Abstract
The purpose of this chapter is to consider the ways in which Critical Race Theory in Practice, a unique undergraduate-level module centring on race and racism can be inflected with postcolonial theory to open possibilities for the development of creative, inclusive and transgressive pedagogical spaces. We contend that in discussions of neo liberalism in education both critics and proponents of neo liberalism fail to fully apprehend the ways in which this ideological worldview, in its global impact and effects, displays racial characteristics that profoundly impact and entrench racial inequality. Therefore, the chapter will consider how ‘race’ and ‘racisms’ can be re-examined in Higher Education by racialising neo liberalism and methodology in order to develop a liberatory pedagogy. The chapter will end by discussing the CRTP Eye of Discourse practice model, developed for teaching in a range of global and postcolonial contexts providing opportunities to transform the complexity of counter-hegemonic theoretical knowledge into pedagogical practices.
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Notes
- 1.
Our practice assumes that all individuals have a racial or ethnic identity. We follow on from race theorists who have stated that white people also have ‘racialised’ identities (see Doane & Bonilla-Silva, 2003; Ruth, 1998). To this end we use the term racialised ‘Other’ to denote the complex positionality of racial identities in relationship to matrices of power. This enables a theoretical approach to understanding how whiteness is inflected in relationship to class, disability/ability, gender, sexuality and other aspects of identity.
- 2.
We use the term racisms in this chapter to denote the existence of particular types of racism that are directed to specific groups. Racism against African-Caribbeans differs markedly to anti-Muslim racism both types of racism are products of unique histories and manifest themselves differently in relation to the targeted group.
- 3.
Davis (2013).
- 4.
See Connor, Tyers, Modood, & Hillage. (2004).
- 5.
See HESA (2016) Table 13 – U.K. domiciled H.E students by level of study, sex, mode of study, first year identifier ethnicity 2014/2015. Retrieved from https://www.hesa.ac.uk/data-and-analysis.
- 6.
Alexander & Arday (2015).
- 7.
Sellgren (2010).‘’
- 8.
See Milne (2010).
- 9.
- 10.
This term is most frequently associated with feminist theory and research and is described as standpoint theory. It refers to the knowledge that marginalised groups have, the use of ‘lived experiences’ critiques and substitutes the conditions of the social lives of marginalised groups as a source of data instead of positivist epistemology.
- 11.
Key facts University of Greenwich (2014–2015 HESA). Total Students population 21,274; Mode: (FT: 72%), (PT: 28%); Gender: (Male: 44%, Female 56%); Age: (Under 29: 76%), (Over 30: 24%); Ethnicity: (White 50%, Asian other 7%, Bangladeshi 4%, Black African 13%, Black Caribbean, 3%, Black other 1%, Chinese 4%, Indian 6%, Mixed 4%, Pakistani 3%, other 15%, not given 3%).
- 12.
We make a distinction between equity and equality. Equality as it is currently understood in our social and political context refers almost entirely to representation. This narrow definition of equality occludes and conceals certain forms of discrimination due to the fact that equality of opportunity does not necessarily lead to quality of outcome.
- 13.
Contrary to prevailing notions of whiteness as being embodied by white people we follow on from Frantz Fanon in Black Skin, White Masks (1967) in arguing that notions of elite whiteness can be internalised by subjugated groups. Hence, the need to ‘decolonise the mind.’
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Webb, M., Ukoumunne, C. (2018). Breaking the Silence: Critical Race Theory in Pedagogy and Practice. In: Matthews, C., Edgington, U., Channon, A. (eds) Teaching with Sociological Imagination in Higher and Further Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6725-9_4
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