Journal•ISSN: 1548-3320
Interactions: UCLA Journal of Education and Information Studies
eScholarship Publishing
About: Interactions: UCLA Journal of Education and Information Studies is an academic journal published by eScholarship Publishing. The journal publishes majorly in the area(s): Higher education & Racism. It has an ISSN identifier of 1548-3320. Over the lifetime, 175 publications have been published receiving 1439 citations.
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TL;DR: The issue of race has been evaded in the field of Library and Information Studies (LIS) in the United States through an unquestioned system of white normativity and liberal multicultural discourse as discussed by the authors.
Abstract: The issue of race has been evaded in the field of Library and Information Studies (LIS) in the United States through an unquestioned system of white normativity and liberal multicultural discourse. To counteract these paradigms, this paper draws from various scholarly writings about race and racial formation in order to center race as the primary axis of analysis in the reinterpretation of major theoretical issues in LIS. Beginning with an analysis of the historical construction of libraries as an institution complicit in the production and maintenance of white racial privilege and then turning toward present-day discourses surrounding diversity and multiculturalism, this paper discusses at length the epistemological forms of racism that exist in LIS.
108 citations
TL;DR: In this article, the authors examine the assumptions underlying STEM workforce studies as it pertains to gender, race, class, and citizenship, and argue that the pipeline model has a limited view of retention that is based upon socially constructed ideas about what constitutes “valid” scientific and engineering work and who counts as real scientists and engineers.
Abstract: In this critical review of the literature, I interrogate the assumptions underlying STEM workforce studies as it pertains to gender, race, class, and citizenship. First, I provide a brief overview of the pipeline model’s history and critiques. Next, I look at the contemporary use of the model in STEM workforce studies, focusing on the ways in which recruitment and retention, scientific work, and identity are represented, measured, and understood. I argue throughout that the pipeline model has a limited view of retention that is based upon socially constructed ideas about what constitutes “valid” scientific and engineering work and who counts as “real” scientists and engineers.
100 citations
TL;DR: The issue of race has been evaded in the field of Library and Information Studies (LIS) in the United States through an unquestioned system of white normativity and liberal multicultural discourse as mentioned in this paper.
Abstract: The issue of race has been evaded in the field of Library and Information Studies (LIS) in the United States through an unquestioned system of white normativity and liberal multicultural discourse. To counteract these paradigms, this paper draws from various scholarly writings about race and racial formation in order to center race as the primary axis of analysis in the reinterpretation of major theoretical issues in LIS. Beginning with an analysis of the historical construction of libraries as an institution complicit in the production and maintenance of white racial privilege and then turning toward present-day discourses surrounding diversity and multiculturalism, this paper discusses at length the epistemological forms of racism that exist in LIS.
86 citations
TL;DR: In this article, the authors explore developments in independent, non-professionalized archival and heritage activity and reflect on two dimensions of archival activism, including the attitude of professional archivists and other heritage workers to these social movements, and suggest that if heritage workers are concerned with fostering more democratized and diverse historical collections, then the archive and heritage professionals need to be prepared to actively seek out collaborations and form equitable partnerships with social movements.
Abstract: Drawing on recent research (mainly focused on the UK) this article explores developments in independent, non-professionalized archival and heritage activity and reflects on two dimensions of archival activism. First, this article examines those projects and endeavors which are actively engaged in radical or counter-hegemonic public history-making activities. These non-professional archival initiatives are best understood not as a form of leisure activity or antiquarianism but as social movement archival activism, often allied to a progressive, democratizing, and anti-discrimination political agenda. Second, this article also addresses the attitude of professional archivists and other heritage workers to these social movements. Whilst acknowledging the challenges involved, it suggests that if heritage workers are concerned with fostering more democratized and diverse historical collections then the archive and heritage professionals need to be prepared to actively seek out collaborations and form equitable partnerships with these social movements.
83 citations
TL;DR: The authors argue that white insistence on individualism in discussions of racism in particular functions to obscure and maintain racism, and that being viewed as an individual is a privilege only available to the dominant group.
Abstract: Over many years as a white person co-facilitating anti-racism courses at the graduate and undergraduate levels and in the workplace for majority white participants, I have come to believe that the Discourse of Individualism is one of the primary barriers preventing well-meaning (and other) white people from understanding racism. Individualism is so deeply held in dominant society that it is virtually immovable without sustained effort. This article challenges the Discourse of Individualism by addressing eight key dynamics of racism that it obscures. I posit that the Discourse of Individualism functions to: deny the significance of race and the advantages of being white; hide the accumulation of wealth over generations; deny social and historical context; prevent a macro analysis of the institutional and structural dimensions of social life; deny collective socialization and the power of dominant culture (media, education, religion, etc.) to shape our perspectives and ideology; function as neo-colorblindness and reproduce the myth of meritocracy; and make collective action difficult. Further, being viewed as an individual is a privilege only available to the dominant group. I explicate each of these discursive effects and argue that while we may be considered individuals in general, white insistence on Individualism in discussions of racism in particular functions to obscure and maintain racism.
53 citations