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. It will guide readers as they navigate issues of race in education research and practice, and will assist them in critically understanding this challenging field.
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. It will guide readers as they navigate issues of race in education research and practice, and will assist them in critically understanding this challenging field.
Greg Vass is a Lecturer at the University of New South Wales, Australia. His work in the Sociology of Education is concerned with social and Indigenous perspectives in education. His research interests are focused on investigating relationships between policy enactment, and pedagogic/curricula performative race-making practices and inequalities. This work explores how discrimination and privilege are connected to subjectivities that continue to rely on racialised social scripts and everyday practices. Building on his experiences as a high school teacher, central to his work are concerns with how educators can work towards disrupting the reproduction of raced hierarchies and inequalities within educational settings. Jacinta Maxwell is a P¿keh¿ New Zealander and a non-Indigenous Australian, who is currently a Lecturer at the School of Linguistics, Adult and Specialist Education at the University of Southern Queensland, Australia. Her doctoral research examined stated and implicit intentions underpinning the inclusion of the 'Aboriginal and Torres Strait Islander histories and cultures' cross-curriculum priority within the Australian Curriculum. Jacinta's research engages with critical race theories of education, policy and curriculum, and notions of national culture in international and offshore schools. Sophie Rudolph is a Lecturer in the Graduate School of Education, University of Melbourne, Australia. She has a long-standing interest in exploring issues of social justice, difference and equity in education. As a non-Indigenous, Anglo-settler Australian she has been particularly interested in the impact that colonial history has on present day inequalities in Australia. These interests frame her teaching and research practices. Her research includes sociological and historical examinations of education and investigates issues of curriculum, pedagogy and politics in education, policy and practice. Her work is informed by critical and post-structuralist theories and aims to offer opportunities for working towards social change. Her PhD thesis was awarded a Chancellor's Prize for Excellence in 2016. Kalervo N. Gulson is Associate Professor in the School of Education, Faculty of Arts and Social Sciences, University of New South Wales, Australia. His work is located across social, political and cultural geography, education policy studies, and science and technology studies. His current research programme examines Code, Data, Science and Education policy.
Inhaltsangabe
Series Editor's Preface Introduction 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 Keita Takayama Chapter 3. Decolonizing race theory: place, survivance & sovereignty Nikki Moodie Chapter 4. White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist Sam Schulz Section 2: Researching race in teaching and learning Chapter 5. Beyond 'getting along': Understanding embodied whiteness in educational spaces Jessica Walton Chapter 6. White microaffirmations in the classroom Encounters with everyday race-making Greg Vass Chapter 7. The raced space of learning and teaching: Aboriginal voices speak back to the university Tracey Bunda 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. Jacinta Maxwell 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 Sophie Rudolph Chapter 13. What does theory matter? Conceptualising race critical research Sharon Stein & Vanessa Andreotti Chapter 14. Afterword - 'Critical Education for Critical Times' Zeus Leonardo
Series Editor's Preface Introduction 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 Keita Takayama Chapter 3. Decolonizing race theory: place, survivance & sovereignty Nikki Moodie Chapter 4. White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist Sam Schulz Section 2: Researching race in teaching and learning Chapter 5. Beyond 'getting along': Understanding embodied whiteness in educational spaces Jessica Walton Chapter 6. White microaffirmations in the classroom Encounters with everyday race-making Greg Vass Chapter 7. The raced space of learning and teaching: Aboriginal voices speak back to the university Tracey Bunda 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. Jacinta Maxwell 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 Sophie Rudolph Chapter 13. What does theory matter? Conceptualising race critical research Sharon Stein & Vanessa Andreotti Chapter 14. Afterword - 'Critical Education for Critical Times' Zeus Leonardo
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