Abstract
Many higher education reformers hold identities that have been historically underserved by traditional U.S. education systems. de Bie et al. (2021) define them as members of “equity-seeking” groups. As they navigate systems of oppression in their daily lives, they work to reform educational policies and practices to better serve students now and into the future. These acts of undoing harmful educational practices and creating pathways between what is and what is possible require deep intellectual and emotional labor. This can result in the (re)traumatization and burnout of equity-seeking educational reformers if they do not experience structural care. Drawing on theories of care from disabled/crip, queer, anti-racist, and feminist traditions, this study seeks to answer the question: What structures of care are needed for higher education reformers from equity-seeking groups to thrive in their work of creating new educational worlds? How might we create these structures of care within the academy and in the community?
Presenters
Jen WestmorelandEnglish Faculty, World Languages and Cultures/English, Minnesota State Colleges and Universities - Minneapolis College, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Education Reform, Educational Equity, Queer Studies, Disability Studies, Feminist Studies
