{"title":"时间问题:多样性政策文件中对制度时间的不同规定","authors":"Zakia Essanhaji, R. van Reekum","doi":"10.1080/01425692.2023.2187307","DOIUrl":null,"url":null,"abstract":"Abstract As structural inequalities within universities persist, universities increasingly develop diversity policies. Much diversity research focuses on the gap between universities’ commitments and actual practices. This paper takes a different approach by scrutinizing how diversity documents enact politics of time that results in their selective non-performativity. We demonstrate how diversity documents at a Dutch university compose diversity as a problem of time for which the near future is crucial. It legitimizes action in the here-and-now to realize the diverse future, while simultaneously delegitimizes it by envisioning diversity as a problem that resolves itself in time. Along such urgent, yet inevitable progress, a competition between gender and ethnic diversity emerges. As the documents engage in a white politics of time, change for white women becomes realizable in concrete, time-bound actions. In contrast, people of color appear to lag behind and have yet to arrive in a time where progress could be achieved.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"720 - 737"},"PeriodicalIF":2.2000,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A matter of time: differential enactments of institutional time in diversity policy documents\",\"authors\":\"Zakia Essanhaji, R. van Reekum\",\"doi\":\"10.1080/01425692.2023.2187307\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract As structural inequalities within universities persist, universities increasingly develop diversity policies. Much diversity research focuses on the gap between universities’ commitments and actual practices. This paper takes a different approach by scrutinizing how diversity documents enact politics of time that results in their selective non-performativity. We demonstrate how diversity documents at a Dutch university compose diversity as a problem of time for which the near future is crucial. It legitimizes action in the here-and-now to realize the diverse future, while simultaneously delegitimizes it by envisioning diversity as a problem that resolves itself in time. Along such urgent, yet inevitable progress, a competition between gender and ethnic diversity emerges. As the documents engage in a white politics of time, change for white women becomes realizable in concrete, time-bound actions. In contrast, people of color appear to lag behind and have yet to arrive in a time where progress could be achieved.\",\"PeriodicalId\":48085,\"journal\":{\"name\":\"British Journal of Sociology of Education\",\"volume\":\"44 1\",\"pages\":\"720 - 737\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2023-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Sociology of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/01425692.2023.2187307\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Sociology of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01425692.2023.2187307","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A matter of time: differential enactments of institutional time in diversity policy documents
Abstract As structural inequalities within universities persist, universities increasingly develop diversity policies. Much diversity research focuses on the gap between universities’ commitments and actual practices. This paper takes a different approach by scrutinizing how diversity documents enact politics of time that results in their selective non-performativity. We demonstrate how diversity documents at a Dutch university compose diversity as a problem of time for which the near future is crucial. It legitimizes action in the here-and-now to realize the diverse future, while simultaneously delegitimizes it by envisioning diversity as a problem that resolves itself in time. Along such urgent, yet inevitable progress, a competition between gender and ethnic diversity emerges. As the documents engage in a white politics of time, change for white women becomes realizable in concrete, time-bound actions. In contrast, people of color appear to lag behind and have yet to arrive in a time where progress could be achieved.
期刊介绍:
British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.