The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971 Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm [Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.     

Lost in translation – A case study of a public debate on freedom of expression and a neo-Nazi rally

ABSTRACT

This is a case study of a neo-Nazi public gathering in Sweden and the debate the event caused in Swedish media. The debate focused on the fact that the police gave the neo-Nazis permission to demonstrate and on how this could have been avoided. The study thus concerns the dilemma that emerges when freedom of speech clashes with hate speech and the sense of jeopardized public safety that occurs when neo-Nazis are allowed to march. The study is based on Critical Discourse Analysis and strives to discover how this debate is embedded in more complex ideological contexts. The study helps shed light on how the growing neo-Nazi movement contributes to normalizing general racism. Under the banner of engaging in the fight against racism, public opinionmakers, cited in the articles under study, were willing to suspend freedom of speech for neo-Nazis and accused the police of being too hesitant. At the same time, as shown in the study, the police had other internal priorities that were never exposed. Internally, the police authority debated whether or not the neo-Nazi movement should be given some lenience, based on the assumption that severe handling of the neo-Nazis would cause them to radicalize into violence.     

Shaking the bad boys: troubling the criminalization of black boys’ childhood play,hegemonic white masculinity and femininity,and the school playground-to-prison pipeline

ABSTRACT

Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black boys’ play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and privilege White boys and girls bring to societal spaces including playgrounds, little is known about how such power influences the experiences of Black boys who play with them. In this conceptual paper, I draw on critical race theory (CRT) to trouble the criminalization of Black boys’ childhood play and hegemonic White masculinity and femininity, which can prove violent and dehumanizing to Black boys. As such, I suggest that similar to the school-to-prison pipeline (STPP), Black boys may become victims of what I call the school playground-to-prison pipeline (SPTPP) as a consequence of White children’s accusations, fears, misperceptions, and misreadings of Black boys’ play. Recommendations are provided for teacher and ECE to better support Black boys and the cross-cultural play interactions between them and White children.     

Crossing borders in initial teacher education: mapping dispositions to diversity and inequity

In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of power and global and local inequities through their role as educators. Inspired by both decolonial and Western critical theories, we frame this as research that seeks ‘otherwise’ as we invite teacher candidates to ‘cross borders’ to what is ‘other’ to themselves. In this article, we share our study’s priorities, methods, methodological/theoretical framework, data analysis and findings. Our findings identify a significant gap between the priorities of social equity to which teacher candidates state they commit and the educational practices that would affirm those commitments.     

The roots of black resistance: race,gender and the struggle for urban land rights in Salvador,Bahia, Brazil

In Salvador, Bahia, Brazil, during the past ten years, the city has transformed its historical centre into cultural sites for leisure tourism. This process has included projects of ‘slum clearance’, negatively impacting black communities who have historically occupied these areas. In this essay, I present an ethnographic account of Gamboa de Baixo, a black coastal community in the centre of Salvador, and its political movement against urban renewal programmes. Specifically, I focus on the articulation of racial and gender politics in black women's grassroots activism against land expulsion and for access to material resources. This case in Salvador unearths one aspect of institutional racism in Brazil and the formation of an anti‐black racism resistance movement. Resistance to urban renewal plans in Salvador demonstrates how struggles for urban land rights are a crucial part of engaging in the broader national and international politics of race. In black communities in Brazil and throughout the African diaspora, urban land and territorial rights are the local idioms of black resistance.     

Teaching while Black: racial dynamics,evaluations, and the role of White females in the Canadian academy in carrying the racism torch

For racialized academics, life in the academy can be marred by racial violence that leaves them caught between their commitment to their craft, desire for educational attainment and development, and the mental anguish that can dominate their existence. Drawing from experiences of the author and other Black faculty members in Canadian tertiary academic institutions, I provide a theoretical exposition recognizing the role of narratives as an act of counter-storytelling. I draw upon Black feminist epistemology, critical race theory, and critical theory to examine how the experiences of Black academics remain under-theorized, marginalized, and often erased within ‘strong/angry Black woman/man’ caricatures. I highlight how racial evaluation filters reinforce racism and affects the careers of Black academics. I also discuss the role that White women, who are charged with decision-making power, have come to play in carrying the ‘racism torch’ in the academy while adhering to the tropes of innocence.     

