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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-299333
DOI: 10.25656/01:29933; 10.17899/on_ed.2022.13.4
URN: urn:nbn:de:0111-pedocs-299333
DOI: 10.25656/01:29933; 10.17899/on_ed.2022.13.4
| Title |
The black professoriate. Assessing the landscape within British higher education |
|---|---|
| Author |
Arday, Jason   |
| Source | on education. Journal for research and debate 5 (2022) 13, 6 S.  |
| Document | full text (129 KB) |
| License of the document |
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| Keywords (German) | Hochschule; Professur; Rassismus; Psychische Gesundheit; Schwarzer; Großbritannien |
| sub-discipline | Intercultural and International Comparative Educational Research Higher Education |
| Document type | Article (journal) |
| ISSN | 2571-7855; 25717855 |
| Language | English |
| Year of creation | 2022 |
| review status | Publishing House Lectorship |
| Abstract (English): | The paucity of Black higher education professors within the United Kingdom (UK) illuminates the systemic inequity of the higher education system within Britain. The dearth of Black Professors within the professoriate in UK Higher Education (HE) is reflective of the racially discriminatory landscape. This paper offers a succinct synthesis of recent evidence in relation to assessing how the Academy systemically marginalizes Black academics from the professoriate in the UK. This paper highlights the need for the sector to mobilize greater opportunities for Black academics to progress throughout the Academy to the professoriate, in addition to challenging the sector and HE policy-makers to play more of a pivotal role in advancing ethnic equality in UK universities. (DIPF/Orig.) |
| other articles of this journal | on education. Journal for research and debate Jahr: 2022 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 02.04.2026 |
| Citation | Arday, Jason: The black professoriate. Assessing the landscape within British higher education - In: on education. Journal for research and debate 5 (2022) 13, 6 S. - URN: urn:nbn:de:0111-pedocs-299333 - DOI: 10.25656/01:29933; 10.17899/on_ed.2022.13.4 |
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