Jan 23

What is a “thick learning situation?”

In order to approach learning situations as problems to be solved, rather than topics to be discussed, I’d like to start by defining what, in my view, makes a learning situation “thick.” I’m appropriating the word and concept from Clifford Geertz and the discipline of ethnography, and I’ll attempt to apply it as a lens or framing for teaching and learning, which are, as we know, always socially situated.

From Instruction to Learning

For her chapter entitled Reviewing the trajectories of e-learning [which I summarized on this blog, tweeted, shared on social media, and shared again in my workplace] Gráinne Conole chose the word “trajectory” — a clear link to rocket travel! In keeping with her metaphor, by all indications eLearning has achieved escape velocity and settled into orbit. It certainly shows no signs of falling back to earth any time soon.

…when educators consider the people, places, ideas, and things that might empower the learner or enhance delivery and retention of the content. What technology will I make available to my learners? What have others already prepared that can assist me in explaining things better? Where can I take my learners, both physically and via the web? Can we build something together, plan for synchronicity and serendipity—consider the human chemistry that we are about to incubate? Which experts will I invite to participate? How can we draw out the expertise that may already exist amongst participants we’ve yet to meet?

Conole highlighted what she seems to see as an evolutionary development that’s taking place, from “instructional design” to “learning design.” One concrete way I see this taking shape happens when educators consider the people, places, ideas, and things that might empower the learner or enhance delivery and retention of the content. What technology will I make available to my learners? What have others already prepared that can assist me in explaining things better? Where can I take my learners, both physically and via the web? Can we build something together, plan for synchronicity and serendipity—consider the human chemistry that we are about to incubate? Which experts will I invite to participate? How can we draw out the expertise that may already exist amongst participants we’ve yet to meet?

Storytelling: a catalytic convertor for learning situations

It is becoming increasingly clear that personal and other illustrative stories, dilemmas, scenarios, etc. can act as a “catalyst” that motivates learners to relate to the content. In the language (affectionately?) known as edubabble it might sound like, “foster intrinsic motivation…, enable learner agency…,” or “to construct meaningful knowledge.” I surmise that this might be an added benefit if the educator aspires to create a situation that is memorable and transformational, rather than simply informational.

A situation leading to an inquiry

Supposing you were teaching middle school children civics, and how legislation is created. You might want to talk about “precedent,” and how laws are made or changed—laws we all have to obey. What if you took a piece of case law on a subject you feel your learners may find relevant, and that a legal expert available to your classroom community has told you helped set precedent? What if you engaged those experts and others to present the case to this class as a story, framed in language of fairness and conflict resolution?

Add thickener

So far we’ve not done much out of the ordinary. We could just give a quiz and call it a day. But I believe, and I’ll bet you do too, that that would be a very superficial assessment of some very superficial learning. Instead, what if we ask, “Has anything like this ever happened to you? Do you agree with the outcomes? Who benefits from this law? How?”

I’m interested in hearing from teachers, counselors, and educators of all sorts whether they have tried such an approach, would be willing to try such an approach, or even whether it’s a good idea. Would you care to leave a comment?

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More links

Schwartz, Susan and Bone, Maxine (1995), Retelling, Relating, Reflecting — Beyond the 3 Rs, a book that does critical thinking with kids exceptionally well.
Digital Storytelling Toronto
Stories for Change
Knowledge-building community model

The Good Project
Project Zero

Jan 23

There’s still time to get edreform right in Canada, and there’s still interest in doing so

Canada’s campaign finance laws, relatively stronger unions, a slight majority of conservatives who understand the role of revenues, tradition of compassion and peace-making—I think these are some of the characteristics of a precariously perched public pride that keep, for now, an all-out US-style free-market frenzy from taking root. “Publick Spirit,” as they spelled it when the call was for 19th Century Competencies, was a virtue touted by Republicans, Federalists, Tories and Whigs throughout the shrinking Empire. @symphily, while being perhaps exceptionally articulate in his questioning, and meticulous in the quality and expression of his supporting arguments, asks immensely important questions that in my experience aren’t exceptionally uncommon amongst Canadian teacher candidates today. They are coining, learning and understanding terms such as “glocalization,” “cyber-colonialism,” “metamodal mastery.”

