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Notes

1. We are particularly inspired by Zoe Todd, “An Indigenous Feminist’s Take on the Ontological Turn: ‘Ontology’ Is Just Another Word for Colonialism,” Journal of Historical Sociology 29, no. 1 (2016): 4–22; Todd’s recent post “The Decolonial Turn 2.0: The Reckoning,” Anthrodendum, June 15, 2018, https://anthrodendum.org/2018/06/15/the-decolonial-turn-2-0-the-reckoning; Adrienne Keene, “Advice for Non-Indigenous Instructors of Native Studies,” Indian Country Today, February 1, 2019, https://newsmaven.io/indiancountrytoday/opinion/advice-for-non-indigenous-instructors-of-native-studies-fclZSBHr5kmVtuwSx5KNhA the interdisciplinary professional group Medievalists of Color, https://medievalistsofcolor.com the Black Latinas Know Collective, https://www.blacklatinasknow.org; and Amber Hickey and Ana Tuazon’s workshop on “Decolonial Strategies for the Art History Classroom” (CAA Annual Conference, New York, February 2019), available at Art History Teaching Resources, http://arthistoryteachingresources.org/2019/05/decolonizing-and-diversifying-are-two-different-things-a-workshop-case-study. Finally, we acknowledge and hope to build upon the important points made in the 2016 Art Journal forum on Diversity and Difference, with contributions by Jordana Moore Saggese, Camara Dia Holloway, T’ai Smith, Tina Takemoto, and Tobias Wofford. See Art Journal 75, no. 1 (2016): 70–109. All websites cited in this article are current as of June 14, 2019.

2. Anti-Racism Digital Library, https://sacred omeka.net.

3. We are indebted to Ella Maria Diaz for the term “citational footprint,” for a way of protecting the historiographic impact of Chicana, indigenous, and Afro-Latina scholars, which was instilled in her by her colleagues Karen Mary Davalos and Tiffany Ana López.

4. This is further exacerbated by the metrification of scholarly impact. For a fascinating artistic intervention intended to disrupt Google Scholar’s algorithm, see Zach Kaiser’s Citation Bomb Project: “Citation Bombing: Tactical and Symbolic Subversion of Academic Metrification,” Art Journal Open, April 12, 2018, https://artjournal.collegeart.org/?p=9844.

5. Silvia Rivera Cusicanqui, “Ch’ixinakax utxiwa: A Reflection on the Practices and Discourses of Decolonization,” South Atlantic Quarterly 111, no. 1 (2012): 104. Emphasis added.

6. “AW Classroom,” Artsy Window, http://www.artsywindow.com/aw-classroom1.html.

7. New Yorker Photo (@newyorkerphoto), “Hi! I’m Sarah Lewis (@sarahelizabethlewis1 and @visionandjustice), a professor at Harvard where I teach about art, race, and justice. …,” Instagram photo, January 23, 2018, https://www.instagram.com/p/BeTARpthxqU/?hl=en.

9. Numerous studies have shown that faculty of color take on highly disproportionate and invisible service labor that includes mentorship and diversity-related work. It is imperative that white colleagues make concerted efforts to mentor students with marginalized identities. For further discussion, see Patti Duncan, “Hot Commodities, Cheap Labor: Women of Color in the Academy,” in “Women of Color and Gender Equity,” special issue Frontiers 35, no. 3 (2014): 39–63.

10. In addition to being cost-prohibitive for low-income applicants, studies have shown that the GRE, like the SAT, is a poor indicator of academic success. See Scott Jaschik, “Cornell, Harvard Drop GRE for English Ph.D.,” Inside Higher Ed, March 18, 2019, https://www.insidehighered.com/admissions/article/2019/03/18/cornell-and-harvard-english-departments-drop-gre-requirement; and Katie Langin, “A Wave of Graduate Programs Drops the GRE Application Requirement,” Science, May 29, 2019, https://www.sciencemag.org/careers/2019/05/wave-graduate-programs-drop-gre-application-requirement.

11. As someone who presents as ethnically ambiguous, I recognize that some people feel comfortable divulging racist beliefs because they view me as a “safe” person in whom to confide.

12. See Ashley Davis and Allyson Livingstone, “Sharing the Stories of Anti-Racism in Doctoral Education: The Anti-Racism Project,” Journal of Teaching in Social Work 36, no. 2 (2016): 197–215. The insights discussed here deal specifically with the field of social work but have broad applications for doctoral education across a variety of fields.

13. In 1993, underrepresented minorities made up 8.6 percent of all part-time and full-time faculty at US colleges and universities. That number increased to 12.7 percent in 2013. See Martin J. Finkelstein, Valerie Martin Conley, and Jack H. Schuster, “Taking the Measure of Faculty Diversity,” Advancing Higher Education TIAA Institute, April 2016, https://www.tiaainstitute.org/sites/default/files/presentations/2017-02/taking_the_measure_of_faculty_diversity.pdf. For further context on this phenomenon, see Carrie Tirado Bramen, “Minority Hiring in the Age of Downsizing,” in Power, Race, and Gender in Academe: Strangers in the Ivory Tower?, ed. Shirley Geok-Lin and Mar a Herrera-Sobek (New York: Modern Language Association, 2000), 112–31.

14. See Finkelstein, Conley, and Schuster, “Taking the Measure of Faculty Diversity.” See also Adam Hunter, “The Death of an Adjunct,” Atlantic, April 8, 2019, https://www.theatlantic.com/education/archive/2019/04/adjunct-professors-higher-education-thea-hunter/586168.

15. Sara Ahmed, On Being Included: Racism and Diversity in Institutional Life (Durham, NC: Duke University Press, 2012), 152.

16. We are inspired by our colleagues at the African American Intellectual History Society, who have included these criteria for their 2020 conference: https://www.aaihs.org/general-information. For a discussion of the backlash that comes along with this kind of diversity work, see Sara Ahmed, Living a Feminist Life (Durham, NC: Duke University Press, 2017), 135–60. And for an extensive and hilarious compilation of “manels,” https://allmalepanels.tumblr.com.

17. “An Interview with Jordana Moore Saggese, Editor-in-Chief of Art Journal,” CAA News Today May 21, 2019, http://www.collegeart.org/news/2019/05/21/interview-jordana-moore-saggese-editor-in-chief-art-journal.

18. Ibid.

Additional information

Notes on contributors

Elena FitzPatrick Sifford

Elena FitzPatrick Sifford is an assistant professor of art history at Muhlenberg College. Her research centers on race, representation, and cross-cultural exchange in colonial Latin American art, with particular focus on the depiction of Africans and Afro descendants in New Spanish painting. FitzPatrick Sifford has recently published in Ethnohistory (Duke University Press) and Latin American and Latinx Visual Cultures (University of California Press).

Ananda Cohen-Aponte

Ananda Cohen-Aponte is associate professor of art history at Cornell University. She specializes in the visual cultures of pre-Columbian and colonial Latin America, as well as the legacies of coloniality in contemporary Latinx art. She is author of Heaven, Hell, and Everything in Between: Murals of the Colonial Andes (University of Texas Press, 2016). Her forthcoming book focuses on art and anti-colonial struggles in the eighteenth-century Andes.

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