Narratives of race and nation: Everyday whiteness in Australia

Australia's history as a white nation has been riddled with not only mis-treatment of the ‘other’, but in more recent times of a type of invisibility of the ‘other’ that has disabled many within this nation from recognising the continuation of practices and policies of racial discrimination. This paper presents the findings from research conducted over 2001–03 during the ‘boat people’ crisis in Australia, when a number of everyday individuals volunteered time to assist refugees. It goes on to argue that while the policies of Multiculturalism of the 1970s had attempted to create a more inclusive society and had for the participants in this research transformed into nation-defining narrative, its failure to incorporate everyday people in its inception and continuation was productive of a blind spot in relation to racial treatment because most could believe all was well in this arena.     

The racial politics of STEM education in the USA: interrogations and explorations

ABSTRACT

This special issue brings together a mix of early-career, mid, and senior scholars to critically examine current realities of, and boldly imagine future possibilities for, STEM education in the lives of racially minoritized children in the United States. Given the implicit and sometimes explicit aspirations of STEM education to be a counteracting force against racialized injustice, how do students and communities of color experience and make sense of STEM reforms/initiatives? By examining a broad range of STEM contexts including mathematics, computer science, science and environmental science education, and through a diversity of methodological approaches, this special issue aims to contribute to a scholarly conversation about how racialized power intersects with the larger themes and foci of STEM education. In our introduction, we both highlight broad themes of the issue, and offer possible directions for future research at the intersections of race, power, and STEM.     

On the back of blackness: contemporary Canadian blackface and the consumptive production of post-racialist,white Canadian subjects

This article is based on a qualitative research project examining the phenomenon of contemporary Canadian blackface. It addresses the discursive juxtaposition of blackface with the claim to Canadian racial progressiveness that typically attends public debates about blackface. I argue that blackface and the discourses defending it are forms of racial consumption through which ostensibly progressive white subjectivities are secured. I further argue that contemporary Canadian blackface discourse is postracialist in its ability to juxtapose racist expression with claims of racial transcendence, and I identify this postracialism as a long-standing feature of Canadian national narratives that are partially constructed through revisionist understandings of the nation’s relationship to blackness, and against an ostensibly more virile racism in the US. This analysis reminds us of the symbiotic relationship between racial fetishization/fascination as found in contemporary blackface, the foundational white supremacy of the Canadian settler-colonial context, and the always uneven terms upon which blackness is included in Canada. It clarifies what is at stake for Canadians who participate in blackface and in defending it, and helps us to understand the pedagogical import of both blackface and Canadian egalitarianism for perpetuating anti-blackness in Canada.     

Marketing an imagined Muslim woman: Muslim Girl magazine and the politics of race,gender and representation

