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Whiteness is not innate - it is learned. The systems of white
domination that prevail across the world are not pregiven or
natural. Rather, they are forged and sustained in social and
political life. Learning Whiteness examines the material
conditions, knowledge politics and complex feelings that create and
relay systems of racial domination. Focusing on Australia, the
authors demonstrate how whiteness is fundamentally an educational
project - taught within education institutions and through public
discourse - in active service of the settler colonial state. To see
whiteness as learned is to recognise that it can be confronted.
This book invites readers to reckon with past and present politics
of education in order to imagine a future thoroughly divested from
racism.
This book brings together high-quality international research which
examines how migration and borders are experienced in education. It
presents new conceptualisations of education as a 'border regime',
demonstrating the need for closer attention to 'border thinking',
and diasporic and transnational analyses in education. We live in a
time in which borders - material and political - are being
reasserted with profound social consequences. Both the containment
and global movement of people dominate political concerns and
inevitably impact educational systems and practices. Providing a
global outlook, the chapters in this book present in-depth
sociological analyses of the ways in which borders are constituted
and reconstituted through educational practice from a diverse range
of national contexts. Key issues taken up by authors include:
immigration status and educational inequalities; educational
inclusion and internal migration; 'curricula nationalism' and
global citizenship; education and labour; the educational
experiences of refugees and the politics of refugee education;
student migration and adult education; and nationalism, colonialism
and racialization. This book was originally published as a special
issue of International Studies in Sociology of Education.
This book offers an important and timely critique of expertise,
showing how it is a 'keyword' shaped by social, historical, and
political debates about what counts as knowledge and truth, and who
counts as experts. Using teacher expertise as an illustrative case,
Jessica Gerrard and Jessica Holloway reflect on recent events,
including COVID-19 and the climate crisis, to examine how expertise
is never neutral, objective, or fixed. They argue that 'getting
political' is not just an inevitable part of teacher expertise, but
a necessary basis of any claim to it. Across the chapters,
Expertise explores how expertise is socially constructed in
relation to governance, uses of data and evidence, understandings
of ignorance and the unknown, and - ultimately - power. Using
contemporary and historical examples from international contexts,
the authors address the political positioning of expertise and how
this creates boundaries between who is an expert and who is not,
and what is (and is not) expertise. Gerrard and Holloway argue that
ongoing policy debates about teacher expertise cannot be resolved
by neutral definitions of 'good teaching'. Rather, expertise is
unavoidably political in its expression.
Whiteness is not innate - it is learned. The systems of white
domination that prevail across the world are not pregiven or
natural. Rather, they are forged and sustained in social and
political life. Learning Whiteness examines the material
conditions, knowledge politics and complex feelings that create and
relay systems of racial domination. Focusing on Australia, the
authors demonstrate how whiteness is fundamentally an educational
project - taught within education institutions and through public
discourse - in active service of the settler colonial state. To see
whiteness as learned is to recognise that it can be confronted.
This book invites readers to reckon with past and present politics
of education in order to imagine a future thoroughly divested from
racism.
This book brings together high-quality international research which
examines how migration and borders are experienced in education. It
presents new conceptualisations of education as a 'border regime',
demonstrating the need for closer attention to 'border thinking',
and diasporic and transnational analyses in education. We live in a
time in which borders - material and political - are being
reasserted with profound social consequences. Both the containment
and global movement of people dominate political concerns and
inevitably impact educational systems and practices. Providing a
global outlook, the chapters in this book present in-depth
sociological analyses of the ways in which borders are constituted
and reconstituted through educational practice from a diverse range
of national contexts. Key issues taken up by authors include:
immigration status and educational inequalities; educational
inclusion and internal migration; 'curricula nationalism' and
global citizenship; education and labour; the educational
experiences of refugees and the politics of refugee education;
student migration and adult education; and nationalism, colonialism
and racialization. This book was originally published as a special
issue of International Studies in Sociology of Education.
This book explores the contemporary conditions of marginal work
within the context of persistent unemployment, poverty, and
homelessness in wealthy nations. Drawing from research concerning
three cities-Melbourne, San Francisco, and London-Jessica Gerrard
offers a rich account of one of the most precarious informal forms
of work: selling homeless street press (The Big Issue and Street
Sheet). Combining analyses of sellers' everyday work experiences
with theorizations of marginality, working, and learning, Gerrard
provides much-needed insight into contemporary forms of
entrepreneurial and precarious work. This book demonstrates that
those who are unemployed and seemingly unproductive are, in fact,
highly productive. They value, desire, and seek practical work
experience whilst also struggling to fulfill the basic needs that
many of us take for granted.
This book offers an important and timely critique of expertise,
showing how it is a 'keyword' shaped by social, historical, and
political debates about what counts as knowledge and truth, and who
counts as experts. Using teacher expertise as an illustrative case,
Jessica Gerrard and Jessica Holloway reflect on recent events,
including COVID-19 and the climate crisis, to examine how expertise
is never neutral, objective, or fixed. They argue that 'getting
political' is not just an inevitable part of teacher expertise, but
a necessary basis of any claim to it. Across the chapters,
Expertise explores how expertise is socially constructed in
relation to governance, uses of data and evidence, understandings
of ignorance and the unknown, and - ultimately - power. Using
contemporary and historical examples from international contexts,
the authors address the political positioning of expertise and how
this creates boundaries between who is an expert and who is not,
and what is (and is not) expertise. Gerrard and Holloway argue that
ongoing policy debates about teacher expertise cannot be resolved
by neutral definitions of 'good teaching'. Rather, expertise is
unavoidably political in its expression.
This volume marks a new approach to a seminal work of the modern
scientific imagination: Charles Darwin's "The Origin of Species"
(1859). Darwin's central theory of natural selection neither
originated nor could be contained, with the parameters of the
natural sciences, but continues to shape and challenge our most
basic assumptions about human social and political life.
Several new readings, crossing the fields of history, literature,
sociology, anthropology and history of science, demonstrate the
complex position of the text within cultural debates past and
present. Contributors examine the reception and rhetoric of the
Origin and its influence on systems of classification, the
nineteenth-century women's movement, literary culture (criticism
and practice) and Hinduism in India. At the same time, a re-reading
of Darwin and Malthus offers a constructive critique of our
attempts to map the hybrid origins and influences of the text.
This volume will be the ideal companion to Darwin's work for all
students of literature, social and cultural history and history of
science.
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