Dealing with racist incidents: what do beginning teachers learn from schools?

This article focuses on how schools respond to racist incidents, and what new teachers learn from their involvement in those processes. It analyses four incidents involving the pupils of four beginning teachers. The article suggests that in each case, schools either partly or wholly avoided addressing the incident, and that this avoidance can be understood in terms of the colour and power evasive discourse, which is the dominant discourse on race in Western societies, and in most schools. One aspect of this discourse is that racism is defined on the basis of individual intentions, not outcomes. The article argues that it may be possible to adopt a more race cognisant approach with student teachers and staff in schools, building on nascent understandings of institutional racism, which shifts the focus to outcomes rather than intentions. The article demonstrates this approach, analysing each incident in terms of its consequences for the learning of the new teacher, and for the promotion of race equality in the school. While the small number of incidents may initially appear heartening, their negative impact on both teacher confidence and children’s understanding may be significant. The findings suggest that in the changing context of initial teacher education in England, approaches to supporting both schools and new teachers in this often misunderstood area are much needed, and that one way forward may be to give teachers time and support to critically reflect on and discuss their experiences.     

Un-American: Latina high school students’ testimonios of American and white conflation in the middle of nowhere

Abstract

Using a combination of counter-storytelling, testimonios, and Chicana feminist epistemology, I report on the findings of an ethnographic study that explores and analyzes the educational experiences of geographically isolated Latina high school students in a rural city in Wyoming. I demonstrate the labeling of these students by peers and teachers as ‘Un-American’ and the ways in which such a label is embedded in intersecting hegemonic discourses of whiteness, rurality and nationhood. It is through such labeling that white privilege is established and maintained and the immediate and future educational biographies of Latina/o students highly circumscribed.     

Negotiating belonging in Australia through storytelling and encounter

From 2010 to 2012 a diverse group of young people participated in an oral history theatre project, Chronicles, which aimed to support them to claim a personally meaningful Australian identity. Oral history theatre was used to facilitate a process whereby the young people were able to reconnect with their personal family histories, encounter Aboriginal young people and stories, and together interview Aboriginal Elders. Through this process, they could develop new understandings of their own social identities, and meanings of and possibilities for belonging. ‘Centring diverse lives, decentring whiteness’ and ‘a different starting point: Aboriginal ways of knowing’, were the two key outcomes that we report on. Bringing people from diverse cultural and social backgrounds together to share stories of history, culture and identity, offers a unique vantage point from which to rupture dominant narratives about belonging/non-belonging and show up whiteness, and together forge a new Australian identity reflective of everyday multiculturalism.     

Mediating affect in John Pilger’s Utopia: ‘the good life’ as a structure of whiteness

ABSTRACT

This article proposes that whiteness should be thought of as an affective structure, theorizing whiteness in terms of optimism, possessive subjectivity and multiculturalism. The article shows how the optimism of ‘the good life’ [Berlant, L., 2011. Cruel optimism. Durham, NC: Duke University Press] is linked structurally to whiteness in the construction of the Australian nation-state. In this context, Utopia [2013. Film. Directed by John Pilger. Australia: Antidote Films] specifically identifies whiteness as an affective structure. The article develops by unpacking this claim. First, I consider how the affective structure of the Australian nation-state is encountered through the mutual mediation of ‘media’ and ‘place’. I focus on the example of the film's journey to Rottnest Island – formerly an island prison, now the destination of holiday makers – to highlight how the optimism of arrival links whiteness to the present. Second, I develop an analysis of the affective surfaces of whiteness by analyzing the film's encounter with ‘White Man faciality’ [Deleuze, G. and Guattari, F., 1987. A thousand plateaus: capitalism and schizophrenia. Minneapolis: University of Minnesota Press] and Indigenous ‘slow death’ [Berlant, L., 2011. Cruel optimism. Durham, NC: Duke University Press]. Through producing a series of faces, Utopia portrays whiteness as a deflective surface that propagates the ‘onto-pathology’ of white Australia [Nicolacopoulos, T. and Vassilacopoulos, G., 2014. Indigenous sovereignty and the being of the occupier: manifesto for a white Australian philosophy of origins. Melbourne: Re.press]. Utopia also portrays whiteness as an absorptive surface in which Aboriginal self-possession – including, in the form of life – disappears. The film emphasizes the loss of Aboriginal life through illness and suicide linked to incarceration, overcrowding and state-induced impoverishment. The article concludes by locating media (including Utopia) within the tension between absorption and deflection as a tension between the different spatial actions of the affective relations that mediate whiteness.     

