Refusing the silence: A black disabled woman's activism against bureaucratic violence in UK institutions

This study aims to investigate the issues and challenges facing information technology implementation in higher education, from which the study seeks to compare key factors influence implementation decisions between Chinese and UK higher education. The study adopts a mixed method approach by using survey and in-depth interviews to collect primary data. The study found that Chinese and UK Universities encounter barriers, some are similar but others are different when deploying e-learning technologies. The key barriers are faced by UK institutions are mainly technical literate, lack of time and financial resources, and legal issues; whilst traditional mind-set; government support, teaching methods and market demand are the key barriers faced by Chinese institutions. The similar barriers faced between UK and Chinese e-learning deployment include the organizational capability and technical constraint. Based on the findings, the study called the attention of government policy makers and associations to provide necessary support to both UK and Chinese higher education institutions on their deployment of e-learning technologies. The research identified that technical constraints and organizational capability are common issues, this means that investment on technical expertise in e-learning technologies and further funding to provide training and human resources, are required from both institutional and governmental level, to help support the successful deployment of e-learning technology in higher education.

Background Epistemic injustice is a form of injustice directly related to knowledge in which, based on prejudicial assumptions, the knowledge of marginalized communities is not acknowledged or respected. Epistemic injustice against trans sex workers is crucial to consider in the current context of debates around sex work criminalization and the push to implement the Nordic model in Spain and other countries globally. Aim To explore how epistemic injustice may be evident in the experiences of trans sex workers residing in Spain in relation to sex work criminalization, as well as the possible impact these experiences may have on their mental health. Methods Qualitative study based on data from 16 in-depth semi-structured interviews with trans sex workers residing in Spain. A reflexive thematic analysis was undertaken, using a combined deductive and inductive approach to coding based on an epistemic injustice framework. Results Three themes were developed regarding epistemic injustice in the context of sex work criminalization: (1) refusal to listen, (2) infantilization and dehumanization, and (3) institutional neglect and hypocrisy. Two themes were developed regarding the impact of this injustice on trans sex workers’ mental health: (1) sadness and loneliness; and (2) uncertainty and anxiety. Conclusions Epistemic injustice is a harmful consequence of sex work criminalization. Trans sex workers face an unfair credibility deficit that is used to silence them by political parties and neo-abolitionist feminists. Suffering this injustice negatively impact trans sex workers’ mental health in various ways. Sex workers should be respected and considered valid knowers on legislative processes that deeply affect their lives and health.

The increased accessibility of technology is often employed as rationale for data extraction and surveillance. This paper examines critical perspectives on surveillance and educational technologies from Library and Information Science (LIS) literature, as well as those from disability studies that concern technology development more broadly. This research aims to understand how a disability justice framework can interrogate both the overall expansion of surveillance technologies and justifications for increased surveillance that argue that data extraction and analytics lead to increased accessibility for disabled users. As an activist approach toward disability advocacy that underscores the connections between white supremacy, sexism and colonialism as central to ableism, disability justice recognizes surveillance technologies as embedded in systems of power that disproportionately harm people of color, immigrants, transgender people, and gender nonconforming people. Using a disability justice framework, this paper argues against the expansion of surveillance technologies – especially in the name of increasing accessibility.

Black women in the United States face maternal mortality rates three to four times higher than their White counterparts despite advancements in obstetric care. Structural racism, gendered stereotypes, psychosocial stressors, and intersecting oppressions amplify the risk of adverse maternal health outcomes. This is part of a broader " dual burden" or stigma of being both Black and a woman. To further explain this dual burden, this study introduces the concept of "Black Tears" as an analytical framework that synthesizes the intersecting crises shaping Black maternal health. This qualitative study examines how psychosocial stressors, and institutional inequities intersect to shape Black maternal experiences. This study employed an interpretive (hermeneutic) phenomenological approach to explore the lived experiences of Black mothers. Five Black and one Black Hispanic woman (aged 18-32) who had given birth in Kansas or Missouri participated in in-depth semi-structured interviews. Guided by an integrated framework of Critical Race Theory (CRT), the SBW schema, and interpretive phenomenology, transcripts were analyzed to uncover the essential themes of their maternal healthcare encounters. Three interrelated themes emerged: [1] the invalidation of embodied knowledge: dismissal of pain and concerns [2], the performance of strength: suppressing vulnerability to be heard, and [3] the weight of systemic bias: navigating a hostile environment. These findings reveal the persistent "tears" of Black women's maternal health concerns and the normalization of their suffering within medical contexts. Black women's maternal experiences are shaped by historical inequities, racialized stereotypes, and institutional neglect. The endorsement of the SBW stereotype has been shown to lead to coping strategies like "identity shifting," where Black women alter their behaviors to mitigate discrimination. Culturally responsive care models, provider training, and policy reforms centered on Black maternal voices are urgently needed to disrupt systemic harms.

