Diversity, Inclusion, and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship

Front Cover
Diversity, Inclusion and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship
Copyright information
Table of contents
List of Figures and Tables
Notes on Contributors
Acknowledgments
Typographical Note
Introduction: Why Diversity, Inclusion, and Decolonization Matter
	Diversity, inclusion, and decolonization
	Elitisms and the university today
	Why diversity, inclusion, and decolonization matter
	Why is change so hard?
	This volume
	An invitation
	References
Part I Changing Universities
	1 Negotiating Diversity, a Personal Reflection
		Introduction
		1980s radicalism
		1990s challenges
		2000s managerialism
		2010s intersectionality
		Looking to the 2020s
	2 Demystifying the ‘Decolonizing’ and ‘Diversity’ Slippage: Reflections from Sociology
		Introduction: critiquing the decolonizing-diversity slippage
		Three principles in decolonizing the curriculum
			Decolonizing knowledge and the attack on Eurocentrism
			Decolonizing is a relational process
			Justice against epistemicide
		Concluding thoughts and practical reflections: a world beyond diversity, inclusion, and equality
		Notes
		References
	3 Doing Diversity Inclusively: ‘East Asians’ in Western Universities
		Introduction
		Racialized ‘East Asian’ students in postcolonial Britain
		The culturalist origin of European racism
		Chinese beliefs and Christian inclusivity: UK-based study
		Conclusion
		Notes
		References
	4 This Island’s Mine: University Teaching as Inclusive Dramaturgy
		Prologue: setting the scene
		Act One: What is the managerialist-adjustment model?
		Act Two: What if theory were taught using the principles of inclusive dramaturgy?
			Returning to the studio
		Act Three: What next? Being realistic in changing university teaching
		References
	5 Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice
		Introduction
		The promises and contradictions of diversity and inclusion work in universities
		The inclusivity workshop
			Workshop reflections
				Question 1: Who does the work?
				Question 2: What work needs to be done?
				Question 3: How do we do the work?
		Conclusions
		References
Part II Diversifying Curricula
	6 How ‘Diverse’ is Your Reading List? Tools, Tips, and Challenges
		Introduction: The shifting context for curriculum reform in the United Kingdom
		A social science case study and four toolkits
		Ten tips for reviewing the authors on reading lists
			1 Use theoretical tools
			2. Engage students
			3. Engage staff
			4 Be reflexive
			5 Seek resources
			6. Determine which author characteristics are salient
			7. Collect and manage data
			8 Analyse data
			9 Consider ethical issues
			10 Get started …
		References
	7 Pluralised Realities: Reviewing Reading Lists to Make Them More Culturally Sensitive
		Introduction
		The project
		Epistemic racism/sexism and Whiteness
		Theorising race, gender, and intersectionality in relation to ‘authentic knowledge’
		Conclusion
		References
	8 Decolonizing Research Methods: Practices, Challenges, and Opportunities
		Introduction
		Motivations and origins
		Pedagogy and praxis
		Affect and co-production
		Encouraging and embedding decolonial critique
		‘Liberate our Library’
		Conclusion
		References
	9 Towards an Intersectional Feminist Pedagogy of Gender-Based Violence
		Introduction
		Beyond resistance, towards inclusion
		The intersectional nature of gender-based violence
			Race, class, and gender-based violence
			Sexuality and gender-based violence
			Violence against men and the importance of intersectionality
		Challenges in teaching a feminist intersectional account of gender-based violence
			Individualising
			Othering
			Complexity, depth, and time
		Principles for an intersectional feminist approach to gender-based violence
			Model positive diversity
			Focus on structure
			Remember privilege
			Make a sustained commitment
			Create a supportive environment
		References
Part III Diversifying Research and Scholarship
	10 How Would a World Sociology Think? Towards Intellectual Inclusion
		A Confucian sociology of the sacred
		Tribes and cities: a view from 14th-century North Africa
		The point
		Notes
		References
	11 Whom We Cite: A Reflection on the Limits and Potentials of Critical Citation Practices
		Introduction
		Why we need to talk about citations
			Contributions of measurement tools to the status quo
			Citation practices and citation choices: consequences for the status quo
		Active resistance and citation awareness
		Critical citation practices
			Power to local communities: indigenous methodologies and participatory research
		What does that mean for scholars in lower power positions?
		What does that mean for organizations in power?
		Conclusion
		Note
		References
	12 Scholarship in a Globalized World
		Publishing as an arm for profit
		The global impacts of prestige regimes
		Leveraging intellectual capital to transform scholarly publishing
			Reflect on where and how intellectual capital is invested
			Reclaim the tenets of excellence and terms of assessment
			Foster bibliodiversity
			Limit publisher monopolies on content
			Protest exploitative uses of monopolies
			Divest funding from the oligopoly
		Publishing as a relational practice
		Notes
		References
Part IV Overcoming Intellectual Colonialism
	13 Dealing with the Westernisation of Chinese Higher Education: Evidence from a Social Science Department
		Introduction
		Some historical notes on the Westernisation of Chinese sociology
		Dealing with the Westernisation of social theory in teaching
		Further actions to de-Westernise sociology
		Conclusion
		Notes
		References
	14 Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies
		Introduction
		American model of education in postcolonial Philippines
		International studies in the Philippines programs
		Peoples and cultures of the Philippines
		Literature and resources on IPs of the Philippines
		Instructional and classroom activities
		Conclusion
		References
	15 Decolonial Praxis beyond the Classroom: Reflecting on Race and Violence
		Introduction
		BlackSundaysSalon: learning together outside the classroom
		Curating race and violence
			Prisoners’ Memorial
			Public Sculpture
			Decolonial love and eating as decolonial praxis
		Conclusion: curating violence
		Notes
		References
	Epilogue: What We Have Learned
		What needs to change?
		How can change happen?
		Note
		References
Index
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