This article examines the magazine Muslim Girl (started publication 2007) and explores how the representations on the magazine's pages construct a particular type of identity for Muslim women: an ‘idealized’ Muslim woman who is both North American/Western and Muslim. Such a woman is portrayed as liberal, educated, fashionable, a ‘can-do’ woman, who is also committed to her faith. This ‘ideal’ woman is situated squarely as a neo-liberal subject in an increasingly consumerist world: she is ‘marketable’ (and marketed) as the ‘good Muslim’ (Mamdani, 2004) and is positioned as the ‘familiar stranger’ (Ahmed, 2000) in North America. This so-called ‘modern’ Muslim (read: ‘good Muslim’) is juxtaposed both against the ‘fundamentalist’ Muslim (read: ‘bad Muslim’) and the ‘normalized’ white North American subject. Against the discourse of post 9/11 nationalism and within the context of (gendered) Orientalism, this article argues that such idealized representations present easily recognizable tropes, which serve important political, ideological and cultural purposes within North American society. An analysis of these representations – and the purposes which they serve – provides an important window into the nuances of the structured discourses that seek to control and discipline the gendered Muslim body. On the one hand, the representations in Muslim Girl focus on the so-called ‘integrated North American Muslim’ – a ‘modern’ or ‘good’ Muslim – within the context of the multicultural, neo-liberal and post 9/11 nation-state. On the other hand, these representations also highlight examples of Muslim women, who seemingly remain committed to their faith and community. Such representations of hybridized North American Muslims speak powerfully to the forces – ideological, cultural, political and social – that are at play in the post 9/11 world. In analyzing the representations found in Muslim Girl, this paper provides an insight into some of these forces and their implications.     

Teaching in color: a critical race theory in education analysis of the literature on preservice teachers of color and teacher education in the US

In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, White privilege and White hegemony pervades contemporary teacher education, and presents a formidable challenge to the goal of preparing teachers (of color) to teach in a manner that is relevant, critical and humanizing while also socially and individually transformative. I conclude by envisioning how teacher education programs might address these challenges in such a way that more effectively meets the needs of preservice teachers.     

关于西部民族高等教育改革和发展的思考

本文分析了西部民族高等教育相对落后的原因,并提出了发展西部民族高等教育的几点应对措施和设想。     

Negotiating the limits of upbringing,education, and racial hygiene in Nazi Germany as exemplified in the study and treatment of Sinti and Roma

Abstract

Like other minorities, Sinti and Roma were victims of racial persecution by the Nazis. For this group in particular, the Racial-Hygienic and Heredity Research Centre in the Reich Health Office became a central institution in the Nazi system of extermination. Eva Justin, a reseacher at the Centre, published her doctoral dissertation while working there. The dissertation discusses the possibility of ‘educating’ Sinti and Roma and of making them useful to the German Volksgemeinschaft (‘community of the people’). In this article, I examine Justin’s notions of a subject’s capacity to be brought up and educated and how these notions can be understood in the context of antiziganism, racial hygiene, and National Socialism. In particular, I elucidate her notions of a subject’s capacity to be brought up and educated and the attributes and interpretative framework with which she contrued Sinti and Roma as ‘objects of upbringing and education’.     

Rewriting dominant narratives of the academy: women faculty of color and identity management

Drawing on Delgado and Yosso’s counterstory, Yosso’s community cultural wealth, and Alsup’s borderland discourses, the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than merely being socialized into cultural reproduction, as much of the literature oriented toward women of color advises them to do in order to become successful, they seek to actually engage in transforming their roles and that of the academy by consciously and repeatedly making present and visible facets of identity that have previously been more-or-less absent in higher education. By presenting these counter-narratives the authors attempt to engage with ways of self-positioning that are, especially for women of color in academia, not frequently discussed or presented.     

Between separation and integration: the case of educated Bedouin women in the Negev

In this qualitative paper, I have examined how women from a conservative minority group handle their encounter with the values of the majority group as they acquire academic education. This examination was undertaken in the general context of the research tradition that addresses the sociological and anthropological attributes of conservative societies when in confrontation with the processes of moderation, and is based on the acculturation model formulated by Berry. The source materials for this qualitative study are based on in-depth semi-structured interviews with 30 Bedouin students. The fact that Bedouin women who wish to study strive to maintain traditional values, such as their manner of dress, indicates their understanding that it is necessary to create change and acquire an academic education in order to earn a suitable salary and aid their communities, while at the same time upholding the boundaries and conventions set by the community. Tradition is thus maintained, and traditional and even religious values continue to exist within the boundaries of the minority group, alongside the stretching of those boundaries and the integration of values from ‘outside’ with those ‘inside.’     