Introduction: The research and teaching of French linguistics in UK higher education (HE) institutions have a venerable history; a number of universities have traditionally offered philology or history of the language courses, which complement literary study. A deeper understanding of the way that the phonology, syntax and semantics of the French language have evolved gives students linguistic insights that dovetail with their study of the Roman de Renart, Rabelais, Racine or the nouveau roman. There was, in the past, some coverage of contemporary French phonetics but little on sociolinguistic issues. More recently, new areas of research and teaching have been developed, with a particular focus on contemporary spoken French and on sociolinguistics. Well supported by funding councils, UK researchers are also making an important contribution in other areas: phonetics and phonology, syntax, pragmatics and second-language acquisition. A fair proportion of French linguistics research occurs outside French sections in psychology or applied linguistics departments. In addition, the UK plays a particular role in bringing together European and North American intellectual traditions and methodologies and in promoting the internationalisation of French linguistics research through the strength of its subject associations, and that of the Journal of French Language Studies. The following sections treat each of these areas in turn. History of the French Language There is a long and distinguished tradition in Britain of teaching and research on the history of the French language, particularly, but by no means exclusively, at the universities of Cambridge, Manchester and Oxford.

Reviewed by: Margaret Murray Washington: The Life and Times of a Career Clubwoman by Sheena Harris Leigh Soares Margaret Murray Washington: The Life and Times of a Career Clubwoman. By Sheena Harris. (Knoxville: University of Tennessee Press, 2021. Pp. xiv, 210. $55.00, ISBN 978-1-62190-619-3.) Building on literature that has shed new light on the lives and leadership of Black women traditionally overshadowed by the renowned "race men" of the late nineteenth and early twentieth centuries, Sheena Harris has written the first scholarly biography of Margaret Murray Washington. Born enslaved in Macon, Mississippi, Washington is known most for her marriage to Booker T. Washington as he arrived at the height of his power, but here readers see how she became a prominent educator and race leader in her own right. She developed a robust curriculum for Black girls at Tuskegee Institute, promoted Black history education in Black schools across the South, and organized Black women to lead racial uplift movements in their own communities. With this biography of Margaret Washington, Harris "not only restores her to the history of HBCU administrators and club women, but also illuminates the interconnections among movements that stood against racial and gender oppression" (p. 10). [End Page 403] Drawing on a wide range of personal correspondence, public writings, and institutional records, Harris traces the life and career of Washington from her birth in 1861 to her death in 1925. The first three chapters recount Washington's childhood, her education at Fisk University, her marriage to Booker, and her pedagogical commitments as Lady Principal of Tuskegee Institute. Harris emphasizes how Washington's early experiences in the rural, impoverished South helped shape the vision of Black education she brought with her to Tuskegee—one that emphasized respectability, the professionalization of domestic labor, and the uplift of the home. Washington's commitment to industrial education, Harris explains, "was not an accommodationist view, as many critics of her husband asserted, but rather a survivalist strategy" (p. 55). The last three chapters follow Washington's club work on three scales: local (the Tuskegee Women's Club), national (including the National Association of Colored Women and the Southern Federation of Women's Clubs), and international (the International Council of Women of the Darker Races of the World). Washington certainly benefited from her husband's fame and influence, but she carved out a respected leadership role for herself through increasingly ambitious organizing, all in service of advancing the study of Black life, uplifting Black women and children, and fighting the spread of white supremacy. Although Harris clearly admires Washington, she does not pull punches when examining the leader's emergent elitism. "While [Washington] espoused views of cohesive [cross-class] collaborations, she herself remained exclusively separate," and most of the Black women Washington sought to uplift were excluded from membership in the numerous organizations she led (p. 144). One of the benefits of biography is the way individual experiences can provide insight into the people behind movements. In several effective passages, Harris explores the physical and emotional toll on Washington as she struggled to find a balance among her work commitments, her responsibilities as a wife and mother, and her personal well-being, highlighting the unique challenges Black women faced as they pursued public leadership. Although the narrative is at times ambivalent about the relationship between her work and the so-called Tuskegee Machine, it is clearer about Washington's connection to a wide network of Black race women rooted in the South. Harris shows Washington collaborating with other understudied reformers in the region, including Josephine Bruce, Lugenia Burns Hope, and Cornelia Bowen. Readers interested in Black women's history and educational history will appreciate this recovery of the life and career of Margaret Murray Washington. Leigh Soares Mississippi State University Copyright © 2022 The Southern Historical Association

