Revealing a hidden curriculum of Black women’s erasure in sexual violence prevention policy

This article aims to challenge the framework by which rape and sexual assault prevention in higher education are being constituted by centring Black women’s experiences of sexual violence within a prevention and response policy framework. Numerous research studies exist in the literature regarding the specific experience of sexual violence for Black women within a national context that remains deeply committed to White supremacy [Buchanan, N. T., and A. J. Ormerod. 2002. “Racialized Sexual Harassment in the Lives of African American Women.” Women & Therapy 25 (3/4): 107–124; Crenshaw, K. 1989. “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.” University of Chicago Legal Forum 140: 139–167; Donovan, R., and M. Williams. 2002. “Living at the Intersection: The Effects of Racism and Sexism on Black Rape Survivors.” Women & Therapy 25 (3/4): 95–105; McNair, L. D., and H. A. Neville. 1996. “African American Women Survivors of Sexual Assault: The Intersection of Race and Class.” Women & Therapy 18 (3/4): 107–118; Omolade, B. 1989. “Black Women, Black men, and Tawana Brawley – The Shared Condition.” Harvard Women’s Law Journal 12: 11–23; West, C. 2002. “Battered, Black, and Blue: An Overview of Violence in the Lives of Black Women.” Women & Therapy 25 (3/4): 5–27]. Using the critical pedagogy principle of ‘hidden curriculum’ or how what is directly communicated through educational processes also conveys unstated values, judgments, and regulatory norms, the author analyses the first report of the White House Task Force to Protect Students from Sexual Assault [2014. Not Alone: The First Report of the White House Task Force to Protect Students from Sexual Assault] for race-neutral language that contributes to the silencing of the sexual violence that Black college women experience. The necessity of race-conscious sexual assault policy is discussed.     

‘The voice inside herself’: transforming gendered academic identities in educational administration

This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal domain of the academy as an institution as well as within the discourse(s) of educational administration in faculties of education. In doing so, we discuss the ways in which these women's entry into academia transformed identity possibilities for themselves and others. We conclude that these women share a commitment to rigorous scholarship and to the values of equity and social justice. The way in which they engage with those values in their work and lives has been taken up in the particular institutional and personal circumstances of their academic lives and has been shaped by the effects of normative discourses of gender. The result, individually and cumulatively, has been transformative on the individuals, within the institutions in which they have worked, and on the scholarship of Canadian educational administration.     

A critique of the teaching standards in England (1984–2012): discourses of equality and maintaining the status quo

This study presents a critical analysis of the state-prescribed teaching standards from 1984 to 2012 in order to reveal discourses of equality imbued within. Critical discourse analysis and critical race theory are employed to explore and explain how the discourses of equality are shaped by the prevailing political ideology of the state. Up to 2007, the analyses revealed the gradual emergence of two seemingly incompatible discourses: recognition of the difference within notions of appropriacy of curriculum input vs. the assertion of a homogenised knowledge valid for all. It is argued that because this tension remained unexamined in the documents, damaging assumptions of deficit were obscured, thereby effecting a failure to critique the hegenomic norms against which such deficit was assumed, with the ultimate effect of maintaining the status quo of inequitable outcomes. The standards of 2012 also operate to maintain the status quo, but do so far less discretely. Here homogeneity appears overtly approved through an overarching assimilationist agenda. Deficit is now more openly articulated as attached to those who need to assimilate. The paper concludes with ideas for an alternative transformative teacher education.     

Developing a critical consciousness of race in place-based environmental education: Franco’s story

Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco – a non-white, non-American undergraduate – engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco’s experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on ‘grit’ narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs.     

The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education

This paper presents the views and educational experiences of two African American female scholars, from a critical race and black feminist theorist perspective, teaching in the area of social justice to predominantly white female pre-service teachers. These testimonies reveal the struggles encountered by these scholars when engaging students in a historical and contemporary examination of race, privilege, and systemic inequalities. The objectives of this paper are to expand on the literary dialogue of such resistance and attempt to bring awareness into the arenas that need the most exposure, i.e. departmental, faculty, and tenure review meetings. It is commonly written and verbalized that institutions are interested in attracting and retaining faculty of color. We argue that the ways we are supported must shift. This problem of student resistance, who they resist and why, should become open for discussion on college campuses across the nation. Dawn G. Williams is an Assistant Professor of Educational Administration and Policy at Howard University. Venus Evans-Winters is an Assistant Professor in the Department of Educational Studies at Illinois Wesleyan University.     

全球化视野下的北美高等教育--随四川省高等教育管理与创新培训班赴北美培训、考察见闻

在全球化视野下,我国的高等教育首先要坚持社会主义办学方针,同时也应汲取西方发达国家先进的办学理念、管理体制、大学精神和角色职责等,主动与世界接轨,加快制度创新、体制创新,促进我国高教事业的快速、健康发展.     

Long‐term transformations: excavating privilege and diversity in the academy

The article presents a theoretical framework, ‘institutional phase theory’, that charts the process by which higher education faculties in the USA were broadened by race, gender, and to a certain extent class over the past 40 years. Drawing upon institutional ethnographies of three very different universities – a top‐ranked private university, a comprehensive urban university, and a top‐ranked public university, the authors provide examples from the third, the University of Michigan. By taking a historical and institutional approach, the authors chart the movement from accepting ‘exceptional’ women and faculty of colour on male terms to measurable changes in overly rigid structures and institution‐wide policies; expanded visions and boundaries in traditional disciplines; interdisciplinarity as a mark of the university; and transformed scholarly research in selected disciplines.     

Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.