© 2018 – Routledge
182 pages | 2 B/W Illus.
This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas.
The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist politics and neoliberal economic rationalising in local settings that are creating new formations of race and racism. While focused predominantly on Australia and southern world or settler colonial contexts, the book aims to constructively contribute to broader emerging research and debates about race and education. Through the adoption of a relational framing, it draws the Australian context into the global conversation about race and racism in education in ways that challenge and test current understandings of the operation of race and racism in contemporary social and educational spaces. Importantly, it also pushes debates about race and racism in education and research to the foreground in Australia where such debates are typically dismissed or cursorily engaged.
The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues such as access to housing, health, social/economic mobility, and political representation.
Despite the happy talk over the past decade of a ‘post-racial’ society, this book brings together a collection of essays that shows persuasively how racism continues to shape many of our discourses and institutions in education, and how it might be possible to employ a range of research strategies for unsettling practices that have disastrous consequences for the experiences and aspirations of students viewed as ‘others’.
Fazal Rizvi, The University of Melbourne Australia
Series Editor’s Preface
Section 1: Concepts, politics and race in education
Chapter 1. New relationalities of race and education? Computational futures and molecular spaces
Kalervo N. Gulson
Chapter 2. PISA, Tiger parenting, and private coaching: The discursive construction of ‘the Asian’ in globalised education policy field
Chapter 3. Decolonizing race theory: place, survivance & sovereignty
Chapter 4. White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist
Section 2: Researching race in teaching and learning
Chapter 5. Beyond ‘getting along’: Understanding embodied whiteness in educational spaces
Chapter 6. White microaffirmations in the classroom <-> Encounters with everyday race-making
Chapter 7. The raced space of learning and teaching: Aboriginal voices speak back to the university
Chapter 8. ‘I have walked many miles in these shoes’: Interrogating racialised subject positions through the stories we tell
Audrey Fernandes-Satar & Nado Aveling
Chapter 9. Decolonising colonial education researchers in ‘near remote’ parts of Australia.
John Guenther, Eva McRae-Williams, Sam Osborne and Emma Williams
Section 3: Continuities and ruptures in race and education
Chapter 10. What if racism is a permanent feature of this society? Exploring the potential of racial realism for education researchers.
Chapter 11. The two years that killed a First Nations University
Kathryn Gilbey and Rob McCormack
Chapter 12. The past in the present: Identifying the violence of success and the relief of failure
Chapter 13. What does theory matter? Conceptualising race critical research
Sharon Stein & Vanessa Andreotti
Chapter 14. Afterword – ‘Critical Education for Critical Times’
This series investigates the interplay between the local and the global in contemporary education policy and practice. While globalisation is transforming local education systems, the local cannot be conceived as homogeneous or passive. Local policy advocates, educators and researchers mediate globalisation by adapting, resisting and amplifying its effects and influences. In this book series, the local perspective taken is from Australia, whose geographical and cultural positioning provides a unique analytical lens through which processes of globalisation in education can be explored and understood. Published in association by the Australian Association for Research in Education, this series includes high-quality empirical, theoretical and conceptual work that uses a range of qualitative and quantitative methods to address contemporary challenges in education.