07156nam 22009013 450 991083832680332120230816223716.09781421445618(electronic bk.)(MiAaPQ)EBC30189210(Au-PeEL)EBL30189210(CKB)26271052800041(OCoLC)1373343013(MdBmJHUP)musev2_110651(EXLCZ)992627105280004120230318h20232023 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierReparative universities why diversity alone won't solve racism in higher ed /Ariana González StokasBaltimore :Johns Hopkins University Press,2023.©20231 online resource (288 pages)Critical university studiesPrint version: González Stokas, Ariana Reparative Universities Baltimore : Johns Hopkins University Press,c2023 9781421445601 Includes bibliographical references and index.Machine generated contents note: Prelude -- Introduction -- Part I: A Cabinet of Diversity -- Object 1. Diversity Doesn't Work? -- 2. Object 2: Epistemic Dominance -- 3. Object 3: From Wunderkammern to the Majors -- 4. Object 4: Patrol/The Ordering of Difference -- 5. Object 5: Accumulation/Difference that Makes No Difference -- 6. Object 6: Colorblindness/Federalist Paper no.6 -- 7. Object 7: Partition/Grievances Not of Their Making -- 8. Object 8: The Morrill Acts: "The Land Grab University" -- 9. Afterthoughts -- Part II: The Constellation of Reparation -- 10. Star 1: Attempted Remedies -- 11. Star 2: Outlines of Epistemic Reparation -- 12. Star 3: How is a University like a Light Switch? -- 13. Afterthoughts -- Part III: Reparative Endeavors -- 14. Thread 1: Why Poetics? -- 15. Thread 2: Breath-Taking Landscapes: Place-based interventions -- 16. Thread 3: Counter-space as the Dramatization of a Poetics of Refusal -- 17. Thread 4: Gates/Gatekeeping -- 18. Thread 5: Unraveling Patrol -- 19. Thread 6: From Rank to Rhizome -- 20. Afterthoughts."A timely investigation of why diversity alone is insufficient in higher education and how universities can use reparative actions to become anti-racist institutions.As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana González Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. González Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing?Reparation is offered as a pathway toward untangling higher education from its colonial roots. González Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in historical examples, as well as current events in the United States, South Africa, and Canada. Recent legal decisions by Georgetown University and the Princeton Theological seminary to enact economic recompense for buying and selling human beings are evidence of attempts to redress higher education's violent histories and the colonial structures they reproduce every day on college campuses. Engaging with a broad range of theorists from decolonial philosophy to organizational psychology, González Stokas offers a pathway-guided by reparative activities-for institutional workers frustrated by what often feels, as Sara Ahmed describes, "banging one's head against a brick wall." Reparative Universities offers insight into why DEI efforts have been disconnected from past injustices and why unsettling diversity and engaging meaningful repair are critical for the future of higher education"--Provided by publisher."Can higher education foster reconciliation and healing given its historical ties to colonialism and enslavement? Rather than viewing the diversity administrator in dehumanized terms, as has become popularized in writings about student protest movements and critical university studies, Stokas interrogates the potential of administrators committed to forms of insurgent and outsider intellectual work"--Provided by publisher.Critical university studies.Universities and collegesfast(OCoLC)fst01161597Slaveryfast(OCoLC)fst01120426Reparations for historical injusticesfast(OCoLC)fst01732564Racism in higher educationfast(OCoLC)fst01744191MinoritiesEducation (Higher)fast(OCoLC)fst01023138Educational equalizationfast(OCoLC)fst00903418Discrimination in higher educationfast(OCoLC)fst00895076African AmericansEducation (Higher)fast(OCoLC)fst00799607EDUCATION / Philosophy, Theory & Social AspectsbisacshEDUCATION / Schools / Levels / HigherbisacshEducational equalizationUnited StatesHistoryMinoritiesEducation (Higher)United StatesHistoryAfrican AmericansHistoryEducation (Higher)Universities and collegesUnited StatesHistoryReparations for historical injusticesUnited StatesSlaveryUnited StatesRacism in higher educationUnited StatesDiscrimination in higher educationUnited StatesUnited StatesfastHistory.Universities and colleges.Slavery.Reparations for historical injustices.Racism in higher education.MinoritiesEducation (Higher)Educational equalization.Discrimination in higher education.African AmericansEducation (Higher)EDUCATION / Philosophy, Theory & Social Aspects.EDUCATION / Schools / Levels / Higher.Educational equalizationHistory.MinoritiesEducation (Higher)History.African AmericansHistoryEducation (Higher)Universities and collegesHistory.Reparations for historical injusticesSlaveryRacism in higher educationDiscrimination in higher education378.008EDU015000EDU040000bisacshGonzález Stokas Ariana1978-1731326MiAaPQMiAaPQMiAaPQ9910838326803321Reparative universities4143756UNINA