EDST1108 Lecture Notes - Lecture 10: British Rail Class 60, Blackbirding, Racial Profiling
9 Jun 2018
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Department
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Professor
10. 7/05/18 Racism and avoiding tokenism/Aboriginalism in Teaching and
Learning
• ‘Racism is not ultimately the problem of people who think there are races ‘out
there’ - but the materially coordinated set of institutions that result from
people’s actions’ - Leonardo 2011
• Typically focus on the oppressed - the groups discriminated against - in order
for this to exist there must be an oppressor, and group that is not
discriminated against
• Racism is discriminatory, and also reinforces privilege and reproduction
• Coordinated set of institutional practices
Everyday racism - micromessaging - overlooked, attention deflected
• Akala on everyday racism (video on the Guardian)
• Racism is a business - marketed
• Microaggressions
• Seem trivial - daily hostilities laying the ground for larger, systemic
violence
• Shame - internalisation
• Major brands become etched into our psyches
• Embarrassment about names (African, Asian)
• Relationship between top-down propaganda and the biases that we
carry - analyse and think critically about the structures and systems
that sustain racism
• Permeates the classroom and schooling practices FAR more than overt /
violent / highly aggressive racism
• Grammars of race - body language communicating ideas
• Racial profiling - assumptions and ideas that become articulated in a variety
of ways (not just verbal) - gestures, choices, suspicions
• ‘Everyday’ racism is connected to broader health concerns
Does ‘race’ (still) matter in education?
• Concerns with assimilation, civilization, vocational training, IQ, poverty,
cultural difference, remedial education, school readiness
• All of these can be analysed and criticised through race lens / ideas
The foundations of race, racism, and racialisation
• The genealogy of ‘modern’ racism
• Traced to the Enlightenment
• ‘Rationality, scientificity, and objectivity’
• Eg. slave trade, ‘Blackbirding’ in Queensland
• Race has no biological basis - social and cultural readings have created
hierarchies, but no biological basis
• From the 50s, race and ethnicity became conflated - race became codified
within discourses of culture, nation, and class
• 60s - focus on debunking extreme / individual acts of racism
• Moving away from objectivist and ideological views of race
• Race is socially constructed in and through the interactions of people -
involves practices and processes of racialisation
• Sets of assumptions and ideas are taken up by individuals and enacted
Race is contested
• What is the race?
Race-making and raced identities
• Race is not a description - it shapes experiences and opportunities of people
and groups
• Race is given meaning / made meaningful / constructed by people
• Race is made in and through discourse
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
7/05/18 racism and avoiding tokenism/aboriginalism in teaching and. Everyday" racism is connected to broader health concerns. Does race" (still) matter in education: concerns with assimilation, civilization, vocational training, iq, poverty, cultural difference, remedial education, school readiness, all of these can be analysed and criticised through race lens / ideas. The foundations of race, racism, and racialisation: the genealogy of modern" racism, traced to the enlightenment, eg. slave trade, blackbirding" in queensland. Reliant on audience having critical levels to understand and unpack this satire. Whiteness: talking about a political and legal framework grounded in ideologies of. Western supremacy and the impact of colonist processes: develop an understanding of how racism serves white interests, meritocracy and being colour-blind deflects attention. White australia policy: the first act of federal parliament was the white australia policy. Race and education in australia: the role of educational settings and the work of teachers - needing to address issues of race more effectively.
