Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education

Hughes, Glyn

doi:10.1080/15210960.2013.809301

Cited by 19 publications

(12 citation statements)

References 6 publications

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“…Policy responses to anti-Black violence reveal higher education’s commitment to the maintenance of Black trauma. The standard institutional approach is to establish protocol for racial bias incidents (Hughes, 2013). If the campus is progressive, the particular incident (such as a noose displayed in a quad, Black-face party, or fraternity song celebrating the lynching of Black men) will be swiftly addressed and repudiated.…”

Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

“…For several reasons, this process supports anti-Blackness. As Hughes (2013) argues, higher education’s insistence on characterizing anti-Black violence as incidental or anomalous functionally erases the history of trauma experienced by Black bodies on White campuses (Wilder, 2013). It frames White perpetrators as foolish and ignorant, possibly even racists, but not as terrorists enacting violence against Black life.…”

Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

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Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

2018

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In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the Black body as property, not merely concerns for disproportionality and inequality, is deeply embedded in institutional policy and practice. The article concludes with a vision for what awareness of anti-Black settler colonialism means for U.S. higher education.

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Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

2018

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“…Given the influence of English hegemony and a number of trends generated from globalisation, national identity has emerged as one of the major concerns among scholars, educators, and even politicians for fear that it will be threatened or subjugated by other influential cultures. Correspondingly, a number of measures have been implemented to protect and promote national identity in individual countries (Borden 2014, Dastgoshadeh & Jalilzadeh 2011, Goodman & West-Olatunji 2010, Hughes 2013, Makoe 2014.…”

Section: Introductionmentioning

confidence: 99%

Local Context-Based English Lessons: Forging Northern Thai knowledge, Fostering English Vocabulary

Kanoksilapatham¹

2018

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Globalisation and regionalisation have culminated in the highlighted role of the English language for diverse realms of people across the world, including the ASEAN region and Thailand. To a number of scholars, the spread of English may result in negative consequences, possibly subjugating and menacing the national culture and identity of the English language learners. Thus, a burgeoning issue that emerges in the Thai context is how the students' English language can be improved while maintaining their Thai identity. Given that young Thai learners tend to have relatively limited exposure to the national Thai identity due to their young age, this study focuses on a specific local identity-northern Thailand. This paper aims to demonstrate that a set of northern Thainess-based instructional innovations designed for Grade 4 students in the northern region of Thailand can boost not only northern Thainess knowledge but also English vocabulary knowledge related to northern Thailand. This set of the English lessons, as well as the corresponding northern Thainess and English vocabulary pretests and posttests, was constructed and implemented in four elementary schools in the northern part of Thailand. A comparison of the pretest and posttest scores on northern Thainess and vocabulary revealed that the students' Thainess and vocabulary knowledge substantially increased, demonstrating the potential positive impacts of local Thainess-based instructional materials. The findings demonstrate a reverse perspective regarding the role of English in relation to Thai identity. Pedagogical implications regarding English material construction can be informed to ameliorate elementary English education in Thailand.

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“…For African American youth, cultivating a pathway to adult competency is encumbered by the challenges associated with negotiating a social, political, and historical landscape grounded in systemic inequities and racism (Durlak et al, 2007; Hughes, 2013). Media representations of people of African ancestry continue to display ideologies of White supremacy (Hazell & Clarke, 2008) and Black inferiority (Burrell, 2010).…”

mentioning

confidence: 99%

Culture, Racial Socialization, and Positive African American Youth Development

Grills

Cooke

Douglas

et al. 2015

Journal of Black Psychology

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Positive youth development is critical for African American youth as they negotiate a social, political, and historical landscape grounded in systemic inequities and racism. One possible, yet understudied, approach to promote positive youth development is to increase African American youth consciousness and connection to their Africentric values and culture. The primary purpose of this article was to investigate the degree to which cultural and group consciousness factors (i.e., cultural orientation, Africentric values, and racial socialization) predicted positive youth development (i.e., future orientation, prosocial behavior, political/community, and social justice/equality civic mindedness) and how these might differ by gender. This article utilized survey data from 1,930 African American youth participants of the Pen or Pencil™ mentoring program. Results generally indicated that cultural orientation, Africentric values and, to a lesser degree, racial socialization, predicted positive youth development variables, with these effects varying by gender. These findings suggest that enhancing cultural consciousness may support the positive development of African American youth, although male and female youth may respond to these efforts in different ways.

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Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education

Cited by 19 publications

References 6 publications

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

Local Context-Based English Lessons: Forging Northern Thai knowledge, Fostering English Vocabulary

Culture, Racial Socialization, and Positive African American Youth Development

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