Manuel Madriaga
Biographic Data
| ID | 348237 |
|---|---|
| NAME | Manuel Madriaga |
| GIVEN NAMES | Manuel |
| FAMILY NAME | Madriaga |
| SIGNATURE | MADRIAGA M |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0003-2725-1718 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 128 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
A collectivity of hope to progress anti-racist change in the academy
Despair is global white supremacy and antiblackness manifesting itself in our universities. Given this, there remains a question of grasping hope for anti-racist change. Drawing upon interview data with thirty university leaders, the paper contributes to knowledge in the study of race and education by offering up the notion of a collectivity of hope in progressing anti-racist change. I employ an anthropological theoretical model of ethnicity with…
Decolonizing assessment of learning in higher education: The journey ahead
This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera, Surla, and Edwards’ (2022) ‘“Decolonizing” Curriculum and Pedagogy: A comparative review across disciplines and global higher education contexts’ in Review of Educational Research (92[1]: 73–113). Th…
University s/cyborgs widening undergraduate access
This study sought to examine questions of race in higher education widening access policy and practice in England. I was keen on seeking perceptions and stories of those who do work in this area, raising awareness of higher education opportunities to youth and families from marginalised communities. Sixteen widening access university practitioners from across the country were interviewed to share their perspectives on how their work may be intert…
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
Reframing race and widening access into higher education
This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal access to higher education has been framed in the research field. It is argued here that the framing of widening access reveals a persistent colour-evasiveness that is dominant. The findings show that widen…
Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and po…
No love found: How female students of colour negotiate and repurpose university spaces
This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students’ experiences of marginalisation, both metaphorical and physical. The findings reveal how whiteness impacts on participants’ negotiation of university spaces; how the ‘white gaze’ influences their geographies; …
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
Antiblackness In English higher education
This article highlights antiblackness pervading English higher education. This antiblackness is attributed to a majoritarian view, which not only upholds the view that education is value-neutral, meritocratic, colour-blind, but also has a cultural disregard for those racialized as Black Minority Ethnic (BME). There has been considerable attention drawn to the achievement gap issue in English higher education in which those racialized as BME are l…
The class: Living and learning in the digital age
Book review for Livingstone, S. and J. Sefton-Green. 2016. The Class: Living and Learning in the Digital Age. New York: New York University Press
Marking-out normalcy and disability in higher education
This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systema…
I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces
Research was conducted to gain insight into the lives of students with Asperger Syndrome (AS) during their transitions into higher education. Eight students were recruited from across the United Kingdom to partake in a year-long longitudinal study that incorporated life-history interviews. In their responses, the majority of interviewees identified spaces within their universities as being inaccessible. They found obstacles locating themselves in…
Why American nationalism should never be considered postnationalist
This article demonstrates that American national identity is symbolic, subjective and ambiguous to the extent that it encapsulates senses of both similarity and difference. Citing evidence from life-history interviews with American military veterans from different ethnic groups, the article shows how some Americans can identify with being racially excluded and still share in a sense of national belonging. It is argued here that this feature is an…
Confronting similar challenges? Disabled and non-disabled students' learning and assessment experiences
The article presents evidence from a systematic survey of disabled (n = 172) and non‐disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous work in the sector, with the aim of gathering evidence to inform inclusive policy and practice for the benefit of all students, disabled or non‐disabled. The findings indicate that, while disabled stude…
Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education
A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. It is argued, therefore, that inclusive education needs to eng…
Enduring disablism: Students with dyslexia and their pathways into UK higher education and beyond
This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, b…
Understanding the Symbolic Idea of the American Dream and Its Relationship with the Category of 'Whiteness
This article examines the impact the category of 'whiteness' has on individual interpretations of the American Dream. Via twenty-five life-history interviews, this article presents how US military male Veterans have varying interpretations of the collective idea according to their ethnic and racial background. The evidence presented in this article shows that the idea of the American Dream has racial dimensions or aspects. It suggests that 'white…
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
Enduring disablism: Students with dyslexia and their pathways into UK higher education and beyond
This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, b…
I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces
Research was conducted to gain insight into the lives of students with Asperger Syndrome (AS) during their transitions into higher education. Eight students were recruited from across the United Kingdom to partake in a year-long longitudinal study that incorporated life-history interviews. In their responses, the majority of interviewees identified spaces within their universities as being inaccessible. They found obstacles locating themselves in…
Marking-out normalcy and disability in higher education
This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systema…
Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education
A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. It is argued, therefore, that inclusive education needs to eng…
Confronting similar challenges? Disabled and non-disabled students' learning and assessment experiences
The article presents evidence from a systematic survey of disabled (n = 172) and non‐disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous work in the sector, with the aim of gathering evidence to inform inclusive policy and practice for the benefit of all students, disabled or non‐disabled. The findings indicate that, while disabled stude…
No love found: How female students of colour negotiate and repurpose university spaces
This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students’ experiences of marginalisation, both metaphorical and physical. The findings reveal how whiteness impacts on participants’ negotiation of university spaces; how the ‘white gaze’ influences their geographies; …