Why do the majority of (White) academics within management and organization studies (MOS) endorse discourses of equality, diversity and inclusion on the one hand yet ignore the epistemic injustice suffered by Black scholars on the other? We demonstrate how White supremacy within a historically racist academia marginalizes non-White bodies from knowledge production and dissemination by embedding epistemic injustice in MOS, and diminishing their utility globally. To expose the multifaceted harm caused by White supremacy, we reflect on Black scholars’ experiences of epistemic injustice, conceptualizing their work (i.e. Black scholarship) as underpinned by epistemic struggle and epistemic survival. We conceptualize epistemic struggle as striving to produce and disseminate knowledge in the face of difficulties and resistance generated by structural and agential powers. Epistemic survival denotes the sustained presence of Black scholarship through compromise, collusion and radicalism. Subsequently, we propose collective intellectual activism based on cross-racial coalitions to eliminate epistemic injustice and locate Black scholarship at the center of MOS.

List of Illustrations Series Editors' Introduction Notes on Contributors Foreword by Christopher Hood Chapter 1: Coming to terms with governance in higher education, by Jeroen Huisman Part I: The Application of Governance Frameworks Chapter 2: Governance in Higher Education: An Analysis of the Italian Experience, by Gianfranco Rebora and Matteo Turri Chapter 3: Governance in German Higher Education: Competition Versus Negotiation of Performance, by Dominic Orr and Michael Jaeger Chapter 4: Governing Disciplines: Reform and Placation in the Austrian University System, by Claudia Meister-Scheytt and Alan Scott Chapter 5: Prometheus (on the) Rebound? Freedom and the Danish Steering System, by Susan Wright and Jakob Williams Orberg Chapter 6: Reform Policies and Change Processes in Europe, by Catherine Paradeise, Ivar Bleiklie, Jurgen Enders, Gaele Goastellec, Svein Michelsen, Emanuela Reale & Don F. Westerheijden Chapter 7: Policy Networks and Research on Higher Education Governance and Policy, by Lucia Padure and Glen A. Jones Part II: Variations on a Governance Theme Chapter 8: Effectiveness or Economy? Policy Drivers in UK Higher Education, 1985-2005, by Roger Brown Chapter 9: Good Governance and Australian Higher Education: An Analysis of a Neo-liberal Decade, by Leo Goedegebuure, Martin Hayden and V. Lynn Meek Chapter 10: Viewing Recent US Governance Reform Whole: 'Decentralization' in a distinctive context, by Michael K. McLendon and James C. Hearn Chapter 11: Mapping out Discourses on Higher Education Governance, by Antonio Magalhaes and Alberto Amaral Chapter 12: Irish Higher education and the Knowledge Economy, by Kelly Coate and Iain Mac Labhrainn Part III: The Invisible Hand of Governance Chapter 13: The Effectiveness of a Dutch Policy Reform: Academic Responses to Imposed Changes, by Harry F. de Boer Chapter 14: The Graduate System in Transition: External Ph.D. Researchers in a Managerial Context?, by Christine Teelken, Kees Boersma and Peter Groenewegen Chapter 15: Governance and the Autonomous University: Changing Institutional Leadership in UK and Australian Higher Education, by David Smith and Jonathan Adams Index

Purpose:This article integrates an ableism studies framework with disability justice principles to interrogate how medical insurance job advertisements may circulate ableist assumptions that impede corporate diversity, equity, and inclusion (DEI) goals and social justice efforts. Method: I use critical discourse analysis and thematic coding to analyze how normative ableist assumptions present in job advertisements and DEI documents may exclude prospective employees with disabilities as well as multiply marginalized identities such as Black women. Results: Through my analysis, I demonstrate how normalizing assumptions related to productivity, rationality, independence, and corporate assimilation may contribute to the exclusion of multiply marginalized employees. Conclusion: I ultimately provide data-driven insights regarding what I refer to ascoalitional recruitment to help practitioners construct more equitable job advertisements attuned to disability justice.

