Managing racism? Race equality and decolonial educational futures

Ali, Suki (2022) Managing racism? Race equality and decolonial educational futures. British Journal of Sociology, 73 (5). 923 - 941. ISSN 0007-1315

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Abstract

The Office for Students is now holding UK universities to account for their failures to address racial inequalities, and the Teaching Excellence Framework is bringing the student experience to the fore in assessing higher education institutions. Racial inequalities persist in spite of decades of legislation aiming to promote equality and end discrimination. The paper considers two main areas of racial equalities work, namely, (1) anti-racist and (2) decolonial initiatives. It suggests that the rise of managerialism and in particular, audit cultures, have allowed racism to flourish in spite, or because of, the need to account for equality, diversity and inclusion in global markets for higher education. Auditing requires a focus on identities, and cannot take into account the complex ways in which race, race thinking and racism are maintained in knowledge production. The lack of consensus around what decolonial education should be undermines attempts to produce educational social justice. From a feminist postcolonial perspective, the paper suggests that recentralizing racism and reengaging difference offer an important way to negotiate more just educational futures.

Item Type:	Article
Official URL:	https://onlinelibrary.wiley.com/journal/14684446
Additional Information:	© 2022 The Author
Divisions:	Sociology
Subjects:	H Social Sciences > HT Communities. Classes. Races L Education > LB Theory and practice of education > LB2300 Higher Education
Date Deposited:	02 Sep 2022 12:15
Last Modified:	18 Apr 2024 02:00
URI:	http://eprints.lse.ac.uk/id/eprint/116430

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