Just as musicianship is known to support mathematical learning, perhaps entrepreneurship might be responsibly and ethically understood in ways that support social capital, that enrich and nourish the public sphere. Practical action research, connecting theory and discourse in praxis, participatory research… these are respected techniques known for decades in Canadian faculties of education, whether or not they are associated with names like Freire, or Gramsci. Is that why Ontario teachers were able to resist and eventually overcome a neoliberal assault in ’97, to demand some semblance of evidence based assessment be included in the EQAO?

But universities will be given free SharePoint systems, corporate-stocked libraries on wheels will replace education resource centres with their specialist-enhanced collections, and venture capitalists will actively seek out in education what free-marketists call “areas of nonconsumption.” That is a turn of phrase First Nations peoples targeted by the anti-teacher, anti-public spin-off of the American for-profit venture “Teach for America” might want to critique—and might well question!
—moi

But universities will be given free SharePoint systems, corporate-stocked libraries on wheels will replace education resource centres with their specialist-enhanced collections, and venture capitalists will actively seek out what free-marketists might call “areas of nonconsumption in education” (see Christensen, Horn, and other Harvard Business School’s blogs and cookbooks). That is a turn of phrase First Nations peoples targeted by the anti-teacher, anti-public spin-off of the American for-profit venture “Teach for America” might want to critique—and might well question!

What Canada has to fear most is her tradition of complacency. What good is eschewing corporate and union capital in elections if you don’t get up and go to the polls yourselves?

I do agree with a great deal of what C21 has to say about 21st Century competencies and literacies. The SMART board is a truly engaging and open-ended tool, the kind that allows pedagogy to take wings. I think there are genuine educators at all levels of this organization, and I’ve seen them genuinely engaged. In my master’s research I was able to differentiate C21 from its American cousin P21, where a free-market feeding frenzy suggests the “p” might stand for “piranha.” But the line is all too thin and we may remind the enthusiastic Canadian publishers and education technology innovators here—you swim with sharks.

I see the words “student centred” often, and I trust that they’re written with sincere esteem. I yearn only for shared understanding of what student centred actually might look like. I think it says they get to be the ones to decide what kind of world they live in or, for a practical example, that if code is a 21st century literacy we teach kids to read and write code—not simply to buy other people’s code. The discourse and theory of disruptive innovation too can be disrupted — students and teachers adept at technology, collaboration and critical thinking will be quite capable of creating rich learning situations with or without their own choice of self-authored, open source and/or commercial products, chosen because they support the lesson—never because the lesson was designed to sell a product. Students assessed to identify strengths and weaknesses, to improve their next performance—not because there’s a contract with a far-away testing company whose CEO may expect an obscene bonus for creating numbers that will be used against them and their support systems.

With awareness, involvement and due vigilance—“jealousy” as they said when public had the extra “k”—and an understanding that democracy is a way of life, not the vote you cast every few years—genuine ITC *facilitators* of deep, thick learning, teaching excellence, and student achievement will gain favour and remain important contributors, while ITC *directors* who say they have all the answers, who employ the “power tools” of coercive disruption to push those they label “resistant to change” aside in the interest of profits and stockholder achievement, will fail and fade away.

Thank you Mr. Kierstead for your work in transforming education. Thank you Mr. Steeves for your vigilance and this essential restoration and re-framing of the critical underlying issues. Thank you also Mr. Cantor for your supporting evidence and the astute simile that inspired me to think back yet another hundred years.

Let’s protect Canadian schools and children from blind, uncritical, ideology-driven trust in innovation, and put into practice policy that rewards the genuine thickening of learning situation—differentiating informed ongoing assessment from deficit thinking and prejudice, critically evaluating whether a perceived anaemia is due to poverty, language acquisition, a learning disability, or something else—student-centred investment in students, actively learning. Investing in the supply chain that monetizes a child’s learning environment for quick gain is something that costs so very much more, and yields so very much less.

