On Intellectual Diversity and Differences That May Not Make a Difference

Autor/in	Dotson, Kristie
Titel	On Intellectual Diversity and Differences That May Not Make a Difference
Quelle	In: Ethics and Education, 13 (2018) 1, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dotson, Kristie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2018.1428715
Schlagwörter	Higher Education; Student Diversity; Political Issues; Political Attitudes; Cognitive Processes; Critical Theory; Philosophy; Creativity; Authors; Thinking Skills; Memory; Cultural Influences; Novels; Racial Bias + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politischer Faktor; Political attitude; Politische Einstellung; Cognitive process; Kognitiver Prozess; Kritische Theorie; Philosophie; Kreativität; Author; Autor; Autorin; Denkfähigkeit; Gedächtnis; Cultural influence; Kultureinfluss; Novel; Roman; Racial discrimination; Rassismus
Abstract	Calls for diversity in higher education have been ongoing for, at least, a century. Today, the diversity movement in higher education is in danger of being co-opted in the US by a move to make 'intellectual diversity,' i.e. the diversity of political opinion, on par with the cultural and historical diversity that one finds within differently racialized populations. Intellectual diversity is thought to track different modes of thinking between conservatives and progressives that need policy interventions to promote and protect. Here I offer an account of a mode of thinking to probe what conservative, libertarian, progressive, and critical theory orientations, as modes of thinking, should show in order to present themselves as tokens of 'intellectual diversity.' Ultimately, I gesture to the conclusion that intellectual diversity as a mode of thinking degrades into either infinite particularity or impossible singularity that do little establish a call for policy intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01