The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools

Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy

The Tangled Web of Diversity and Democracy

George J. Sanchez, professor of History and American Studies and Ethnicity, University of Southern California, sets forth an important argument about the two pathways to democracy in U.S. higher education: first, engagement by the university through connections of faculty, staff, and students with specific communities and publics; and second, access to the university for members of all communities and publics through inclusive admissions and hiring policies. He challenges our understanding of how engagement and diversity are connected—and how, increasingly, they are becoming disconnected. The responses of Maria Eugenia Cotera, assistant professor of Latino Studies, Program in American Culture and assistant professor of Women’s Studies, College of Literature, Science, and the Arts, and Matthew Lassiter, assistant professor of History, College of Literature, Science, and the Arts, both of the University of Michigan, are included as well

The Model Minority Stereotype as a Prescribed Guideline of Empire: Situating the Model Minority Research in the Postcolonial Context

It has been 50 years since the term, model minority, first appeared in the United States to describe Asian Americans as an ethnic group that overcame the image of the “yellow peril” and successfully climbed the social ladder. Scholars have tried to debunk the myth and reveal racism behind the notion. However, the “over-education” view has flourished in Asian American Studies as the most popular research direction, serving the socioeconomic self-interest of professors with highly educated Asian Americans as research subjects (Sakamoto, Takei, & Woo, 2012). To refute the “over-education” view and meet the contextual need to generate a new paradigm of research, this article reviews major themes of the MMS through the lens of postcolonialism based on the discourse of Empire by Hardt and Negri (2000). In the domain of Empire, the model minority stereotype (MMS) is defined as a strategy for imperial control that integrates, differentiates, and manages. Asian American intellectuals and professionals are analyzed from the perspective of Empire with suggestions for future research directions

The Paradox of Autonomy : Japan’s Vernacular Scholarship and the Policy Pursuit of “Super Global”

This is a post-peer-review, pre-copyedit version of an article published in Higher Education Policy. The definitive publisher-authenticated version Ishikawa, M. & Sun, C. High Educ Policy (2016) 29: 451. doi:10.1057/s41307-016-0014-8 is available online at: https://doi.org/10.1057/s41307-016-0014-8

The Faculty Notebook, February 2008

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Dismal Science: The Shortcomings of U.S. School Choice Research and How to Address Them

Pressing questions about the merits of market accountability in K-12 education have spawned a large scholarly literature. Unfortunately, much of that literature is of limited relevance, and some of it is misleading. The studies most widely cited in the United States used intense scrutiny of a few small-scale, restriction-laden U.S. programs -- and a handful of larger but still restriction-laden foreign school choice expansions -- to assert general conclusions about the effects of "choice," "competition," and "markets." The most intensely studied programs lack most or all of the key elements of market systems, including profit, price change, market entry, and product differentiation -- factors that are normally central to any discussion of market effects. In essence, researchers have drawn conclusions about apples by studying lemons. To address the need for credible evidence on the effects of genuine education markets, economists should look to simulation models, indirect evidence such as outcomes in similar industries, and school systems abroad that enjoy varying degrees of market accountability