 

† Comment on C21Canada.org awaiting moderation. The post is a year old; I may eventually revise or elaborate the above as a new and independent post, if after some time approval is not forthcoming. -RCF

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Further thought and reflection

Morbey and class (2014) EDUC 3610: Morbey, Franklin, and Friedman. Professor Mary Leigh Morbey’s Teacher Candidates at York University consider cyberethics, comparing Morbey, Ursula Franklin and Thomas Friedman and asking, “…in light of all three writers how do we begin to think about ethics, technology, and education?” [Prezi]

Jul 25

Conceptualizing the idea of race as a discourse

Abstract: In this paper I look at the literal and extended meanings of discourse, and at how it can be at once a tool or model that describes, defines, and delineates narrative, and the narrative itself. I look at how that process has presented historically when the topic is race, where a predominantly pathologizing discourse has led us, and what influences are at play in choosing our direction forward. Underlying is the story of an academic coming of age, Cultural Anthropology’s. Having freed us from colonial bionarratives only to abandon us, celebrating our newfound ethnicities, submersed in a whitewash of suppressed but self-perpetuating race-isms, many within the discipline urge greater responsibility for the ways their science is used. I conclude it requires persistent activism in concert with a clear concept of race as a discourse to achieve a post-race society.

Of all the definitions of discourse available on the Internet (e.g., at Google.ca; type definition:discourse) the one I find most helpful is on a list of rhetorical terms one can download in Word format here

Dis • course
spoken or written language, including literary works; the four traditionally classified modes of discourse are description, exposition, narration, and persuasion.

WikiPedia has a reasonably comprehensive discussion of conceptualize [redirects to http://en.wikipedia.org/wiki/Concept] and what concept has meant to philosophers Plato, Locke, Kant and to contemporary cognitive theorists such as Fauconnier and Turner. According to this account concepts are mental representations or they are abstract objects… or both. According to Deleuze and Guattari’s What Is Philosophy?, philosophy is the “discipline that involves creating concepts” (1994, p. 5). My task as I see it then is to describe the “Idea of Race,” expose its origins and effects, listen to and translate its narration, determine the direction and depth of its persuasion, and bring all that together, using imagery and metaphor, to create an idea of who, what, where, when, how, and why race has described, exposed, narrated to and persuaded us all. Such a discourse will inform where we are, how we got here — and where we can go from here.

Where we are

Faye Harrison (1998, p. 609) locates us in an age of globalisation characterised by a technologically enhanced compression of time and space, and the concentration of wealth in the hands of a mighty few. We have for several generations spoken incessantly and obsessively of sex (Foucault, 1990) and yet within the most recent decades anthropologists have depreciated race, even undertaken a concerted effort to deprecate, disguise, and deny it (Harrison, 1998; Smedley, 1998; Wolf, 1994); racism, however, is not so easily subdued (Goldberg, 1993; Harrison, 1998; Smedley, 1998). It is surreptitious and persistent, with an “ability to reinvent itself in new postcolonial and postmodern forms” (Harrison, 1998, p. 609). As we shall see again in the next section, anthropology owes much of its existence and early growth to the endeavour to establish race as scientific fact (Banton, 2000; Goldberg 1993), and later attempted to undo some of the social and cultural damage enabled by the racializations this premise empowered. Even as society declared itself enlightened and professed to rid itself of racist dogma, race-based discrimination — power allocation with a multitude of restrictions on access and privilege, predicated on categories or hierarchies of physical and biological characteristics, for example skin colour, lips, hair, sexual organs (Gilman,1985) or origin and ethnocultural proximity — endured. The record of anthropology itself bears witness to this complex play between overt and covert racializations, as Fluehr-Lobban (2000) attests in but one example: the case of Anténor Firmin, a Haitian-born scholar educated in colonial Haiti, published in France, a presage of Boas — who remains widely unknown and under-celebrated to this day, due at least in part to his skin colour and ethnic origins; “[Firmin] awaits his reclamation as an early anthropologist” (451).

