Abstract
In this chapter I consider that following Butler, race can be understood as a hegemonic norm which subjectivates, shapes and constrains subjects. Race in Butlerian terms is maintained, produced and reproduced through a series of discourses, acts and practices which cite racial norms, explicitly or implicitly. I explore the idea that citizenship and the notion of good British citizen functions as a constituting norm and investigate how both race and racialised subjects are constituted in education via these norms, by examining data collected from secondary schools in England, and argue that raced notions of citizenship are employed to constitute both ideal citizens and unviable citizens. I also consider students’ resistance as an example of Butlerian parody which subverts hegemonic norms of Britishness.
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Notes
- 1.
The Crick Report provides the basis of advice and principles for teaching CE by the Labour government’s Advisory Group on the teaching of Citizenship and Democracy under the chairmanship of Professor Bernard Crick, who has been described as ‘a long time advocate of political education and political literacy in schools’ (Gillborn 2006, 93).
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Chadderton, C. (2018). Race as a Hegemonic Norm: Citizenship Education and the Production of Raced British Subjects. In: Judith Butler, Race and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-73365-4_4
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