Introduction

Baldwin, Andrea N.

doi:10.4324/9781003019442-1

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“…This level of demonization is an echo of the narratives of deficiency, championed by higher education (Baldwin, 2021), that have situated Black populations as outside of traditional knowledge production. In a time where the predominance of police murders of black people has become a point for questioning the status quo of racial disparities, outlawing the discussion of race serves two purposes: (1) inhibiting academic discussion of skewed racial disparities in this settler-state, so that those in power can (2) re/situate racialized populations into a position of inferiority and deviance.…”

Section: Discussionmentioning

confidence: 99%

“…The knee-jerk institutional courses of action to now defund initiatives and curriculum related equity, diversity and inclusion (EDI) represent what has always been a deeply rooted investment in white supremacy on the part of our institutions (Baldwin, 2021; Patel, 2021; Squire et al. , 2021).…”

Section: Objectives Of Inquirymentioning

confidence: 99%

“…For example, anatomical studies were used to present false “truths” about communities of color that have provided replicable means of justification for generations of cyclical violence against these communities. Higher education used knowledge processes as a mechanism for constructing their desired populations of conquer as outside of what would be considered human (Baldwin, 2021). In a critical race analysis of higher education, Patton (2016) refers to this trend of academic justification for racial violence as “epistemicide,” which rationalizes inequities against particular groups -- making it a matter of “common sense” (p. 322).…”

Section: Examples To Support the Argumentmentioning

confidence: 99%

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Educational gag orders as white property of interest: reinscribing higher education's ethos in radical tradition

Caradonna

2024

EDI

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PurposeIt is critical for those who are engaged in the work of resisting the movement of academically restrictive policy to understand that it is a deliberate act on the part of conservatives to outlaw critical race theory (CRT) specifically, because it is a theoretical mechanism for discrediting the rhetorical foundations of their policy movement. The knee-jerk institutional courses of action to now defund initiatives and curriculum related equity, diversity and inclusion (EDI) represent what has always been a deeply rooted investment in white supremacy on the part of the institutions (Baldwin, 2021; Patel, 2021; Squire, 2021).Design/methodology/approachThe author explores and defines the CRT tenets of interest convergence (Bell, 1980) and whiteness as property (Harris, 1993) in relation to EI (Fricker, 2007; Dotson, 2011) as frameworks for examining three EGOs in the region where these policies have become most dominant. All three are critical tools of analysis for understanding the stake the White conservative political elite have in EGOs, and the magnitude of EI these policies represent, and stand endorse in their rhetoric. Definitions of EI often rely on the work of Amanda Fricker’s (2013) text on the subject, but this paper is invested in the expansions of this theorization for speaking to the nature of the injustice that EGOs represent as a matter of historical trend, with grave implications for futures marked by continued oppression. Whiteness as property and interest convergence are points for explicating the dialectic and material aspects of issues of race and equity in this country; namely, how knowledge processes inherent to higher education sound even more alarms as EGOs become commonplace for college campuses.FindingsTo support the arguments laid out, the author provides a historical review of the settler-colonial foundations of higher education as an american institution. This is meant to provide contour to the image of postsecondary education that exists today. In accordance with this paper’s allegiance to CRT, many of the texts would be considered revisionist history (Delgado and Stefancic, 2023), which stray from dominant narratives of american comfort and speak more accurately to the experiences of minoritized populations. The author then applies the same analysis to the sociopolitical contexts of EGOs, and to policy language itself. Each section is closed with an explanation of its connection to tenets of CRT and EI so as to provide a thread to follow into the subsequent discussion section.Research limitations/implicationsIn the first presentation of the early writings of this work, the author was lucky enough to be in community with Barbara Applebaum at the annual meeting for the American Educational Studies Association and engage in discourse surrounding EI and CRT applications to EGOs. In conversations surrounding the will in the willful ignorance that is exemplified in the movement of EGOs, the author had shared with Dr Applebaum the early thinking on how that will was the same force that brought together converging interests, which have continually forecasted interest divergence. This is commonly referred to as “political backlash.” The author had said something along the lines of: “if we follow the interest convergence, we can get in front of the subsequent political moves to turn the clocks on what was once celebrates progress.” This conversation planted the seed for what is the thesis of this paper. Interest convergence and divergence happen at the will of white populations because of the american truth of whiteness as property. In the context of higher education, this means that because educational pursuit has largely been white property, it has served as an arena for white populations to converge and diverge their interests with those of the minoritized. For example, the policies that drained federal funding for higher education in the 1970s were passed on the tails of a Civil Rights Movement that shook the very foundation of this country and expanded access to postsecondary education for racially minoritized groups (Berret, 2015).Originality/valueEnsuring that this social construction is a matter of status quo has largely been the work of postsecondary institutions, and EGOs represent the most recent attempt at epistemically imposed inferiority. Explicit attention to the fact of higher education’s complicity and overall investment in the socialization of oppression is necessary to engage in transformative practice that resists anachronism. If higher education researchers and practitioners do not recognize the stake in both the presence and resistance to EGOs, there would likely be acts of resistance that will belie an act of interest convergence – and later divergence – on the part of the state.

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Section: Discussionmentioning

confidence: 99%

Section: Objectives Of Inquirymentioning

confidence: 99%