We invite you to browse these student-curated bibliogaphies on:

  • Critical University Studies
  • Radical/Critical Pedagogies
  • Beyond Standard DEI
  • Student Movements and Insurgent Knowledges for Radical Transformation
  • Academic institutions: participation in, benefitting from slavery, labor exploitation, land grabs, other colonial practices

Please suggest additional books, articles, talks, discussions, etc, by filling out this Google Form.

Critical University Studies

These works critically examine how academia contributes to/reproduces hierarchies of power that order race and other categories of difference. Critical University Studies investigates how these dynamics of power are embedded in projects of knowledge production.

Sara Ahmed, On Being Included: Racism and Diversity in Institutional Life, Duke University Press, 2012.

Sonja Arndt and Carl Mika. “Dissident Thought: A Decolonising Framework for Revolt in the University.” In The Thinking University: A Philosophical Examination of Thought and Higher Education, edited by Søren S.E. Bengtsen and Ronald Barnett, 47–60. New York: Springer, 2018.

Abigail Boggs and Nick Mitchell, Critical University Studies and the Crisis Consensus, Feminist Studies, 2018.

Abigail Boggs, Eli Meyerhoff, Nick Mitchell, and Zach Schwartz-Weinstein, Abolitionist University Studies: An Invitation, Abolition Journal, 2019.

Piya Chatterjee and Sunaina Maira, The Imperial University: Academic Repression and Scholarly Dissent, University of Minnesota Press, 2014.

Cops Off Campus Research Project

**not a journal article/book, but could be an excellent starting point for reckoning with Macalester’s own relationship to policing

Decolonizing the University (University of Cape Town, South Africa) – Panel Discussion:

Jennifer Doyle, Campus Sex, Campus Security, MIT Press, 2015.

Roderick Ferguson, The Reorder of Things: The University and Its Pedagogies of Minority Difference, University of Minnesota Press, 2012

Roderick Ferguson and Jodi Melamed, Academic Freedom with Violence: A Response to the AAUP Journal of Academic Freedom, Vol 4, Journal of Academic Freedom, 2013

Roderick Ferguson and Nick Mitchell, Critical University Studies video.

Lorgia García-Peña and Mordecai Lyon, Decolonizing the University, Boston Review, 2020.

Sandy Grande,ed., Red Pedagogy: Native American Social and Political Thought, Rowman & Littlefield, 2015

Sandy Grande, “Refusing the University,” Toward What Justice? Describing Diverse Dreams of Justice in Education, eds. Eve Tuck and K. Wayne Yang, Routledge, 2018.

Jennifer Hamer and Clarence Lang, Race, structural violence, and the neoliberal university: The challenges of inhabitation, Critical Sociology, 2015.

Richard G. Jones and Bernadette Marie Calafell, Contesting Neoliberalism through Critical Pedagogy, Intersectional Reflexivity, and Personal Narrative: Queer Tales of Academia, Faculty Research and Creative Activity, 2012.

Anneeth Kaur Hundle, “Decolonizing Diversity: The Transnational Politics of Minority Racial Difference,” Public Culture, 31:2, 2019, pp. 289-322. “[T]his essay (1) offers a vision for a transnational ‘decolonizing diversity’ approach that serves as public and political pedagogy within and outside the university, and (2) provides intellectual and methodological interventions in contemporary manifestations of racialized minority difference–namely, (neo)liberal multicultural formations of diversity. This approach does not local racial difference in the ‘diverse bodies’ and domesticated forms of inclusion in the university, but in the logics of longue durée imperial formations” (289-290).

Anneth Kaur Hundle, Ma Vang, Neama Alamri, Amrit Deol, Danielle Bermúdez, Violet Barton, Gabrielle Cabrera, Brenda Gutierrez, and Clara Medina Maya, Thinking the “Twenty-First Century Neoliberal Research University”: Preliminary Reflections on Opportunity, Risk, and Solidarity at the New University of California, Critical Ethnic Studies, 2019.

la paperson, A Third University is Possible, University of Minnesota Press, 2017.

