Jason Arday
Biographic Data
| ID | 765434 |
|---|---|
| NAME | Jason Arday |
| GIVEN NAMES | Jason |
| FAMILY NAME | Arday |
| SIGNATURE | ARDAY J |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0002-9822-1068 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 134 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
The Black PhD Experience
The routes to intellectual authority in a prior colonial empire
Two problematics are exposed and explored within this paper which currently undermine the United Kingdom’s international commitments to address racial inequality and injustice: (1) the routes to national, regional, and international intellectual authority via the academic profession, particularly the assigned leadership position of full professor or ‘chair’; and (2) the effects of dysconscious data literacy, which is out of step with internationa…
Data snapshots of the access and participation of ‘women’ academics in UK universities
Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education pa…
Elite schools and slavery in the UK - capital, violence and extractivism
Elite schools in the UK are bound to the history of British colonialism.This paper examines the material ties between these schools and the transatlantic slave trade.We combine multiple sources to examine which schools and their alumni accrued substantial economic capital derived from the enslavement of Black people.We find two principal connections: first, in donations and foundations of schools from those who made their fortune in the slave tra…
We'll see things they'll never see
This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and per…
Same storm, different boats
The permanence of systemic racism in the UK and USA means that Black people are disadvantaged in myriad ways, including within the Academy. While the disproportionate impact of COVID-19, alongside the Black Lives Matter movement, has increased awareness of the challenges faced by Black communities, these issues remain, both in and beyond higher education. Furthermore, there is still a paucity of research individualising the experiences of Black p…
Covid-19 and higher education
The Covid-19 pandemic has had a significant impact on the research and higher education sectors globally. The consequence of closure policies and other pandemic responses meant that primary, secondary, and tertiary education providers were forced to adapt their teaching and learning practices, many shifting to online platforms. Within the global Academy, Covid-19-related research was thrust into the public sphere while other research was depriori…
More to prove and more to lose’
Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employm…
Doing Equity and Diversity for Success in Higher Education
Race and educational leadership
The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [C…
What Do We Know About Black and Minority Ethnic (Bame) Participation in UK Higher Education
Here, we offer a synthesis of recent evidence and new developments in relation to three broad aspects of Black and minority ethnic (BAME) students’ participation in UK higher education (HE). First, we examine recent trends in ethnic group differences in rates of access to, success within, and positive destinations beyond HE. Secondly, we examine the nature of UK universities as exclusionary spaces which marginalise BAME students in a myriad of wa…
No one can see me cry
Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing c…
It’s the end of the World as we know it
That’s great, it starts with an earthquake... are the famous opening tenets to REM’s anthemic stream of political consciousness, ‘It’s the end of the world as we know it’ and within this treatise, th
Fighting the tide
There are a plethora of issues within higher education (HE) which continually reinforce aspects of inequality and discrimination. These particular issues are aligned to institutionally racist struc
Race, education and social mobility
This special issue has emerged out of the continuing concern for discriminatory tensions situated within the context of race, education, and social mobility. The institutionally racist structures w
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
Cool Britannia and Multi-Ethnic Britain
Cool Britannia and Multi-Ethnic Britain: Uncorking the Champagne Supernova attempts to move away from the melancholia of Cool Britannia and the discourse which often encases the period by repositioning this phenomenon through an ethnic minority perspective. In March 1997, the front page of the magazine Vanity Fair announced ‘London Swings! Again!’ This headline was a direct reference to the swinging London of the 1960s – the English capital which…
Dismantling power and privilege through reflexivity
The challenging of normative Whiteness is paramount in dismantling the cycle of inequality that permeates society. The persistent and operant nature of Whiteness within the Academy is enduring and depicts faculty of colour as deficient or incapable. The articulation of racialised experiences has become an instrument of empowerment for faculty of colour in an attempt to reclaim power and disrupt the operant tools of Whiteness. This paper employs a…
Dismantling Race in Higher Education
Understanding Mental Health
The experiences of Black and Minority Ethnic (BME) students in academia remain problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services, including a lack of cultural understanding, communication issues, and where and how to seek help (Grey et al. 2013). In an attempt to examine the problems facing ethnic minorities with regard to accessing mental health services at univers…
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
Understanding Mental Health
The experiences of Black and Minority Ethnic (BME) students in academia remain problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services, including a lack of cultural understanding, communication issues, and where and how to seek help (Grey et al. 2013). In an attempt to examine the problems facing ethnic minorities with regard to accessing mental health services at univers…
What Do We Know About Black and Minority Ethnic (Bame) Participation in UK Higher Education
Here, we offer a synthesis of recent evidence and new developments in relation to three broad aspects of Black and minority ethnic (BAME) students’ participation in UK higher education (HE). First, we examine recent trends in ethnic group differences in rates of access to, success within, and positive destinations beyond HE. Secondly, we examine the nature of UK universities as exclusionary spaces which marginalise BAME students in a myriad of wa…
Fighting the tide
There are a plethora of issues within higher education (HE) which continually reinforce aspects of inequality and discrimination. These particular issues are aligned to institutionally racist struc