These colonialist juxtapositions of power and influence are not things of the past. Morbey and Granger (2002, p. 2; also Marchart, 1998) call to light “Two particular ideological viewpoints, among others, are dominant players in colonizing roles: the “American New Frontier” notion, deployed in narratives of cyberspace and standing in the tradition of one of the American founding myths of conquering new geographic spaces, and Japanese ”techno-colonialism”, a technical inter-discourse consisting mainly of “oriental” consumer technologies and objects.”

Many in the social sciences and liberal arts feel a social responsibility and an obligation to address all this (Harrison, 1998, p. 612). Thus we have come to “a moment when anthropologists’ interest in race and racism has been revitalized” (2005, p. 1). It is also a moment when we are poised either to repeat or reject in the cyberworld the mistakes and transgressions of global coloniaism.

How did we get here?

Human beings have not always paid much attention to physical and biological differences, nor based so many social privileges and restrictions on them (Smedley, 1998; Banton, 2000). Deployments of affiliations (Foucault, 1990, p. 106) and relationships to power have always been present, but the ancients tended to rely on kinship and lineage, language and geographical proximity (Wolf, 1994, p. 2) to establish and reinforce these. The practice of expanding territories and subjugating existing occupants necessitated justifying the atrocities of war and later the needs of industry, and explaining the right of one group to dominate another. The Greeks and Romans facilitated this by dividing the peoples of the world into civilized, barbarian and monstrous; Christianity transmuted this inherited trichotomy into faithful, redeemable, and unredeemable (1994, p. 3). Up to this point though, many avenues existed for persons to change stations, including intermarriage and advancement by demonstration of merit. Two discourses emerged to compete for the role of lodestone to the moral compass of the dominant groups (Sanjek, 1994): a) humans share common ancestry and are therefore of equal worth and potential, so may claim equal rights and access to privilege or b) the human species was split into subspecies (“races”) by irreversible physical and biological facts that led ultimately, both by evocations of divine authority and by (pseudo-) scientific reasoning, to the conclusion that one was superior and given the often “divine” role of dominance over the rest (Smedley, 1998; Banton, 2000).

Skin colour was not the first consideration. Harrison (1998, p. 617) highlights Orser and Smedley as just two scholars who have pointed out how “racial Othering” of the Irish by the English narrated those two people’s relationship during the centuries that corresponded roughly with the Age of Discovery (a.k.a. Exploration… or Conquest) and the rise of Imperialism (modern day Colonialism). Lengel (1996) points out that the dichotomous debate I alluded to above, which Banton (2000, p. 53) denotes as polygenist vs. monogenist, was in full swing in mid-19th century Ireland, and quite overt. The monogenist Liberals dominated policy and popular press up to the Great Famine; polygenist essentialists abetted by Robert Knox (1850) and medical science (which as Foucault (1990) has shown was wholly enthralled with pathologism) dominated post-famine. Yet in the closing sentences of his essay Lengel also states, quite emphatically, that it made no difference which narrative one preferred: the English persuaded themselves that the Irish were incorrigibly savage.

It is worth emphasizing in any case that Liberals and racialists agreed on the basic qualities of Saxon and Celt; but while Liberals explained this difference in a gendered discourse of moral inequality, racialists insisted that the ineradicable boundaries of biology would forever separate the two peoples. In both instances, Britain would forever be the master and Ireland the subject. Lengel (1996)

The English reduced humanity to a binary of civilized vs. savage (Harrison, 1998, p. 621), which they exported to the New World where a concurrent narrative of difference in physical features in general, and skin colour in particular, easily transformed into white vs. black (Smedley, 1998). The pathology of Knox and the racialists[1] asserted the superiority of the Anglo-Saxon (not simply “white”) race. Indeed, even the Irish could find partial redemption when they emigrated to a place where there were ample black Africans who appeared even less human than they. Even so, Irish-American “whiteness” was not obtained without a long fight. In 1851 the English satirical magazine Punch referred to the Irish as “A creature manifestly between the Gorilla and the Negro.” (Orser, 1998, p. 665). The election of an Irish Catholic president a full century later was considered nearly as remarkable as that of an African American in 2008[2].