Jenny J. Lee, U.S. Power in International Higher Education, Rutgers University Press, 2021.

Edwin Mayorga, Lekey Leidecker, & Daniel Orr de Gutierrez, Burn it Down: The Incommensurability of the University and Decolonization, Journal of Critical Thought and Praxis, 2019.

Jodi Melamed, Represent and Destroy: Rationalizing Violence in the New Racial Capitalism, University of Minnesota Press, 2011

Eli Meyerhoff, Beyond Education: Radical Studying for Another World

Nick Mitchell, “Summertime Selves (On Professionalization),” The New Inquiry, Oct. 4, 2019

Fred Moten and Stefano Harney, The Undercommons: Fugitive Planning & Black Study, Minor Compositions, 2013.

Fred Moten and Stefano Harney, The University and the Undercommons: SEVEN THESES. Social Text 1 June 2004; 22 (2 (79)): 101–115.

Louiza Odysseos & Pal, Maïa. (2018). Toward Critical Pedagogies of the International? Student Resistance, Other-Regardedness, and Self-Formation in the Neoliberal University. International Studies Perspectives. 19. 1-26. 10.1093/isp/ekx006.

Dr. Mary Rambaran-Olm, Medieval Studies, White Supremacy and BLM  (University of Toronto):

Clelia Rodríguez, Decolonizing Academia: Poverty, Oppression, and Pain, Fernwood Publishing, 2018

Bhakti Shringarpure, “Decolonizing Education: A Conversation with Linda Tuhiwai Smith,” Los Angeles Review of Books, May 18, 2021

Linda Tuhiwai Smith, Decolonizing Methodologies: Research and Indigenous Peoples, Zed Books, 2012

Eve Tuck and K. Wayne Yang, “Decolonization is Not a Metaphor,” Decolonization, Indigeneity, Education & Society, Vol. 1, No. 1, 2012, pp. 1-40

Eve Tuck and K Wayne Yang, eds. Toward What Justice? Describing Diverse Dreams of Justice in Education

Radical/Critical Pedagogies

This section includes works that connect pedagogies to transformations within academia and broader social contexts.

Dolores Delgado Bernal, “Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge,” Qualitative Inquiry, Vol. 8, No. 1, 2002, pp. 105-126

bell hooks, Teaching Community: A Pedagogy of Hope, Routledge 2004

bell hooks, Teaching to Transgress: Education as the Practice of Freedom, Routledge 1994

Katrina-Ann R. Kapā’anaokalāokeola Nākoa Oliveira and Erin Kahunawaika’ala Wright, eds., Kanaka ‘Ōiwi Methodologies: Mo’olelo and Metaphor, University of Hawai’i Press, 2016

@maxliboiron, “Decolonizing your syllabus? You might have missed some steps,” Clear, July 2021.

Tania D. Mitchell, “Critical Service-Learning as Social Justice Education: A Case Study of the Citizen Scholars Program,” Equity & Excellence in Education, Vol. 40, 2007, pp. 101-112

Tania D. Mitchell, “How Neoliberal Ideology Fuels Complacency in Civic Engagement” (Comments at the 2013 Conference of the International Association for Research on Service-Learning and Civic Engagement)

Tania D. Mitchell, “Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models,” Michigan Journal of Community Service Learning, Spring 2008, pp. 50-65

Beyond Standardized DEI

These works situate many diversity, equity, and inclusion efforts within neoliberal frameworks of education that limit the scope of change.

Ellen C. Berrey, “Why Diversity Became Orthodox in Higher Education, and How it Changed the Meaning of Race on Campus,” Critical Sociology, 37(5):573-596, 2011

Sarah Brown, “Building Diverse Campuses: 4 Key Questions and 4 Case Studies,” Chronicle of Higher Education, 2021.

