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Judith Butler, Race and Education
This book provides an analysis of race and education through the lens of the work of Judith Butler. Although Butler tends to be best known in the field of education for her work on gender and sexuality, her work more broadly encompasses the functioning of power and hegemonic norms and the formation of subjects, and thus can also be applied to analyse issues of race. Applying a Butlerian framework to race allows us to question its ontological status, while considering it a hegemonic norm and a performative notion which has a significant impact on real lives. The author considers the implications of Butler’s thinking for debates; addressing diverse contemporary educational issues in which race continues to be (re)produced, such as the formation of leaner identities, the production of the good citizen, raising student aspirations, counter terrorism and surveillance in education, and qualitative research in education. This book will be of interest to students and scholars of education and race, the sociology of education and equality of opportunity.
Unmasking White Preaching
This book examines the impact of white racialization in homiletics. The first section, Racial Hegemony, interrogates the white, colonial bias of Euro-American homiletical practice, pedagogy, and theory with particular attention to the intersection of preaching and racialization. The second section, Resistance and Possibilities, contributes diverse critical homiletical approaches emerging in conversation with racially-minoritized scholarship and racially subjugated knowledge and practice. By reading this book, preachers and professors of preaching will encounter alternative, non-dominant homiletical pathways toward a more just future for the church and the world.
Muslims, Schooling and Security
This book focuses on the recent educational policy debates surrounding Muslims, schooling and the question of security in light of the Counter Terrorism Security Act – which has made ‘Prevent’ a legal duty for schools, colleges and universities. The book examines the infamous ‘Trojan Horse’ affair in Birmingham, and critically evaluates the security discourses in light of theoretical insights from the study of racial politics. The sociology of race and schooling in the UK has long been associated with a number of diverse areas of study, including racial inequality, multiculturalism, citizenship and identity; however, until very recently, very little attention has been given to securitization and race within the context of education and even less focus has been given to the links between the question of security and racial politics. This book makes a much-needed and timely contribution to debates on the complex relationship between racial politics and schooling, and will make compelling reading for students and researchers in the fields of education and sociology, as well as education policy makers.
Critical Race Theory and Education
This book, now in its second edition, focuses on the challenge to Marxism posed by Critical Race Theory as this relates to educational theory, policy, and practices with respect to both the US and UK. Critical Race Theory (CRT) in the realm of Education has a long history in the US, and is now a burgeoning field of inquiry in the UK. Critical Race Theory and Education is the first book-length response to CRT from a Marxist perspective and looks at CRT's origins in Critical Legal Studies, critiques the work of major US and UK Critical Race theorists, and also looks at some of CRT's strengths. CRT and Marxism are contextualized with respect to both neo-liberal global capitalism and imperialism and to anti-racist socialist developments in South America. The book concludes with some suggestions for classroom practice.
Student Voice Handbook
The Student Voice movement of the United Kingdom influences discussion across various levels of education. Equally, international responses to Student Voice extend the debate and movement further. This text locates Student Voice within wider debates around empowered citizenry and the 'big society'.
Race, Language, and Subjectivation
Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, but race, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used to signify dominantly found re-positionings are ‘raciolinguistic norm’ and ‘raciolinguistic Other’. The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.
Education for Democratic Intercultural Citizenship
Winner of the SIG Moral Development and Education Book Award, granted by the American Educational Research Association! Education for Democratic Intercultural Citizenship (EDIC) is very relevant in contemporary societies. All citizens, but in particular teachers, curriculum developers, educational policy makers, and educational professionals in civil society (NGOs) have a crucial role in this. Seven European universities are working together in developing a curriculum to prepare their students for this important academic, societal and political task. As part of an Erasmus+ Strategic Partnership they each develop a module in the area of moral, intercultural and citizenship education. All modu...
Critical Race Theory in England
Critical Race Theory (CRT) explains and challenges the persistence of racial discrimination throughout the world today, addressing issues such as racism, post-colonialism and systems of apartheid. Despite claims we live in a post-racial era, equality laws are under threat in the UK and evidence of racism persists in life and work. This collection is the result of ongoing work in this area by a group of UK based academics: the CRT in the UK discussion group, convened by Namita Chakrabarty, John Preston and Lorna Roberts. The aim of this book is to examine the practical application of CRT within a specifically English context. Encompassing a range of fields, from education to civil defense, it...
Schooling in a Democracy
The COVID-19 pandemic has left inequalities in schools wider and uncertainty about the future greater. Now seems an appropriate time to think about the contribution schooling makes to the communities it serves and the country generally. However, drawing on his recent research, Richard Riddell argues that the increasingly narrow focus of Education governance after 20 years of reform has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.