More to prove and more to lose’
Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employm…
No one can see me cry
Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing c…
Race, education and social mobility
This special issue has emerged out of the continuing concern for discriminatory tensions situated within the context of race, education, and social mobility. The institutionally racist structures w
We'll see things they'll never see
This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and per…
Elite schools and slavery in the UK - capital, violence and extractivism
Elite schools in the UK are bound to the history of British colonialism.This paper examines the material ties between these schools and the transatlantic slave trade.We combine multiple sources to examine which schools and their alumni accrued substantial economic capital derived from the enslavement of Black people.We find two principal connections: first, in donations and foundations of schools from those who made their fortune in the slave tra…
It’s the end of the World as we know it
That’s great, it starts with an earthquake... are the famous opening tenets to REM’s anthemic stream of political consciousness, ‘It’s the end of the world as we know it’ and within this treatise, th
Dismantling power and privilege through reflexivity
The challenging of normative Whiteness is paramount in dismantling the cycle of inequality that permeates society. The persistent and operant nature of Whiteness within the Academy is enduring and depicts faculty of colour as deficient or incapable. The articulation of racialised experiences has become an instrument of empowerment for faculty of colour in an attempt to reclaim power and disrupt the operant tools of Whiteness. This paper employs a…
Dismantling Race in Higher Education
Understanding Mental Health
The experiences of Black and Minority Ethnic (BME) students in academia remain problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services, including a lack of cultural understanding, communication issues, and where and how to seek help (Grey et al. 2013). In an attempt to examine the problems facing ethnic minorities with regard to accessing mental health services at univers…
Cool Britannia and Multi-Ethnic Britain
Cool Britannia and Multi-Ethnic Britain: Uncorking the Champagne Supernova attempts to move away from the melancholia of Cool Britannia and the discourse which often encases the period by repositioning this phenomenon through an ethnic minority perspective. In March 1997, the front page of the magazine Vanity Fair announced ‘London Swings! Again!’ This headline was a direct reference to the swinging London of the 1960s – the English capital which…
It’s the end of the World as we know it
That’s great, it starts with an earthquake... are the famous opening tenets to REM’s anthemic stream of political consciousness, ‘It’s the end of the world as we know it’ and within this treatise, th
Fighting the tide
There are a plethora of issues within higher education (HE) which continually reinforce aspects of inequality and discrimination. These particular issues are aligned to institutionally racist struc
Race, education and social mobility
This special issue has emerged out of the continuing concern for discriminatory tensions situated within the context of race, education, and social mobility. The institutionally racist structures w
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
Doing Equity and Diversity for Success in Higher Education
Race and educational leadership
The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [C…
What Do We Know About Black and Minority Ethnic (Bame) Participation in UK Higher Education
Here, we offer a synthesis of recent evidence and new developments in relation to three broad aspects of Black and minority ethnic (BAME) students’ participation in UK higher education (HE). First, we examine recent trends in ethnic group differences in rates of access to, success within, and positive destinations beyond HE. Secondly, we examine the nature of UK universities as exclusionary spaces which marginalise BAME students in a myriad of wa…
No one can see me cry
Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing c…
Same storm, different boats
The permanence of systemic racism in the UK and USA means that Black people are disadvantaged in myriad ways, including within the Academy. While the disproportionate impact of COVID-19, alongside the Black Lives Matter movement, has increased awareness of the challenges faced by Black communities, these issues remain, both in and beyond higher education. Furthermore, there is still a paucity of research individualising the experiences of Black p…
Covid-19 and higher education
The Covid-19 pandemic has had a significant impact on the research and higher education sectors globally. The consequence of closure policies and other pandemic responses meant that primary, secondary, and tertiary education providers were forced to adapt their teaching and learning practices, many shifting to online platforms. Within the global Academy, Covid-19-related research was thrust into the public sphere while other research was depriori…
More to prove and more to lose’
Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employm…
We'll see things they'll never see
This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and per…
The Black PhD Experience
The routes to intellectual authority in a prior colonial empire
Two problematics are exposed and explored within this paper which currently undermine the United Kingdom’s international commitments to address racial inequality and injustice: (1) the routes to national, regional, and international intellectual authority via the academic profession, particularly the assigned leadership position of full professor or ‘chair’; and (2) the effects of dysconscious data literacy, which is out of step with internationa…
Data snapshots of the access and participation of ‘women’ academics in UK universities
Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education pa…
Elite schools and slavery in the UK - capital, violence and extractivism
Elite schools in the UK are bound to the history of British colonialism.This paper examines the material ties between these schools and the transatlantic slave trade.We combine multiple sources to examine which schools and their alumni accrued substantial economic capital derived from the enslavement of Black people.We find two principal connections: first, in donations and foundations of schools from those who made their fortune in the slave tra…
Sociology (19 works) · Political science (15 works) · Gender Studies (14 works) · Law (11 works) · Racism (9 works) · Critical Race Theory in Education (8 works) · Ethnic group (8 works) · Gender Studies (8 works) · Higher education (8 works) · Pedagogy (7 works)