The second ID: critical race counterstories of campus police interactions with black men at historically white institutions

2020 ◽  
pp. 1-18 ◽  
Author(s):  
DeMarcus A. Jenkins ◽  
Antar A. Tichavakunda ◽  
Justin A. Coles
Keyword(s):  
Black Men ◽  
Critical Race ◽  
Campus Police ◽  
Historically White ◽  
White Institutions ◽  
Police Interactions ◽  
Historically White Institutions

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

2020 ◽  
pp. 089590482098303
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Institutions Of Higher Education ◽  
Critical Race ◽  
Historically White ◽  
Race Theory ◽  
White Institutions ◽  
Student Demands ◽  
Historically White Institutions ◽  
Race Analysis

More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus.

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

scholarly journals Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education

2020 ◽  
pp. 004208592097135
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Black Student ◽  
Student Life ◽  
Historically White ◽  
Structure And Agency ◽  
White Institutions ◽  
Black Residents ◽  
Urban Contexts ◽  
Historically White Institutions

This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education.

Black Students and Positive Racialized Emotions: Feeling Black Joy at a Historically White Institution

2021 ◽  
pp. 016059762110329
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Black Students ◽  
Positive Emotions ◽  
Institutions Of Higher Education ◽  
Historically White ◽  
Full Spectrum ◽  
White Institutions ◽  
White Institution ◽  
Black Life ◽  
Historically White Institutions ◽  
Permanence Of Racism

Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black students experience “Black joy” in an otherwise White space. Guided by Eduardo Bonilla Silva’s theory of racialized emotions as well as socio-historical scholarship examining the dynamism of Black life in oppressive contexts, this paper analyzes how participants, themselves, understand and describe Black joy. In this paper, the author draws upon interviews with 29 Black collegians at the same HWI. Findings demonstrate how Black students associated Black joy with being, achievement, and collectivity. By studying Black students’ accounts of joy at an HWI, scholars stand to gain a more textured understanding of both HWIs and Black collegians’ experiences.

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