PurposeInformation and education are epistemic goods; if an individual lacks them, their full development as a person may be affected. This research aims to describe issues related to epistemic injustice...

Drawing on empirical data this paper explores how a new articulation of meritocracy has emerged over time in UK Higher Education. To this end, we analyze the five major HE reports produced in the UK over the past 2 decades (1997–2010). The proposed analytical design combines semantic mapping, natural language processing (NLP), and critical discourse analysis to identify the key actors in the sector, the nature of their agency, and changing roles. Despite more rosy accounts of social mobility and democracy in the UK offered by commentators such as Mandler (2020), we argue that higher educational policies in the UK have progressively shifted towards a neoliberal meritocratic paradigm established through: (a) the construction of a conceptual level playing field in the domain of education; and (b) its mobilization as a legitimizing basis of neoliberal meritocracy that selects “effort” as a discriminating variable. Accordingly, we argue that by assuming ontological equality between actors as a hegemonic truth, neoliberal meritocracy both constitutes and legitimates the culture of the new capitalism, and the role of higher education policies in the UK in this.

Criminology posits objectivity and neutrality as the ideal standard for research methods, yet traditional definitions of objectivity and neutrality have historically been constructed by White, cisgender men and used to gauge the legitimacy of criminological research. This paper is an examination of the difficulties of studying Black women and girls’ offending and victimization as a Black woman researcher, including the “pushback” for what was seen as race exclusion in a gender violence issue. Based on my qualitative research with Black women survivors of sex trafficking and sexual exploitation, I introduce “Black feminist liberatory ethics,” a set of guidelines and ethics of care for studying Black women and girls and their experiences criminal legal system amid the continuing struggle of liberation from oppression. I argue research can include liberatory practices for historically oppressed groups from systemic and epistemic injustice by revolutionizing traditional criminological research methods.

Globally, performance-based research funding aims to support the most deserving academic institutions and researchers. However, overcoming entrenched assumptions about quality is a persistent challenge for higher education research policies worldwide; traditionally powerful institutions tend to maintain dominance. Research impact as a performance criterion presents an opportunity for position-taking through success according to non-academic criteria. Could impact-oriented research funding challenge institutional hierarchies? The UK university system presents an instructive case study for exploring this question. However, exposing the effects of such performance-based funding on institutional stratification requires focusing on the interface between institutions and disciplines. A Bourdieusian analysis of 53 cases of research-based impact on higher education policy/practice revealed the differential capital that researchers from more and less ‘prestigious’ universities mobilise when generating research impact. By uncovering how impact reinforces disparities in research power between UK institutions, the study contributes to understanding of sectoral reproduction through discipline-level mediation of research policy.

This exploratory report examines how college and university screenwriting programmes in the United States and the United Kingdom are currently responding to the rapid emergence and availability of generative artificial intelligence (AI) tools and the associated challenges and concerns they identify. Based on a survey of 24 US institutions, including eight of the top ten ranked programmes, and six UK institutions, the findings indicate a cautious and uneven integration of AI into curricula, with UK programmes exhibiting comparatively greater openness to experimentation. The findings raise questions about how screenwriting pedagogy can adapt to the technological change and prepare students for an evolving industry while preserving students’ creative voices, respecting ethical authorship, and promoting the traditional principles of effective storytelling. The study offers a preliminary baseline of current practices and challenges, emphasizing the need for ethical frameworks and adaptive educational strategies. It also assists in understanding the evolving relationship between AI and screenwriting education and suggests that future research take into account the perspectives of both screenwriting students and screenwriting professionals.

Black students and researchers in higher education (HE) face scarcity of relatable role models in STEM subjects. Black women are under-represented in STEM and their outlook is under-researched. We undertook this project to understand the perspectives and challenges of black women in STEM HE. This qualitative research identified themes from semi-structured interviews of self-identified black female students and academics in UK HE. Black women face challenges due to both sexism and racism in academia, and under-representation in STEM subjects leads to isolation. Role models, mentors and academic support networks can be a source of inspiration and facilitate career progression.