Thus “…racism preceded ‘races’: the ‘master race’ was created to make logical and natural its domination over the rest” (Delacourt, 2005). Race was developed as “…a way to rationalize the conquest and brutal treatment of Native American populations and especially the retention and perpetuation of slavery for imported Africans” (Smedley, 1998, p. 694). It was designed and tailored, using a warehouse of interchangeable and complimentary fabrics and patterns, to dress the white Anglo-Saxon Protestant ethnocultural group for success — and privilege and dominance.

Where do we go from here?

I’ve described a concept of race that is malleable. Race can mean different things to different cultures, or in different regions, or in the same cultures and regions at different points in time. The idea of race is contextual. It exposes power relationships, and is utilized to establish and control them. It often explains how people of different groups interact and “get along.” Yet there is a second aspect of the narrative I have thus far neglected to point out in detail, the aspect Audrey Smedley refers to as “the problem of how individuals and groups perceive who they are—the problem of ‘identity'” (1998, p. 691). The 20th century has witnessed increased emphasis on the concept of ethnicity, which, although it draws from the long tradition of regional, linguistic and kinship based systems that are described and exposed by the concepts of culture and acculturation, expands the narrative to reveal the ways in which groups identify and construct identity for themselves. This seems to present new ways for scholars to discuss the important aspects of societies and their internal and external relationships, ways that may avoid the racialized terminology that now seems so ugly and power/privilege-driven in an age of globalisation. Jumping to such a conclusion ignores the fact that the power relationships still exist, and are no doubt amplified by the same factors that compress time and space and increase the capacity for cross-cultural multiethnic interaction. The higher emphasis on kinship, for example, when coupled with the celebration of common origin inherent in identity construction often leads to nationalistic sentiments presenting consequences far beyond the original self-venerating motives (Wolf, 1994, pp. 5-7).

There is general agreement in the literature that the politics of power has regularly appropriated, and often usurped the science of anthropology in order to construct artificial categories it then turns to explaining and justifying its own actions and intentions. The basic human curiosity and inherent interdisciplinary connectedness that so often fosters a scholarly interest in anthropology[3] comes with a conscience, as evidenced by anthropologists’ well-documented efforts to fight back against the most nefarious ways in which their work is misused. But power is omnipresent and oblivious to truth, thus many writers are recognizing the need for their discipline to take and active stance and a purposeful role in shaping the globalized multiethnic, multicultural society of the near future.

Conclusion

A conceptualization of “race” as a discourse must somehow convey the absence of any real scientific basis or meaning of the word itself, while exposing and undressing the elaborate stitching, the warp, woof and weft of the effects of racializations—the insidious racism—that persist in the minds, institutions, and actions of folk everywhere. From Firmin and Boas to Smedley, Wolf, Sanjek, Goldberg, and Banton we hear an underlying plea to the obligation of the discipline to go beyond conceptualization of a discourse towards an efficacious and effectual effort to influence the unfolding of future interactions. A post-race discourse must narrate the construction of self-affirming identities and yet persuade the affirmed of the benignancy of others’ self-affirmations, the benevolence of affirmation of the Other.

Conceptualizing & illustrating race as discourse

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Reference

Banton, M. (2000) The Idiom of Race: A critique of presentism. In Back and Solomos (Eds.) Theories of Race and Racism: A Reader. London: Routledge.

Delacourt, J. (2005) Weaving Identities: Refugees, Immigrants, and Local People in a European World of Differences. In Harrison (2005) 191-208.

Fluehr-Lobban, C. (2000) Anténor Firmin: Haitian Pioneer of Anthropology. American Anthropologist 102(3), pp. 449-466.

