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**Georgia Denies Funding for AP Black Studies Classes** ----------------------------------------------- Georgia has denied state funding for Advanced Placement (AP) Black studies classes, citing a lack of academic rigor and concerns about potential bias. The decision comes despite widespread support from educators and community leaders who argue that the course is essential for understanding African American history and culture. The state's decision to reject funding for the course has drawn criticism from many, who see it as a setback for diversity and inclusion in education. The move also raises questions about the value placed on Black studies and the importance of representing diverse perspectives in the classroom. **#APBlackStudies #Georgia #Education #DiversityAndInclusion #BlackHistory** Source: https://lnkd.in/guvwB6XV Update Date: 3 hours ago

Check out this article by our Project Manager, Dr. Mercy Denedo, published by Times Higher Education on ''How to make universities more inclusive for black academics'' In this article, Dr. Denedo sheds some light on how support networks, mentoring and inter-institutional collaboration could make a big contribution to improving representation. Check out the article here: https://lnkd.in/ecMGKNRr The insights from this article are based on our recent joint report with GatenbySanderson and Higher Education Policy Institute titled ''Unblocking the Pipeline: Supporting the Retention, Progression and Promotion of Black Early-Career Academics''. This report explores the experiences of Black early-career academics (ECAs) in higher education. Based on a survey of nearly 100 Black ECAs and 24 interviews with staff working on initiatives to support them, this report examines the challenges faced by Black ECAs in securing a post and advancing their careers. By evaluating the initiatives currently implemented, this report then investigates how higher education institutions can effectively support Black ECAs. See report here: https://lnkd.in/eQBBTuGG #Universities #Inclusive #Black #Academics #Progression #Promotion

Meet AU Expert and American University School of Education professor Brian McGowan. His research centering experiences of Black college students and minoritized individuals is at the forefront of conversations about race and equity in higher education. “My work is deliberate—to see Black students as assets, to lift up their experiences, to lift up their humanity. To help stakeholders in higher education understand those experiences, but, more importantly, design policies [and] create climates on campus for Black students to succeed.” #AUChangeCantWait

🚨 Georgia Students Blocked from AP African American Studies 🚨 In a shocking move, Georgia has just blocked the introduction of the AP African American Studies course in schools across the state. 📚✊ This decision comes at a time when educational inclusion and historical representation are more crucial than ever. The AP African American Studies course promises to provide students with a comprehensive understanding of Black history, culture, and contributions, offering a more complete picture of our shared past. 🌍 Why does this matter? Knowledge is power. The opportunity to study diverse histories enriches our understanding of the world and fosters empathy and connection. Denying access to this course is a step backward in the quest for educational equity and inclusion. 🛑🚫 Students, educators, and advocates are rallying for change, demanding that all voices and stories be recognized and celebrated in our schools. 📢✊ Join the conversation and let your voice be heard. Share this post, raise awareness, and support the push for a more inclusive curriculum. Together, we can ensure that every student has the chance to learn, grow, and understand our collective history. Learn more: https://lnkd.in/g6Rwj-RH #EducationalEquity #APAfricanAmericanStudies #InclusionMatters #StandUpForEducation

Are you a Black Academic aspiring to become a Professor. See below for an upcoming open forum and panel discussion, as why there are so few Black Professors.

Our recent report in partnership with the Society of Black Academics (SBA) and Higher Education Policy Institute (HEPI) highlights some of the issues Black academics face and our recommendations on how institutions can support them. The research conducted is a step forward to support the retention, progression, and promotion of Black Early-Career Academics. You can access the full report free on HEPI's website: https://lnkd.in/eQBBTuGG Dr Becca Franssen, PhD, Partner in our Education Practice and lead author of the report, says of our findings, "This report seeks to understand why, regardless of initiatives to address it, Black academics continue to be critically underrepresented at all levels in higher education. By understanding what universities are already doing, and building on their successes, we have been able to make a series of low-cost, easy-to-implement recommendations to help facilitate the progression and retention of Black academics." #DiversityAndInclusion #BlackAcademics #HigherEducation #HELeaders

#NativeNowhereByNatNakasaAReflectionSpeaksVolumesAboutHistoricallyBlackUniversitiesWithoutExcludingHisyoricallyWhiteUniversitiesMandelaAndSobukweMakgobaAtWitsAndMafejeMamdaniAtUCTAndJJansenAtUPinThe1940s50s1960sAnd1990sAnd21stCenturyExperiencesOfDrPedroMzileniAtUFSAndDrLwaziAtUCT… Professor Paul Maluleka’s 2019 experience at A Historically Black University tells us More about ANC Government’s 30s Years of Failure to Fastrack Transformfor- nation in Higher Education. To be precise in the Universities. References: 1) The Black Man in the White Man’s Court”: Mandela at Wits University in South Africa, 1943-1949 (2016). 2) “Racism in Higher Education: Privileges and Exclusions at Universities in South Africa (2022 3) “African Research and Scholarship: Twenty Years of Lost Opportunities to Transform Higher Education in South Africa”(2014). 4) “Why are There So Few Black Professors in South Africa?”(2017). 5) “Letters to the Editor”:June 23 to 29, 2017 (Xolela Mangcu). “Don’t Tell Me How To Remember My History”

Latest Podcast release with Dr Deanne Bell is Associate Professor in Race, Education and Social Justice at the University of Birmingham. Her research has the potential to shift higher education towards an era where the colonial past is addressed, but first, it means “exposing and dismantling colonial systems of knowledge and exclusion.” Working in banking and playing tennis for Jamaica were early steps in Deanne’s professional life that could probably not predict the research that she is doing now. Her re-entry into academic life came about through master’s courses. Her sporting life and psychology background articulated her initial academic interest in performance psychology. She experienced a watershed moment when she encountered Frantz Fanon's seminal text, Black Skin, White Masks. Discovering and analysing this text meant opening the hidden literature of black scholars and intellectuals. This experience seems significant in the direction she started to pursue for her research. Deanne knows that being a black woman academic in a UK institution puts her in a limited pool of scholars. A recent report by the Women’s Higher Education Network indicates that in 2023, there were only 66 Black Women Professors in the UK out of 23,515 Professors (31% women). It can be hard to feel you belong when you remain one of the rare black woman academic scholar. Believing that you can progress your academic career to the next level can feel challenging when, by researching racism and coloniality, the opportunities to access research funding remain limited. Accessing research funding is one of the thresholds on the promotion academic career ladder. The limited chance of accessing research funding and the position of her work within the REF structures could make her progression even more challenging. However, this is not stopping her from doing work that she cares deeply about, and that has immense importance in challenging institutions. Deanne has been involved in several projects with Nottingham Trent University and the Wellcome trust to challenge the structures and framework that maintain a colonial past. This type of “gladiatorial” work is exhausting as it means battling on, and continuously having to justify the ongoing impact of our colonial past on institutional structures. The impact is not residual, it is at the core of how institutions function, educate, research, recruit and promote. Listen to our discussion: https://lnkd.in/eYmjmVds #blackwomeninresearch #challengingcolonialhighereducation

The op-ed "A 'Black-Serving Institution' designation is a great start, but more is needed" is centered around a new California bill that would designate higher education universities that 'excel at providing academic resources to Black and African American students.' Before passing the bill, it is important to take into account the 1) state funding, 2) means to measure progress, and 3) incorporation of evidence-based practices. Read the full article here: https://lnkd.in/gK6XjTwZ USC Rossier School of Education, Adrianna Kezar, Royel Johnson, PhD, Dr. Jessica DeCuir-Gunby