Amna Khalid, “How Students Are Furthering Academe’s Corporatization,” Chronicle of Higher Education, May 4, 2021.

Amna Khalid and Jeffrey Aaron Snyder, “Don’t Mistake Training for Education,” Inside Higher Ed, April 29, 2021.

Dian D. Squire, Bianca C. Williams, and Frank Tuitt, “Plantation Politics on Today’s Campuses,” Inside Higher Ed, August 28, 2020. explores how some academic institutions use ideologies and strategies from the past to control, repress and surveil Black people.

Frank Dobbin and Alexandra Kalev, “Why Doesn’t Diversity Training Work?Anthropology Now, Oct. 27, 2018. [H]undreds of studies dating back to the 1930s suggest that antibias training does not reduce bias, alter behavior or change the workplace…. Despite the poor showing of antibias training in academic studies, it remains the go-to solution for corporate executives and university administrators facing public relations crises, campus intolerance and slow progress on diversifying the executive and faculty ranks. Why is diversity training not more effective? If we can answer that question, perhaps we can fix it. Five different lines of research suggest why it may fail.

Tuba Özkan-Haller, “A Better Approach to Diversity Training for Faculty,” Higher Ed Dive, June 1, 2021. [D]iversifying the campus community and improving the campus experience of underrepresented people will take more than providing training to faculty and administrators…. A first step colleges and universities can take is to ensure that their faculty and administrators understand the historical, structural and systemic ways in which racism, sexism and other forms of discrimination manifest themselves in academia…. [C]olleges and universities need to create a framework for faculty to examine the policies, practices, norms and assumptions that form the institutional structures that are preventing change within academia.

J.C. Pan, “Why Diversity Training Isn’t Enough,” The New Republic, Jan. 7, 2020. While ruminating on one’s internalized prejudices may require some psychological heavy lifting, there’s little evidence that it helps produce or sustain material change. And though whiteness educators like DiAngelo may employ the radical-sounding language of critical race theory, self-reflection is ultimately a much easier undertaking than working to build a durable political coalition that actually has the leverage to remake society…. [S]elf-reflection is ultimately a much easier undertaking than working to build a durable political coalition that actually has the leverage to remake society.

Student Movements and Insurgent Knowledges for Radical Transformation

Works in this section connect student movements and broader social movements to the push for deep changes in academia.