The vicious circle: effects of race and class on university entrance in Brazil

Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students’ social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil’s Exame Nacional do Ensino Médio (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance.     

Fetal citizenship in the borderlands: Arizona's house bill 2443 and state logics of racism and orientalism

In 2011, Arizona passed the ‘Susan B. Anthony and Frederick Douglass Prenatal Nondiscrimination Act of 2011’, which makes it a felony for doctors to knowingly perform an abortion for race or sex selective reasons. To convince the House and Senate to pass House Bill 2443, advocates constructed African American, Asian American and Asian immigrant women's reproduction as troublesome: these women were either victims of a racist, eugenicist family planning organization that sought to limit fertility or they were victims of a sexist heteropatriarchal family structure that prefers male sons. Or, in another rendering, Asian women were cast as ‘backward’ migrants who have not assimilated to American gender equality. My essay argues that House Bill 2443 appears to be about reproduction, but must be understood with a lens that is attentive to racism, colonialism, and anti-immigrant sentiments in Arizona's past and contemporary moment. In other words, state measures that criminalize abortion need to be read against the on-going cultural genocide of Indigenous peoples and recent laws that criminalize Latin@ migrants. In the borderlands, reproduction is intimately tied to citizenship and state repression.     

Italians with veils and Afros: gender,beauty, and the everyday anti-racism of the daughters of immigrants in Italy

This paper explores the everyday anti-racist practices of the female children of immigrants in Italy. We analyse two case studies: first, a group of Muslim young women in Italy who have publicly re-appropriated what is popularly known as ‘Islamic fashion’; and second, a group of young Afro-Italian women who meet both online and offline to share resources about the care of ‘natural’ Afro-textured hair. We argue that transnational feminist analysis can shed light on the complex ways that aesthetics and the female body are implicated in struggles for social and legal recognition in Italy among the so-called second generation.     

Thinking through the flesh: a critical autoethnography of racial body politics in urban teacher education

Although the ubiquitous nature of whiteness has been scrutinized in research on teacher preparation in the United States, scholarship on how this concept impinges upon the field’s overall culture, as well as on pedagogy, is scarce. Thus, I perform a critical autoethnographic study on the relationships among whiteness, pedagogy, and urban teacher education. The inquiry threads Critical Race Theory and feminist theorizing on (Black) bodies, affects, and assemblages, and extends from extant literature illustrating that the dichotomous thinking characteristic of whiteness undergirds the disembodied approaches to teaching and learning prevalent in teacher education programs. This, I discover, leaves one White pre-service teacher ill-equipped to discern and disrupt the materialization of whiteness in an (inter)corporeal encounter with a Black youth in an urban classroom. Additionally, a pedagogy of disembodiment hinders this pre-service teacher from developing robust understandings of how latent within his lived-in, socio-historically situated White body is the potent potential to exacerbate the psychic pain that racism inflicts upon the racially othered children and youth who navigate urban classrooms under the scorching glare of whiteness. These findings underpin my call for urban teacher educators to embrace a pedagogy of embodiment in order to build pre-service teachers’ capacities to teach racially marginalized children and youth in ways that broaden the boundaries of the human beyond the scope of whiteness.     

Exploring the intersection of transnationalism and critical race theory: a critical race analysis of international student experiences in the United States

International student mobility to the United States (US) has increased over the past two decades. Despite the increase in numbers, international students may experience racism, nativism, and other forms of discrimination within the US context. Much of the existing literature focus on how international students can assimilate and cope with these issues rather than interrogating the systems of oppression that create negative student experiences. Thus, we utilized critical race theory (CRT) as a framework for interrogating how international student experiences are portrayed in current literature. Although CRT is grounded in US-based legal theory, we argue that CRT must move beyond the rigid confinement within US borders and expand to consider how transnationalism and global exchange contributes to the fluidity and applicability of this theory. We also provide recommendations for critical race praxis, with an emphasis on implications for practice, theory, and future research.