Foucault, M. (1990) The History of Sexuality Vol. 1: An Introduction New York: Vintage.

Gilman, Sander L. (1985) Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth-Century Art, Medicine, and Literature. Critical Inquiry, 12(1) “Race,” Writing, and Difference, 204-242.

Goldberg, David T. (1993) Racial Knowledge. In Racist Culture, Philosophy and the Power of Meaning. Cambridge, MA: Blackwell.

Grant, James (1844) Impressions of Ireland and the Irish. 2 volumes (London: Hugh Cunningham), 2, pp. 186-191.

Harrison, Faye V. (1998) Introduction: Expanding the Discourse on “Race” American Anthropologist 100(3), pp. 609-631.

Harrison, Faye V. (2005) Introduction: Global Perspectives… In Resisting Racism and Xenophobia: Global Perspectives on Race, Gender, and Human Rights. 1-34. Toronto: Altamira Press.

Knox, Robert (1850) The Races of Man. London: Renshaw

Lengel, E. (1996) A “Perverse and Ill-Fated People”: English Perceptions of the Irish, 1845-52 Essays in History [On-line serial], 38. Available: http://esoterictexts07.tripod.com/Irish.BritishPerception1800.htm Retrieved: 2013-07-15.

Marchart, O. (1998). The east, the west and the rest: Central and eastern Europe between techno-orientalism and the new electronic frontier. Convergence: The Journal of Research into New Media Technologies, 4(2), 56-75.

Morbey, Mary Leigh and Granger, Colette A. (2002) Cybercolonialism in the State Hermitage Museum, St. Petersburg, Russia: Does it Matter? Available: http://www.yorku.ca/irlt/reports/2002CybercolonialismSHM.pdf Retrieved: 2008-11-11

Orser, Charles E. (1998) The Challenge of Race to American Historical Archaeology. American Anthropologist 100(3), pp. 661-668.

Sanjek, R. (1994) The Enduring Inequalities of Race.

Smedley, Audrey (1998) “Race” and the Construction of Human Identity American Anthropologist 100(3), pp. 690-702.

Wolf, Eric R. (1994) Perilous Ideas: Race, Culture, People. Current Anthropology 35(1) 1-12.

Jul 25

Conceptualizing and illustrating the idea of race as a discourse

Abstract: In this paper I continue looking at “race” as a discourse, how that discourse describes, defines, and delineates narratives of race and the narratives themselves. I look more closely at how this discourse permeates the iconography of our culture, and how it presents around ideologies and such notions as identity, agency, and normalcy. Any discourse develops a grammar that helps shape and reinforce the narrative. Yet the discourse of race is unparalleled, save perhaps by that of sexuality, in its ability to partition power and privilege.

As Robert J. C. Young states so clearly, “…Foucault’s notion of discourse offered an alternative way of thinking about the operations of ideology, both as a form of consciousness and as a lived material practice. The result is a more robust and comprehensive understanding than previously offered by, for example, Marx’s elevation of mainly economic factors” (1995, p. 159). The basic techniques, Young explains, include analysing literary texts, travel logs, memoirs, academic and other writings produced by a subject group during a period of interest. An important goal is to determine “what could be said and what recognized as truth” among these subjects of culture and history (pp. 159-60).

There’s a certain obviousness to the idea of divining the “operations of ideology” from the idioms of the operators, yet it is of course not without implications and potential pitfalls. With discourse and discursive analyses these can manifest in both philosophical and linguistic terms. Before I attend to these it may prove fruitful to provide some illustrations of how conceptualizations of discourse casts both light and shadow upon such understandings.

