LEADER 07156nam 22009013 450 001 9910838326803321 005 20230816223716.0 010 $a9781421445618$b(electronic bk.) 035 $a(MiAaPQ)EBC30189210 035 $a(Au-PeEL)EBL30189210 035 $a(CKB)26271052800041 035 $a(OCoLC)1373343013 035 $a(MdBmJHUP)musev2_110651 035 $a(EXLCZ)9926271052800041 100 $a20230318h20232023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReparative universities $ewhy diversity alone won't solve racism in higher ed /$fAriana Gonza?lez Stokas 210 1$aBaltimore :$cJohns Hopkins University Press,$d2023. 210 4$d©2023 215 $a1 online resource (288 pages) 225 1 $aCritical university studies 311 08$aPrint version: González Stokas, Ariana Reparative Universities Baltimore : Johns Hopkins University Press,c2023 9781421445601 320 $aIncludes bibliographical references and index. 327 $aMachine 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. 330 $a"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 Gonza?lez Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. Gonza?lez 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. Gonza?lez 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, Gonza?lez 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"--$cProvided by publisher. 330 $a"Can higher education foster reconciliation and healing given its historical ties to colonialism and enslavement? Rather than viewing the diversity administrator in dehumanized terms, as has become popularized in writings about student protest movements and critical university studies, Stokas interrogates the potential of administrators committed to forms of insurgent and outsider intellectual work"--$cProvided by publisher. 410 0$aCritical university studies. 606 $aUniversities and colleges$2fast$3(OCoLC)fst01161597 606 $aSlavery$2fast$3(OCoLC)fst01120426 606 $aReparations for historical injustices$2fast$3(OCoLC)fst01732564 606 $aRacism in higher education$2fast$3(OCoLC)fst01744191 606 $aMinorities$xEducation (Higher)$2fast$3(OCoLC)fst01023138 606 $aEducational equalization$2fast$3(OCoLC)fst00903418 606 $aDiscrimination in higher education$2fast$3(OCoLC)fst00895076 606 $aAfrican Americans$xEducation (Higher)$2fast$3(OCoLC)fst00799607 606 $aEDUCATION / Philosophy, Theory & Social Aspects$2bisacsh 606 $aEDUCATION / Schools / Levels / Higher$2bisacsh 606 $aEducational equalization$zUnited States$xHistory 606 $aMinorities$xEducation (Higher)$zUnited States$xHistory 606 $aAfrican Americans$xHistory$xEducation (Higher) 606 $aUniversities and colleges$zUnited States$xHistory 606 $aReparations for historical injustices$zUnited States 606 $aSlavery$zUnited States 606 $aRacism in higher education$zUnited States 606 $aDiscrimination in higher education$zUnited States 607 $aUnited States$2fast 608 $aHistory. 615 7$aUniversities and colleges. 615 7$aSlavery. 615 7$aReparations for historical injustices. 615 7$aRacism in higher education. 615 7$aMinorities$xEducation (Higher) 615 7$aEducational equalization. 615 7$aDiscrimination in higher education. 615 7$aAfrican Americans$xEducation (Higher) 615 7$aEDUCATION / Philosophy, Theory & Social Aspects. 615 7$aEDUCATION / Schools / Levels / Higher. 615 0$aEducational equalization$xHistory. 615 0$aMinorities$xEducation (Higher)$xHistory. 615 0$aAfrican Americans$xHistory$xEducation (Higher) 615 0$aUniversities and colleges$xHistory. 615 0$aReparations for historical injustices 615 0$aSlavery 615 0$aRacism in higher education 615 0$aDiscrimination in higher education 676 $a378.008 686 $aEDU015000$aEDU040000$2bisacsh 700 $aGonza?lez Stokas$b Ariana$f1978-$01731326 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910838326803321 996 $aReparative universities$94143756 997 $aUNINA LEADER 02935nam 22004815 450 001 9910156304703321 005 20221130153959.0 010 $a3-17-023605-9 035 $a(CKB)3710000000985678 035 $a(MiAaPQ)EBC4776666 035 $a58b02f6d-25c0-4cdd-97dd-64a8b0dd2d03 035 $a(W. Kohlhammer GmbH)9783170236059 035 $a(EXLCZ)993710000000985678 100 $a20161220d2016 ||| | 101 0 $ager 135 $auruuu---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInnovation und Marketing 205 $a1st ed. 210 31$aStuttgart$cW. Kohlhammer Verlag$d2016 215 $aOnline-Ressource (294 S.) 300 $aPublicationDate: 20161220 311 $a3-17-022995-8 330 $aBiographical note: Prof. Dr. Rolf Weiber ist Inhaber der Professur für Marketing und Innovation sowie geschäftsführender Direktor des Competence Center E-Business an der Universität Trier. Prof. Dr. Alexander Pohl lehrt Marketing und Innovationsmanagement an der Hochschule Bonn-Rhein-Sieg und ist Gründungsdirektor des Centrums für Entrepreneurship, Innovation und Mittelstand (CENTIM). 330 $aLong description: Innovation und Marketing zählen zu den zentralen Herausforderungen für Unternehmen, durch die sie Differenzierung und Vorsprung im Wettbewerb erzielen können. Innovation ohne Marketing und Marketing ohne Innovation können nicht erfolgreich sein, weshalb beide Unternehmerfunktionen im Zusammenspiel zu betrachten sind. Als Besonderheiten des vorliegenden Lehrbuches sind herauszustellen: 1. Orientierung an einem marktorientierten Innovationsprozess, bei dem auf jeder Stufe die Frage nach der Marktakzeptanz gestellt wird. 2. Fokussierung der Betrachtungen auf den Kunden als Partner im Innovationsprozess. 3. Unterscheidung nach Produkt- und Nutzungsinnovationen. 4. Durchgängige Ausrichtung der Überlegungen auf die finale Businessplanung von Innovationen. 5. Ausführliche Analyse der Marktausbreitung von Innovationen (Diffusion) und der Akzeptanz von Innovationen im Consumer-Bereich. ContentPLUS beinhaltet ergänzende Informationen zu Design Thinking, zum Einsatz von Kreativitätstechniken im Rahmen der Ideengenerierung und von Scoring-Modellen zur Ideenbewertung, zu Methoden der Projektüberwachung bzw. Aufwandsschätzung sowie die Darstellung von Erweiterungen des TAM. 606 $aWettbewerb 606 $aInnovationsprozess 606 $aDiffusion 606 $aInnovationsakzeptanz 615 00$aWettbewerb 615 00$aInnovationsprozess 615 00$aDiffusion. 615 00$aInnovationsakzeptanz 700 $aWeiber$b Rolf$4aut$01071877 701 $aKöhler$b Richard$01249133 701 $aDiller$b Hermann$01249134 702 $aPohl$b Alexander$4aut 906 $aBOOK 912 $a9910156304703321 996 $aInnovation und Marketing$92894849 997 $aUNINA