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ERIC Number: EJ1086865
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0748-8475
Who Benefits?: A Critical Race Analysis of the (D)Evolving Language of Inclusion in Higher Education
Harris, Jessica C.; Barone, Ryan P.; Davis, Lori Patton
Thought & Action, p21-38 Win 2015
The primary purpose of this paper is to expand the ways in which educators and scholars employ the concepts of diversity, social justice, and inclusive excellence in relation to racial inclusivity. The goals are to help educators identify and acknowledge the intentional and unintentional consequences of maintaining white supremacy within higher education, despite espoused efforts to dismantle racism. For the sake of clarity and consistency, the authors refer to all three of these concepts--diversity, social justice, and inclusive excellence--in terms of race-based inclusion initiatives. The focus on race is rooted in the ever-present role of race and racism in the academy, and in the sustained attempts to either avoid or dilute them. Given the emphasis on race and racism, the authors employ critical race theory (CRT) to demonstrate how diversity, social justice, and inclusive excellence, as well as the efforts that stem from them, are often co-opted to promote agendas that maintain the status quo and uphold white privilege, rather than serve racially minoritized people.
National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A