Popular iconography

Sander L. Gilman (1985) is ideally illustrative—he analyses illustrations; his iconography, “Black Bodies, White bodies…” exposes the imagery or symbolism of a body of art specific to the late 19th century1. Gilman establishes the fact and power of myth within the “overlapping and intertwined systems of conventions” held by classes or groups (p. 224). He draws linkages between the conventions of aesthetics and those of medicine to relate how the latter’s elevation to the status of science extended the implicit authority of that status, discursively, onto works of art (Goldberg, 1993). Discussing the obsession with pathology, in particular a pathology of sexuality, that drove 19th century medical discourse Gilman demonstrates how the Hottentot female came to represent all black women, and how black women and prostitutes came to represent all sexualized females. This manifests throughout the artwork of the period (Gilman, 1985, pp. 223-8) but is perhaps most eloquently revealed in the Hottentot-esque derrière of Manet’s 1877 Nana and Picasso’s 1905 parody on Manet’s 1863 Olympia, in which a naked black Olympia is offered fruit by two naked men (p. 253).

In a more recent iconography of a particular period of cinema, known as the peplum or “sword and sandal” period, Richard Dyer distils “…characteristics applicable to all muscleman films and even to most constructions of white masculinity” (1997, p. 289, emphasis mine). Dyer develops two constructs within his conceptualization of the cinematic discourse—body image and colonial narrativity—and then applies them to “other images of white men.” The continuity of discourses within a culture is implicit in his comparison of peplum hero Maciste in a particular scene to the painting of Adam by Michelangelo in the Sistine Chapel. Dyer even comments that this particular icon would be all the more recognizable to the Italian movie consumer (p. 292). This same concept of discursive continuity becomes explicit in the long discussion of Mussolini and Fascism. Mussolini understood and utilized well the power of physique, spectacle—and whiteness—that the producers of sword and sandal cinema mirrored and emulated (pp. 294-9). The specificity of ‘race’ as a discourse is exemplified throughout Dyer’s discussion but is perhaps most tellingly revealed in the perpetual casting of whites in lead roles and blacks as primitives “possessed of a slave mentality:” in various plot lines the white lead actor eschews slavery only to see the blacks in supporting roles choose subaltern positions anyway (p. 307). The discourse maintains, and more importantly sustains the idiom that this hierarchy is not man made but results from the natural order.

The “embedding of transforming racialized distinctions into the ordinary processes, categories and outcomes of reasoning, into Reason itself” become “conceptions of what sorts of behavior morality requires… who is capable of moral action and who is subjected to it, who is capable of moral autonomy and who should be directed,” examples of “conceptualizing the logics of racializing discourse and racist expression” (Goldberg, 1993, p. 148). David Goldberg illustrates how such conceptualizations fuel processes that extend themselves subtly or surreptitiously into the formalized knowledges production—or reproduction—that form our academic discourse: one of the pitfalls of discursive analysis I mentioned above (p. 148). Texts of analysis are no less “framed” in the racialized experience than the subjects they attempt to analyze. Another set of texts populates the domain of racist discourse; Goldberg calls these “expressive” (1990, p. 297). The forms of expression, as we have partly seen, include the scientific, economic, bureaucratic and linguistic, among others, a discursive formation that “consists of a totality of ordered relations and correlations…” (p. 297). Goldberg (1990) makes special note of the linguistic nature of the field of racist discourse by devoting a bold titled section to the grammar of racist discourse. By pointing out how racist discourse informs and infects many others, for but two examples the discourses of colonialism and of sexuality (Foucault, 1990; Stoler, 1995; 2002), Goldberg calls attention to a certain uniqueness of this particular discourse: it can not be so easily unified as it “does not consist simply in descriptive representations of others.” There is no “singular trans-historical stylistic or normative pattern” to racist expression. “The grammar of racist discourse assumes coherence and uniqueness only when compared from the vantage point of the discourse as a whole with another discursive field” (1990, p. 300).

