In no struggle without fighting: confront the colonialism of the settlers in higher education (Beacon Press), Leigh Patel reviews (briefly) the complete history of US higher education and the impact of colonialism of settlers in the sector. She also presents interviews with black life movement activists and others who push for a real change in the United States.

Patel, a professor at Pittsburgh University, answered questions about her book by email.

Q: How is Settle's colonialism presented in higher education today? How is racism experienced by students linked to Settle's colonialism?

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    A: Higher education is, as Craig Steven Wilder, the third pillar of the United States, along with the Church and the State. As a state arm, it is closely related to the way the nation was formed, rose to wealth and maintains its central structure as colonia colony. This means many things for higher education. A colony colony is an established through the seizure of land, the attempt to erase Indidia and the use of slavery of furniture to reinforce both property and free work that was crucial for richness made of crops.

    Today, Colono Colonialism is encouraged through the campuses that sit on land still indigenous, often through federal and broken treated mandates with native nations and tribes. The ideologies of the meritocracy and individualism of the nation, if one works hard, is a good person, and plays by the rules, is the promise of social mobility ascending through higher education. Of sociopolitical differences in education K-12, to admission policies, the content of the courses, the demography of the professionary and the disproportionate weight of the debt of student loans in the black Americans, in most corners in the Higher education, the colonialism footprint of settlers can be found. However, all the conjunctures and practices also have the potential to move from individual property and achievement, towards the rathtry of land, towards repairs and the transformation of academy culture. As a state manifestation, higher education will always be a contested space, but that answer can take a better way with deeper questions if we consider with the legacy of colonialism colonialism.

    Q: How does the Morrill act? (first and second) is figure in the argument of it?

    A: Both acts Morrills are an important federal legislation that created openings so that some people receive higher education. The first universities and schools of the nation were private and were treated by rich and property men. The first Law of Morrill, approved in 1862, tried to establish universities for land granting to promote public education in agriculture and engineering or "mechanical arts". These universities were established through the dispossession of indigenous peoples and, in many cases, were built by black servants. These insignia universities, as they are known, were still served, for the most part, the men owned by the land that had benefited from the Homestead Law that also stripped the indigenous peoples of their relationship with Earth for the search of Federal Property Property.

    The Second Morrill law, promulgated in 1890, is proven largely with the creation of historically nation universities and universities (HBCU). Although these colleges have affected and formed some of the most influential defenders of the nation for the transformation far from the racist DNA of the nation, the legislators who wrote and discussed this law made it clear that these schools were not only separated, but They explicitly financed for a lesser degree than the colleges of granting the Earth of the First Mor

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