Racing tradition: Catholic schooling and the maintenance of boundaries

This article seeks to add to the underdeveloped strain of inquiry on the raced social experience of students in private and parochial institutions. We examine the role Catholic schools in the city of Chicago play in the maintenance and creation of racially problematic policies, spaces, and rhetoric. The research uncovers a multitude of responses framing African American students as an exotic other in mission and action through the leveraging of liturgical, ideological, and political language and practice. Using Cultural Studies and Critical Race Theory the work seeks to create a discursive space for representation and resistance in the repositioning of dominant and sanguineous narratives about Catholic schooling both in the US and globally. We use moments when race became particularly and often painfully salient in our experiences of Catholic schooling to expose the structural and racial inequity perpetuated in establishing and enforcing racial barriers to success through religion-for-segregation educational policies.     

Dispatches From Along the Veil: Stories of Racial Rejection

In the wake of both long‐standing frustration with, and objective levels of, race, gender, and class exclusion in academic societies, I dive into a professional diary I have collected over the years. I demonstrate nine interactional patterns culled from my own experiences alongside the Du Boisian “veil.” Such social forces are often considered esoteric and inaccessible due to racial hierarchies, elite gatekeeping, and methodological constraints. I read these patterns as mechanisms in the reproduction of a racialized interaction order. That order both creates, and is bolstered by, systematic discrimination, disciplined exclusion, and constricted knowledge production.     

Under the cloak of professionalism: covert racism in teacher education

This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden beneath professional definitions. By interviewing graduates of a well-established Indigenous teacher education program in British Columbia, Canada, I examine the mechanisms that still hinder the success of Indigenous teacher candidates in teacher education and in the school system. The study highlights the resilience, resistance, and strategic planning that Indigenous teachers use to challenge the system while advancing their position within it. Lastly, I suggest ways to support Indigenous teacher candidates in teacher education.     

Black Lives/White Backgrounds: Claudia Rankine’s Citizen: An American Lyric and Critical Race Theory

How do you criticise a hierarchical racial formation that is rendered nearly invisible by its colour (white) and positioning (background) in the contemporary, so-called colour-blind or post-racial US? The reading of Claudia Rankine’s Citizen: An American Lyric that this essay will undertake seeks to offer a response to this question utilising some key insights from Critical Race Theory (CRT). As they are understood here, both CRT and Citizen offer counter-stories by ‘call[ing] out’ to what you ‘don’t see’, specifically to America’s racial formations so as to promote colour-consciousness and an anti-racist critique. Beginning with a discussion of the relationship between literary and legal narratives, followed by two sections on Rankine’s rhetorical strategies, this essay ends by closely reading her texts about Trayvon Martin, who was murdered on 26 February 2012.     

Feminine Purity and Masculine Revenge-Seeking In Taken (2008)

The 2008 film Taken depicts the murderous rampage of an ex-CIA agent seeking to recover his teenage daughter from foreign sex traffickers. I argue that Taken articulates a demand for a white male protector to serve as both guardian and avenger of white women's “purity” against the purportedly violent and sexual impulses of third world men. A neocolonial narrative retold through film, Taken infers that the protection of white feminine purity legitimates both male conquest abroad and overbearing protection of young women at home. I contend that popular films such as Taken are a part of the broader cultural system of representing social reality that elicit popular adherence to common-sense myths of white masculinity, feminine purity, and Orientalism.     

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.