at all levels in university and colleges, but especially Chief Diversity Officers in public institutions, are under assault. Is this assault a result of a pre-meditated and carefully calculated conservative political agenda or the unfortunate consequence of how largely white, politically conservative—and the power bases they represent—are expressing their anger about the changing racial landscape in the United States? This volume explores and deconstructs the reasons for this assault from various perspectives. This volume also illustrates how the national assault on equity and diversity has resulted in a continuum. At one end are “diversity-friendly” institutions that are benignly neglecting equity/diversity efforts because of state budget crises. At the other end of the spectrum are the deliberate efforts being made to systematically dismantle equity and diversity work in especially politically conservative states.


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Product Details

ISBN-13: 9781442212749
Publisher: Rowman & Littlefield Publishers, Inc.
Publication date: 08/02/2012
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 278
File size: 884 KB

About the Author

Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas. Clark was a Fulbright Senior Scholar in México and Guatemala, where she conducted research on school and community violence.

Kenneth J. Fasching-Varner is the Shirley B. Barton and Assistant Professor in elementary education at Louisiana State University. His areas of expertise include educational foundations, pre-service teacher development, reflective practice, literacy, second language development, critical race theory, culturally relevant pedagogy, and multicultural education.

Mark Brimhall-Vargas is the associate director of the Office of Diversity Education and Compliance (ODEC), an arm of the Office of the President, and a visiting scholar for Multicultural Education and Organizational Development in the Center for Leadership and Organizational Change (CLOC), both at the University of Maryland, College Park.

Table of Contents

Foreword
Sonia Nieto

The Permanence of Diversity
Mark Brimhall-Vargas, Christine Clark, and Kenneth J. Fasching-Varner

La Permanencia de la Diversidad
Mark Brimhall-Vargas, Christine Clark, y Kenneth J. Fasching-Varner

Occupying Academia, Re-Affirming Diversity
Christine Clark, Kenneth J. Fasching-Varner, and Mark Brimhall-Vargas

Stories from the Chief Diversity Officer Frontlines
Bailey Jackson

Case 1: Extra, Extra, Read All About It! Diversity Soul-ed Out (and Sold/Out) Here
Christine Clark

Case 2: Balancing Act: A Contextual Case Analysis on Re-Centering Diversity in the Midst of Social and Economic Fluctuations
Katrice A. Albert and Marco J. Barker

Case 3: Deconstructing Hope: A Chief Diversity Officer’s Dilemma in the Obama Era A. Leslie AndersonCase 4: Transforming Lives and Communities: Case Study of a Diversity and Community Engagement Portfolio at a Flagship Institution
Gregory J. Vincent, Sherri L. Sanders, and S. Kiersten Ferguson

Case 5: Southern Predominantly White Institutions, Targeted Students, and the Intersectionality of Identity: Two Case Studies
Allison Daniel Anders, James M. DeVita, and Steven Thurston Oliver

Stories from the Mid-Level Administrator Frontlines
Bailey Jackson

Case 6: The Myth of Institutionalizing Diversity: Structures and the Covert Decisions they Make
Mark Brimhall-Vargas

Case 7: Swimming up Mainstream: Facing the Challenges to Equity, Diversity, and Inclusion on a University of ACME, Regional Campus in Obama’s Era Virginia Lea, Hollace Anne Teuber, Glenda Jones, and Susan Wolfgram
Case 8: The Search for Questions and Tellings of Silenced Students
Douglas J. Loveless and Bryant Griffith
Case 9: The Evolution of a Campus: From the Seat of the Civil War to a Seat on the Freedom Rides
Shaunna Payne Gold and Leah K. Cox

Case 10: The Unmet Promise: A Critical Race Theory Analysis of the Rise of an African American Studies Program
Michael E. Jennings

Stories from the Faculty Frontlines
Bailey Jackson

Case 11: “Just (Don’t) Do It!” Tensions Between Articulated Commitments and Action at The ACME State University
Kenneth J. Fasching-Varner and Vanessa Dodo Seriki

Case 12: Déjà Vu:Dynamism of Racism in Policies and Practices Aimed at Alleviating Discrimination
Shirley Mthethwa-Sommers

Case 13: “Isn’t Affirmative Action Illegal?”
Eugene Oropeza Fujimoto

Case 14: Equity at the Fringes: The Continuing Peripheral Enactment of Equity and Diversity in the Preparation of K-12 Teachers
Roderick L. Carey and Laura S. Yee

Case 15: On the Battlefield for Social Justice in the Education of Teachers:
The Dangers and Dangerousness of Challenging Whiteness in Predominantly White Institutions and Teacher Preparation Programs
Brenda G. Juárez and Cleveland Hayes


So What? Who Cares? And What’s Our Point About Diversity?
Margaret-Mary Sulentic Dowell

Carta Abierta: Una Lamada para Ocupar
KennethJ. Fasching-Varner, Christine Clark, y Mark Brimhall-Vargas

An Open Letter: A Call to Occupy
Kenneth J. Fasching-Varner, Christine Clark, and Mark Brimhall-Vargas

Afterword
Damon A. Williams

References
Editor and Contributor Biographies
Index

Customer Reviews