One week in October: Luis Suárez,John Terry and the turn to racial neoliberalism in English men’s professional football

This article explores two significant incidents of racism – involving Luis Suárez and John Terry – from the 2011–2012 English Premier League football season. In particular, it analyses and contextualises the reactions and responses articulated by key stakeholders within the football industry. Discursive themes were employed by these individuals as a means of trying to mitigate and/or exonerate the actions of Suárez and Terry, to question the veracity of the allegations made against them, and to downplay the extent and effects of racism in English football more generally. The article situates these standpoints within the wider cultural politics of race in the game and extricates the connections between discourse and structure in manifestations of racism. It demonstrates that these dominant responses are indicative of colour-blind ideology, white racial framing and the rules of racial standing. It also argues that these sporting trends are part of a wider societal shift towards racial neoliberalism.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.     

Narratives from the neighbourhood: The discursive construction of integration problems in talkback radio1

This paper examines how speakers deploy narrative devices in talking about Sudanese refugees. Particularly, we show how narrative constructions form an important basis for the advancement of accounts about integration problems into the local polity. We analyse talkback ‘phone‐in’ calls to a local Adelaide radio station that provide callers an opportunity to give accounts of events and social phenomena that concern them in their local settings. Analysis shows that speakers regularly deployed narrative constructions, first‐hand ‘witnessing’ devices that functioned to legitimate accounts as veridical versions of events, and contrast devices to explicate the moral and behavioural aberrance of Sudanese refugees. The analysis illustrates how these discursive devices function rhetorically in interaction, in ways that differentiate Sudanese refugees as problematic. Through this analysis, we contend that narrative devices precipitate and bolster socio‐political policies that have serious, negative consequences for Sudanese refugees.     

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.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

Critical Infrastructure Vulnerability to Spatially Localized Failures with Applications to Chinese Railway System

This article studies a general type of initiating events in critical infrastructures, called spatially localized failures (SLFs), which are defined as the failure of a set of infrastructure components distributed in a spatially localized area due to damage sustained, while other components outside the area do not directly fail. These failures can be regarded as a special type of intentional attack, such as bomb or explosive assault, or a generalized modeling of the impact of localized natural hazards on large‐scale systems. This article introduces three SLFs models: node centered SLFs, district‐based SLFs, and circle‐shaped SLFs, and proposes a SLFs‐induced vulnerability analysis method from three aspects: identification of critical locations, comparisons of infrastructure vulnerability to random failures, topologically localized failures and SLFs, and quantification of infrastructure information value. The proposed SLFs‐induced vulnerability analysis method is finally applied to the Chinese railway system and can be also easily adapted to analyze other critical infrastructures for valuable protection suggestions.     

‘Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race,place, and representation

This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of counter-storytelling from critical race theory, the article highlights how these sixth-grade students articulated counter-narratives about who they were and what their community was like – often in direct opposition to what they perceived as white people’s stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of representation.     

The Nature of the Political Reconsidered

I present an immanent, and explanatory, critique of reflections on the nature of politics and of power within political science. I argue that these reflections are problematic, to the extent that they presuppose an actualist conception of the political, and that this is generated by an empiricist way of thinking on the one hand and a constructivist way of thinking on the other. I show how re‐defining politics, power, and the political on the basis of a dialectical critical realist ontology resolves these problems and, thereby, allows us to understand the conditions for social change and the relationship between the political and the economic. My argument has two, important implications: first, that the proposal that those who study politics professionally should celebrate philosophical diversity is dangerous–at least if it makes it difficult to sustain a distinct, emancipatory form of political inquiry; and, second, that the nature of social reality justifies the need both for specialized forms of inquiry, such as politics and economics, and integrative forms of inquiry, such as political economy.     

“艺术化”与“社会化”的批评价值观辨析

建国以来的文学批评价值观从总体上可划分为＂艺术化＂和＂社会化＂两种。＂艺术化＂的批评价值观坚持文学的审美价值取向,＂社会化＂的批评价值观坚持文学的社会功利价值取向。文学价值是一个多元价值系统,相应的文学批评的价值取向无疑也是多元的。＂文学化＂批评和＂泛文学化＂批评各有其合理性和局限性。