The university went to 'decolonise' and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in 'decolonial' times

UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the exp...

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Bibliographic Details
Published inEducational philosophy and theory Vol. 53; no. 3; pp. 233 - 244
Main Authors Doharty, Nadena, Madriaga, Manuel, Joseph-Salisbury, Remi
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 23.02.2021
Taylor & Francis Ltd
Subjects
College Environment
College Faculty
College students
Colleges & universities
Critical race theory
Critical Theory
CRT
Curricula
Fatigue (Biology)
Foreign Countries
Higher education
Institutional Environment
institutional racism
Microaggressions
Minority Group Teachers
Race
racial battle fatigue
Racial Bias
Racial discrimination
Racial microaggressions
School Policy
Storytelling
Systemic racism
Teaching
Teaching Experience
Universities
United Kingdom
United Kingdom > UK
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Summary:UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical Race Theory method of counter-storytelling. By introducing composite characters, we speak back to assumptions that universities are race-neutral, meritocratic institutions. We illustrate some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. We argue that, despite the paradox of working under (what purports to be) a 'decolonial' agenda, widespread calls to decolonize our universities have further embedded rather than dismantled whiteness, thus continuing to characterise the careers, wellbeing, and daily lives of faculty of colour.
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ISSN:0013-1857
1469-5812
DOI:10.1080/00131857.2020.1769601