There have been numerous expressions of overt white supremacy on or near college campuses over the past several years; however, recent scholarship also indicates how higher education institutions themselves perpetuate white supremacist ideology. This paper applies Meyerson's (2008) conception of "tempered radicals" to the ways in which educational developers can be instrumental in dismantling white supremacist ideology embedded in institutional policies and practices. Under what circumstances are educational developers well positioned to subvert or resist institutional structures for the benefit of clients who are marginalized? We conclude by uncovering how educational developers can take meaningful, immediate action on our campuses.
Edwards, Phillip M. "Resisting White Supremacy in Higher Education Through Educational Development Practice." Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Conference, Atlanta, GA, October 2019.