Student Activism, Student Movements, and Transformation of Higher Ed (general)
  • Ty-Ron M.O. Douglas, Kmt G. Shockley, and Ivory Toldson, Eds. Campus Uprisings: How Student Activists and Collegiate Leaders Resist Racism and Create Hope, Teachers College Press, 2020
  • Roderick Ferguson, We Demand: The University and Student Protests, University of California Press, 2017.
  • Bianca Williams, Dian D. Squire, and Frank A. Tuitt, eds. Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in HIgher Education, SUNY Press, 2021
Ethnic Studies and Activism
Critical Ethnic Studies
  • Nada Elia, Daved M. Hernández, Jodi Kim, Shana L. Redmond, Dylan Rodríguez, and Sarita Echavez See, Critical Ethnic Studies: A Reader, Duke University Press, 2016
Third World Studies
Black Studies
  • Jacqueline Bobo, Cynthia Hudley, and Claudine Michel, eds., The Black Studies Reader, Routledge, 2004
  • Martha Biondi, Black Revolution on Campus, University of California Press, 2012.
  • Gloria T. Hull, Patricia Bell-Scott, and Barbara Smith, eds., But Some of Us Are Brave: Black Women’s Studies, The Feminist Press at CUNY, 2015
  • E. Patrick Johnson and Mae G. Henderson, Black Queer Studies: A Critical Anthology, Duke University Press, 2005
  • Ibram X. Kendi, The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965–1972, Palgrave Macmillan, 2012.
  • Joshua Myers, We Are Worth Fighting For: A History of the Howard University Student Protest of 1989, NYU Press, 2019.
  • Fabio Rojas, From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline, The Johns Hopkins University Press, 2007.
Indigenous Studies
  • Qwo-Li Driskill, Chris Finley, Brain Joseph Gilley, and Scott Lauria Morgensen, eds., Queer Indigenous Studies: Critical Interventions in Theory, Politics, and Literature, University of Arizona Press, 2011
  • Brendan Hokowhitu, Aileen Moreton-Robinson, Linda Tuhiwai-Smith, Chris Anderson, and Steve Larkin, eds., Routledge Handbook of Critical Indigenous Studies, Routledge, 2020
  • Aileen Moreton-Robinson, ed., Critical Indigenous Studies: Engagements in First World Locations, University of Arizona Press, 2016
  • Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang, Indigenous and Decolonizing Studies in Education: Mapping the Long View, Routledge, 2019
Black and Indigenous Studies
  • Juliet Hooker, Black and Indigenous Resistance in the Americas: From Multiculturalism to Racist Backlash, Lexington Books, 2020.
  • Tiffany Lethabo King, The Black Shoals: Offshore Formations of Black and Native Studies, Duke University Press, 2019
  • Tiffany Lethabo King, Jenell Navarro, and Andrea Smith, eds., Otherwise Worlds: Against Settler Colonialism and Anti-Blackness, Duke University Press, 2020
Black Studies and Women’s Studies
  • How and Why Did Women in SNCC (the Student Non-Violent Coordinating Committee) Author a Pathbreaking Feminist Manifesto, 1964-1965?, Documents selected and interpreted by Kathryn Kish Sklar and Elaine DeLott Baker. Headnotes to documents written by Elaine DeLott Baker. (Alexandria, VA: Alexander Street Press, 2015).
Chicano Studies
  • Maylei Blackwell, ¡Chicana Power!: Contested Histories of Feminism in the Chicano Movement, University of Texas Press, 2011
  • Francisco Lomeli, Denise Segura, and Elyette Benjamin-Labarthe, eds., Routledge Handbook of Chicana/o Studies, Routledge, 2020
  • Carlos Muñoz, Youth, Identity, Power: The Chicano Movement, Verso Books, 2007
  • Chon Noriega, Eric Avila, Karen Mary Davalos, Chela Sandoval, Rafael Pérez-Torres, and Charlene Villaseñor Black, eds., The Chicano Studies Reader: An Anthology of Aztlan, 1970-2019, University of Washington Press, 2020
  • Roberto Rodriguez, “The Origins and History of the Chicano Movement.” JSRI Occasional Paper #7. The Julian Samora Research Institute, Michigan State University, East Lansing, Michigan, 1996.
  • Daniel G. Solorzano and Dolores Delgado Bernal, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” Urban Education, Vol. 36, No. 3, May 2001, 308-342
Asian American Studies
  • Russell Jeung, Karen Umemoto, Harvey Dong, Eric Mar, Lisa Hirai Tsuchitani, and Arnold Pan, Mountain Movers: Student Activism and the Emergence of Asian American Studies, Asian American Studies Center, 2019.
  • Steven G. Louie and Glenn K. Omatsu, eds., Asian Americans: The Movement and the Moment, UCLA Asian American Studies Center, 2001
  • Daryl Joji Maeda. The Asian American Movement. Oxford Research Encyclopedia of American History.  June 09, 2016. Oxford University Press. Date of access 8 Feb. 2021.
  • Daryl Joji Maeda, Rethinking the Asian American Movement, Routledge, 2011
  • Jean Yu-Wen Shen Wu and Thomas Chen, eds., Asian American Studies Now: A Critical Reader, Rutgers University Press, 2010
Disability Studies
Queer Studies
Histories of academic institutions: Slavery, land grabs, colonial practice

This section includes works that investigate the role of academic institutions in enslavement, exploitation, the stealing of lands and displacement of Indigenous peoples.

Specific Institutions