This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.
A pedagogical guide to the confederate flag in post-race America
Cameron D. Lippard
racism. Newport (2000) also reported that by 2000, when boycotts against Southern states displaying the flag resurged, attitudes had changed to 59 per cent of Americans viewing it as representing ‘Southern pride’ (White Southern cultural heritage) and 28
Tribute to Joyce Canaan
For my dear friend, colleague and comrade Joyce. I write this with great sadness. Joyce fought a strong and brave battle against cancer for nearly two years, hoping that the treatments would finally end so she could get on with her life. This was my hope, too, because Joyce has so much ‘unfinished business’ – the book to complete, the articles to write and her contribution to the struggles of the land movement in Brazil to make. In a truly Freirean sense, she was building a movement with this community of farmers, teachers and academics. Joyce struggled against capitalism and its many violences and oppressions – imperialism, racism, sexism, ableism. ‘Fuck them all,’ she would say. ‘Fuck them all and let us build a better world’.
Soo Ah Kwon
Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal 'choice' and 'comfort' rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and 'culture' and not as a concept marked by power and inequities as it once may have been.
The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.
Adeel Hamza and John Gannon
central to German power as it expanded through Europe were scientific racism and scientific bureaucracy (ibid.: 185–221). In a way, however, the point that these institutions were nurtured in the colonies begs the question of the relation between the three
Julien Brachet, Victoria L. Klinkert, Cory Rodgers, Robtel Neajai Pailey, Elieth Eyebiyi, Rachel Benchekroun, Grzegorz Micek, Natasha N. Iskander, Aydan Greatrick, Alexandra Bousiou, and Anne White
racism and xenophobia as well as the cosmopolitan communitas that has emerged across perceived divisions. The next four ethnographic chapters describe specific issues facing entrepreneurs in Eastleigh: the establishment of businesses and accumulation of
The Draconian Governance of Illegalized Migrants in Western States
multiculturalism or in the form of White racism, … [results in] a fantasy of a nation governed by White people.” In Australia, Hage contends, populist anti-immigration discourse emerges from a widespread sense of frustration among Whites about losing the supposed
from elsewhere – the threat from the higher sections of the bourgeoisie against popular moves to subject it to graduated income tax, or from reaction to move to make the army account for blatant racism (Dreyfus). There was no single simple ‘bourgeois
Sam Jackson, Áron Bakos, Birgitte Refslund Sørensen, and Matti Weisdorf
-wing extremism: it does not adequately distinguish groups, actors, and movements that incorporate ideological racism from those that credibly reject racism (while, of course, advocating for policies that disproportionately affect minorities). Returning to the