This commentary defines negentropy in the research university and discusses its potential for significant impact on higher education.
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If we are to believe its critics, under the pending EU copyright reform legislation, the EU would implement a “link tax” across all of Europe. So if you link to a news article, for example, including a text snippet, then you’d have to pay a fee. When Spain tried this, Google News simply discontinued service in the country—that didn’t go over too well.
Maybe worse, the new law would require websites that engage the public to set up review processes to proactively remove violations of copyright rules. Those of us who have designed and used collaborative and participatory websites (that’d be most of you reading this) can well understand the difficulty here: it mandates a review process. It would be against the law to follow the publish-then-filter principle that is at the core of open source and open content projects. This could be disastrous for those projects—including, of course, Everipedia and Wikipedia. Let me explain.
The current regulatory regime in the U.S. is defined to a great extent by the DMCA (Digital Millennium Copyright Act), which enables websites to declare themselves to be Internet service providers who are not directly responsible for what their users post. If they receive a “takedown request” from someone whose rights are violated—for example, someone whose copyrighted work is reproduced without permission—they must simply take the work down promptly, and the problem goes away. And of course, the DMCA has no requirements whatsoever regarding hyperlinks. (Why on earth would it?)
But under the new EU regime, the Internet wouldn’t work that way. You’d have to pay to link to news articles—that would have made Infobitt impossible (among many more). And whenever you designed a form allowing a user to upload information for public consumption, you’d also have to design a whole system enabling the information to be checked for copyright infringement before being posted. Web developers naturally find both ideas absolutely ridiculous, not only because of the expense and technical difficulty, but also because it would interfere with and potentially ruin the social dynamics that make the sites work properly.
Of course, Internet giants like Facebook and Twitter might be able to satisfy the requirements of the law, but so many smaller projects would not. And while Everipedia‘s new blockchain review process might satisfy the review mechanism requirement (see our white paper), it seems impossible that the literally millions of links from our articles could be paid for—if, as seems likely, they would have to be under the new regime. (Any link to content that is under 20 years old would have to be paid for.)
Wikipedia never would have been able to get a start under this regime. Nor would any small, independent startup. Only giant corporations would be able to satisfy the law’s requirements.
But then, maybe that’s the point.
This article introduces the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education.
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This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth, including undocumented students and unaccompanied minors.
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Restorative practices hold potential for alleviating the racialized discipline gaps in American schools. Foundational to implementation includes recognizing a need for change, committing to anti-racist policy and practice, and providing professional development and other supports necessary to pave the way for sustained change.
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The author reviews and synthesizes the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development.
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In this article, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.
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Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this article examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity.
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Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.
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Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This article proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.
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Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately white and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.
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This article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.
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This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.
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This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.
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