Teaching "Race" with a Gendered Edge

Teaching "Race" with a Gendered Edge

A book series by ATGENDER
Brigitte Hipfl
Kristín Loftsdóttir
Copyright Date: 2012
Edition: NED - New edition, 1
Pages: 173
https://www.jstor.org/stable/10.7829/j.ctt2jbncn
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  • Book Info
    Teaching "Race" with a Gendered Edge
    Book Description:

    This collection of essays responds to the need to approach questions of race and racism from a feminist perspective, focusing on the intersections of race, class and gender. Only a thorough exploration of these intersections can open up a deeper understanding of racism against particular groups that have emerged in the European historical context and point to ways of intervening in the racial practices of the present. The chapters in the book are structured into two parts: the first section focuses on particular themes like representation of race and gender inequality, as well as everyday racism in educational institutions, whereas in the second section, the intersections of race and gender are explored in national contexts.

    eISBN: 978-615-5225-06-2
    Subjects: Sociology

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vii)
  3. List of Illustrations
    (pp. viii-viii)
  4. Acknowledgements
    (pp. ix-x)
  5. Teaching “Race” with a Gendered Edge—Introduction
    (pp. 1-22)
    Kristín Loftsdóttir and Brigitte Hipfl

    This collection of essays responds to the need to approach questions of race and racism from a feminist perspective, focussing on the intersections of race, class and gender. Only a thorough exploration of these intersections can open up a deeper understanding of racism against particular groups that have emerged in the European historical context and point to ways of intervening in the racial practices of the present. Within various public discourses and debates in wider society, racism is often spoken about as having nothing to do with Europe or those classified as “white”.¹ When speaking about racism, we are well...

  6. PART I: THEMATIC EXPLORATIONS
    • CHAPTER 1 Breaking the Canon? Critical Reflections on “Other” Literary Traditions
      (pp. 25-42)
      Sandra Ponzanesi

      This chapter focuses on the role of the literary canon as a crucial instrument and reference point in pedagogy and teaching about gender and race. The analysis of the construction, working and transformation of the canon, and the Western canon in particular, forms the ideal arena to teach and discuss how the intersection of race, ethnicity, nationality and language plays a role in processes of inclusion and exclusion, on theoretical, institutional and commercial levels. The main objective of the chapter is to rethink these issues by making an excursion into feminist practices in relation to the canon from its origin...

    • CHAPTER 2: Monumental Dresses: Coming to Terms with Racial Repression
      (pp. 43-60)
      Rosemarie Buikema

      Phila Portia Ndwandwe was a high-placed South African freedom fighter who had been missing since 1988 and who turned out to have been murdered by the security police. She was the first victim whose remains were exhumed after information was provided by perpetrators appearing before the Amnesty Committee of the Truth and Reconciliation Commission (TRC) in South Africa. Phila Portia Ndwandwe had been trained in Quatro camps and had functioned as the acting commander of Natal Umkhonto activities from Swaziland. She was responsible for the infiltration of the African National Congress (ANC) cadres into Natal. After the unbanning of the...

    • CHAPTER 3: Embodying Otherness While Teaching Race and Gender at White European Universities
      (pp. 61-78)
      Ellis Jonker

      Talking about race and thinking through race is puzzling, quite apart from our beliefs, life histories, family heritages, cultural orientations, academic disciplines, and political standpoints. Paradoxically, one can claim both talking about race and not talking about race is racist.¹ Two Surinamese-Dutch feminist professors, originally trained as anthropologists at Amsterdam University, Gloria Wekker (1950) and Philomena Essed (1955), made critical discourse on race and racism the core of their academic teaching and writing.² In this chapter I share the inspiration I get from studying their educational biographies and teaching practices to empower my own teaching practice in gender plus studies...

  7. PART II: EXPRESSIONS OF RACISM AND GENDER IN NATIONAL AND HISTORICAL CONTEXTS
    • CHAPTER 4: Disappearing Act: The Forgotten History of Colonialism, Eugenics and Gendered Othering in Denmark
      (pp. 81-96)
      Bolette Blaagaard and Rikke Andreassen

      In a political era haunted by the return of nationalist agendas, regrettably Denmark emerges as a pioneer. As in many similar cases, this status has an historical and scientific trajectory. This chapter will point to two major events in Danish history—Danish colonialism and eugenics—which are continuously and actively forgotten through lack of information and education on the topic. We argue that this non-memory of Danish colonial and scientific history has severe implications for the current political climate, and that the lack of acknowledgment of the historical past contributes to a positive Danish national self-understanding and to approaches that...

    • CHAPTER 5: Portugal and the Empire: Discourses and Practices on Race and Gender
      (pp. 97-110)
      Elsa Peralta and Simone Frangella

      Portugal was the centre of an empire which spread over four continents and spanned nearly six centuries. It was the first and most enduring of the modern European colonial empires. It started in the early 15th century and lasted until 1974, when the fall of the dictatorship in Portugal led to the independence of the colonies in Africa, namely Angola, Mozambique, Guinea-Bissau, Cape Verde, and São Tomé e Príncipe, which were long fighting for independence. Formally, however, the Portuguese empire lasted until 20 December 1999, when Macau was handed over to China. The durability and importance of imperial history in...

    • CHAPTER 6: The French Ban on Headscarves: Rendering Racism Respectable
      (pp. 111-126)
      Erzsébet Barát and Ebru Sungun

      In our paper we address the French government’s 2004 law that instituted a ban on wearing “conspicuous signs” of religious affiliation in public schools as a representative example of contemporary anxieties about the Muslim faith. France is not the only country in Europe that sees the headscarf as a challenge to secular democracy. Since 2004 Belgium and Spain have also introduced a ban. Nor is the intensity of the anxiety a matter of actual numbers of the population that identify as Muslim in the various countries. The headscarf or the “veil”, standing for the various forms of women’s clothing (including...

    • CHAPTER 7: Racial/Ethnic Otherness in Polish Public Discourse
      (pp. 127-142)
      Aleksandra M. Różalska

      Throughout the last two decades feminist and minority scholars and activists have hoped that Poland’s accession to the European Union in 2004 would contribute—literally and metaphorically—to a receptiveness to the ideas of cultural diversity in Polish society, owing not only to increased immigration to Poland but also to massive Polish emigration to such multicultural countries as Great Britain or Germany. However, a thorough examination of both political and media discourses in Poland, as well as of the attitudes of Polish immigrants abroad, who for the first time experience living in a multicultural environment, does not yet allow us...

    • CHAPTER 8: “Not a Country for Women, nor for Blacks”: Teaching Race and Gender in Italy between Colonial Heritages and New Perspectives
      (pp. 143-160)
      Manuela Coppola and Sonia Sabelli

      It is only in recent times that Italy has started confronting its colonial past and the consequences of mass migration, thus realising how this history still shapes the present perception of racialised and gendered differences. Scholars from different disciplines have triggered a lively and fertile debate on Italian colonialism, stating in particular the impact of the colonial heritage on the contemporary experience of migration in terms of representation. The interconnections of colonial legacy and contemporary migration flows have long been on the agenda in many European countries—especially in England and France, often contributing to the negotiation and redefinition of...

  8. List of Contributors
    (pp. 161-162)
  9. Back Matter
    (pp. 163-163)