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
Antiblackness In English higher education
This article highlights antiblackness pervading English higher education. This antiblackness is attributed to a majoritarian view, which not only upholds the view that education is value-neutral, meritocratic, colour-blind, but also has a cultural disregard for those racialized as Black Minority Ethnic (BME). There has been considerable attention drawn to the achievement gap issue in English higher education in which those racialized as BME are l…
Why American nationalism should never be considered postnationalist
This article demonstrates that American national identity is symbolic, subjective and ambiguous to the extent that it encapsulates senses of both similarity and difference. Citing evidence from life-history interviews with American military veterans from different ethnic groups, the article shows how some Americans can identify with being racially excluded and still share in a sense of national belonging. It is argued here that this feature is an…
Understanding the Symbolic Idea of the American Dream and Its Relationship with the Category of 'Whiteness
This article examines the impact the category of 'whiteness' has on individual interpretations of the American Dream. Via twenty-five life-history interviews, this article presents how US military male Veterans have varying interpretations of the collective idea according to their ethnic and racial background. The evidence presented in this article shows that the idea of the American Dream has racial dimensions or aspects. It suggests that 'white…
Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and po…
Understanding the Symbolic Idea of the American Dream and Its Relationship with the Category of 'Whiteness
This article examines the impact the category of 'whiteness' has on individual interpretations of the American Dream. Via twenty-five life-history interviews, this article presents how US military male Veterans have varying interpretations of the collective idea according to their ethnic and racial background. The evidence presented in this article shows that the idea of the American Dream has racial dimensions or aspects. It suggests that 'white…
Enduring disablism: Students with dyslexia and their pathways into UK higher education and beyond
This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, b…
Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education
A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. It is argued, therefore, that inclusive education needs to eng…
I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces
Research was conducted to gain insight into the lives of students with Asperger Syndrome (AS) during their transitions into higher education. Eight students were recruited from across the United Kingdom to partake in a year-long longitudinal study that incorporated life-history interviews. In their responses, the majority of interviewees identified spaces within their universities as being inaccessible. They found obstacles locating themselves in…
Why American nationalism should never be considered postnationalist
This article demonstrates that American national identity is symbolic, subjective and ambiguous to the extent that it encapsulates senses of both similarity and difference. Citing evidence from life-history interviews with American military veterans from different ethnic groups, the article shows how some Americans can identify with being racially excluded and still share in a sense of national belonging. It is argued here that this feature is an…
Confronting similar challenges? Disabled and non-disabled students' learning and assessment experiences
The article presents evidence from a systematic survey of disabled (n = 172) and non‐disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous work in the sector, with the aim of gathering evidence to inform inclusive policy and practice for the benefit of all students, disabled or non‐disabled. The findings indicate that, while disabled stude…
Marking-out normalcy and disability in higher education
This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systema…
Antiblackness In English higher education
This article highlights antiblackness pervading English higher education. This antiblackness is attributed to a majoritarian view, which not only upholds the view that education is value-neutral, meritocratic, colour-blind, but also has a cultural disregard for those racialized as Black Minority Ethnic (BME). There has been considerable attention drawn to the achievement gap issue in English higher education in which those racialized as BME are l…
The class: Living and learning in the digital age
Book review for Livingstone, S. and J. Sefton-Green. 2016. The Class: Living and Learning in the Digital Age. New York: New York University Press
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and po…
No love found: How female students of colour negotiate and repurpose university spaces
This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students’ experiences of marginalisation, both metaphorical and physical. The findings reveal how whiteness impacts on participants’ negotiation of university spaces; how the ‘white gaze’ influences their geographies; …
Reframing race and widening access into higher education
This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal access to higher education has been framed in the research field. It is argued here that the framing of widening access reveals a persistent colour-evasiveness that is dominant. The findings show that widen…
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
Decolonizing assessment of learning in higher education: The journey ahead
This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera, Surla, and Edwards’ (2022) ‘“Decolonizing” Curriculum and Pedagogy: A comparative review across disciplines and global higher education contexts’ in Review of Educational Research (92[1]: 73–113). Th…
University s/cyborgs widening undergraduate access
This study sought to examine questions of race in higher education widening access policy and practice in England. I was keen on seeking perceptions and stories of those who do work in this area, raising awareness of higher education opportunities to youth and families from marginalised communities. Sixteen widening access university practitioners from across the country were interviewed to share their perspectives on how their work may be intert…
A collectivity of hope to progress anti-racist change in the academy
Despair is global white supremacy and antiblackness manifesting itself in our universities. Given this, there remains a question of grasping hope for anti-racist change. Drawing upon interview data with thirty university leaders, the paper contributes to knowledge in the study of race and education by offering up the notion of a collectivity of hope in progressing anti-racist change. I employ an anthropological theoretical model of ethnicity with…
Sociology (16 works) · Gender Studies (13 works) · Psychology (13 works) · Political science (12 works) · Higher education (11 works) · Pedagogy (11 works) · Gender Studies (10 works) · Critical Race Theory in Education (8 works) · Higher Education Research Studies (7 works) · Social science (6 works)