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.

DOHARTY, Nadena, MADRIAGA, Manuel and JOSEPH-SALISBURY, Remi (2020). 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. Educational Philosophy and Theory.

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Abstract

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 (Moten and Harney, 2004). 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.

Item Type:	Article
Uncontrolled Keywords:	1303 Specialist Studies in Education; 1702 Cognitive Sciences; 2202 History and Philosophy of Specific Fields
Identification Number:	https://doi.org/10.1080/00131857.2020.1769601
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	06 Apr 2020 09:56
Last Modified:	25 Nov 2021 01:18
URI:	https://shura.shu.ac.uk/id/eprint/26113

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