Faculty Learning at Boundaries to Broker Racial Equity

Autor/inn/en	Liera, Román; Dowd, Alicia C.
Titel	Faculty Learning at Boundaries to Broker Racial Equity
Quelle	In: Journal of Higher Education, 90 (2019) 3, S.462-485 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2018.1512805
Schlagwörter	Equal Education; College Faculty; Action Research; Race; Case Studies; Educational Change; Departments; Perspective Taking; Organizational Objectives; Higher Education; Organizational Change; Reflection; Intervention; Accountability; State Universities; Teacher Attitudes; Teacher Characteristics; Racial Differences; Educational Experience; Hispanic Americans; Researchers; Whites; Institutional Characteristics; Racial Bias; Teamwork; Sociocultural Patterns; African Americans; Minority Group Teachers; Faculty Development + Suchen Sie Ihr Suchwort? Fakultät; Projektforschung; Rasse; Abstammung; Case study; Fallstudie; Case Study; Bildungsreform; Department; Abteilung; Zukunftsperspektive; Business goal; Unternehmensziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Verantwortung; Staatliche Universität; Lehrerverhalten; Rassenunterschied; Bildungserfahrung; Hispanic; Hispanoamerikaner; Researcher; Forscher; White; Weißer; Racial discrimination; Rassismus; Soziokulturelle Theorie; Afroamerikaner
Abstract	On many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through participation in action research. The findings illustrate that boundary negotiation across the "silos" of academic departments and administrative offices to promote racial equity involves perspective taking (regarding current norms and discourse) and perspective making (about equity as a legitimate institutional goal). These findings contribute to the literature on faculty agency and organizational learning for racial equity in higher education by identifying boundary objects as cultural tools that facilitate faculty learning and agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01