Rick Ostrander, . Head, Heart, and Hand: John Brown University and Modern Evangelical Higher Education. Fayetteville: University of Arkansas Press, 2003. xiv+277 pp.

In the United States, historical oppression and discrimination have barred certain groups based on their gender, race, religion, sexuality, and socioeconomic class from full participation in higher education. While there has been a long history of protest and pressure to diversify, progress has been mixed. After a recent wave of protests at Brown University, Richard M. Locke faced the task of developing a realistic and coherent university plan for addressing concerns and demands. Implementing insights from Joshua Cohen’s work on deliberation, Locke led a process that resulted in one of the most ambitious university diversity and inclusion action plans in the country. In this chapter, Locke describes the process undertaken and seeks to generalize from the experience at Brown to argue that collective deliberation can be an effective model for how universities can address an array of complex issues faced today.

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Evangelical Higher Education

10.1093/oxfordhb/9780199386819.013.27 ◽

2018 ◽

Author(s):

P. Jesse Rine

Keyword(s):

Higher Education ◽

Organizational Structures ◽

Academic Program ◽

Institutional Diversity ◽

Fiscal Health ◽

Faculty Recruitment ◽

Multiple Dimensions ◽

Delivery Format ◽

Evangelical Higher Education ◽

Evangelical Colleges

Although they represent a relatively small segment of the private nonprofit postsecondary sector, evangelical colleges and universities carry on the educational legacy of America’s earliest institutions of higher education. The evangelical segment is a rich tapestry woven from multiple dimensions of institutional diversity. This chapter first explores the historical development of these institutions, their philosophical and religious commitments, and their organizational structures and campus ethos. Attention then turns to contemporary forms of evangelical higher education and distinguishing institutional features such as denominational status, confessional and behavioral membership requirements, and the curricular orientation and delivery format of the academic program. The chapter concludes with a discussion of contemporary challenges to the future of evangelical higher education. These include concerns related to fiscal health, faculty recruitment, and curricular direction.

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Towards a Theory and Practice of Diversity and Inclusion in Globalizing US Universities: Transformational Solidarities of Knowledge Activism

Youth and Globalization ◽

10.1163/25895745-00102004 ◽

2019 ◽

Vol 1 (2) ◽

pp. 254-281

Author(s):

Michael D. Kennedy ◽

Merone Tadesse

Keyword(s):

Higher Education ◽

Social Justice ◽

Theory And Practice ◽

Diversity And Inclusion ◽

Brown University

Concerns for social justice in and commitments to globalizing universities are rarely part of the same portfolio among academic managers, or even among students, but these articulations of transformation in higher education increasingly intersect in both decolonizing theory and practice. Following an elaboration of various meanings of solidarity, diversity, and globalizing knowledge, we consider various connotations of the decolonizing mobilization in universities. We then consider in more detail the challenge of linking struggles over diversity to the practices of globalizing knowledge in the usa, especially at Brown University. We conclude by considering particular forms of transformational solidarity in direct and categorical associations, in contests defining equivalent oppressions, and in efforts to deepen awareness of racisms beyond more familiar contests in societies and global extensions most associated with US power.

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