The linguistic nature of any discourse contains obstacles besides the necessity to identify a coherent grammar and syntax. The very vocabulary itself can be suspect. Precise language can illuminate and clarify, such as when Daniel Yon (1999) speaks of the importance of understanding “difference between and difference within” (p. 625, emphasis mine) or even more pertinently reports that “students contest both the “black” and “community” in notions of ‘The Black Community'” (p. 626). Similarly Morris (2005/07), referring to Thesen (1997), spotlights “the way much discourse analyses neglect individual agency and ignore how identities are shaped by practices of labelling and relabelling. […] Language alone is not sufficient for accounting for human experience, nor are subjects merely an effect of discourse” (Morris, 2005/07, pp. 138-9). Beckett and Hager (2002), citing Barbara J. Thayer-Bacon, have the following observation and resulting advise:

Language affects how we view the world, and how we make sense of the experiences we have. But it is also true that much of what we experience remains unnamed, and cannot be reduced to its articulated meanings. I urge people to be receptive and attentive to the inarticulate too, not just what is named (Thayer-Bacon, cited in Beckett and Hager, 2002, p. 167).

Makonde sculpture

Fig. 2.
Makonde sculpture, Mozambique

photo P. Deramaix “…it recalls the community of the village, clan was supported by the patriarch and overcome by the mother”

To understand how language itself, and all the cultural constructs that accompany language—idiom, metaphor, double entendre, “wax and gold2“—frames every conversation and influences understanding one need only consider the familiar predicament of attempting to tell certain jokes to someone who grew up speaking another language. Certain things don’t translate, and when translated their meanings may change… and when their meanings change neither party may know or recognize the extent or direction of the miscommunication. Perhaps, as Robert Young (1995) challenges us to ponder, all knowledge really is phantasm, and knowledge production necessarily creates the reality it attempts to describe. This is why, he tells us, Spivak chooses to “focus on the kinds of exclusion produced not only by colonialism itself but by current forms of understanding… an interrogation of, as she sees it, the increasing commodification in academia of the category of ‘marginality’ itself” (pp. 162-163, emphasis mine). This sounds much like the conclusion Karl Popper drew, that “Darwinism is not a testable scientific theory but a metaphysical research programme” (1976, p. 151). But he continued, “And yet, the theory is invaluable. I do not see how, without it, our knowledge could have grown as it has done since Darwin” (pp. 171-2). This is precisely what Young means by, “at worst [this controversy produces] a certain lack of historical specificity. At best it has resulted in greater attention to the reality of the subaltern thorough the history and testimony of those colonized (1995, pp. 160-161).

In illustrating the conceptualization of race as discourse it has been impossible not to refer to other discourses, a function of the interweaving and interdependency of all discourse. Yet no discourse commands quite the power as that of ‘race’ to partition power and privilege, and none has inspired such energy to contrive and control ideologies of difference. Race has increasingly become the whispered discourse, while that of sexuality is louder than ever. Yet there is no mistaking the relationship between the two. Stoler (2002), summarizing Foucault (1978/90), states that “racial discourse was a part of the technologies of sex that arose in the eighteenth century to regulate sexual conduct and by which populations could be expanded and controlled” (p. 149). If Foucault missed the significance of an “imperial politics of exclusion… reworked… on colonial ground” (Stoler 2002, p. 151) he nonetheless referred to the “symbolics of blood” to illustrate how one discourse literally shaped and steered another (Foucault, 1978/90, pp. 148-50), all the while fuelled by, and fuelling, a cultural machine—itself a machine of culture. Hegel’s dialectic is one of thesis, antithesis, and synthesis; Marx stands that dialectic on its head. In such a picture it seems to matter little whether “modern racism appears as a consequence of that class body in the making” or race was “constitutive” of the making (Stoler, 2002, p. 152).

 

Images:
Fig. 1 This image, from WikiPedia, of a popular “Sword and Sandal” film poster and its caption demonstrate how well understood the concept of period artwork as discourse revealing ideology and conventions is within our society.
Fig. 2 – Makonde sculpture, Mozambique
“…il évoque la communauté du village, clan soutenu par le patriarche et surmonté de la mère.1” photo P. Deramaix, coll. privée3

 

    Footnotes

  1. Gilman’s understanding in 1985 that “visual conventions [are] the primary means by which we perceive and organize the world around us” (1985, p. 223) was prescient of more recent revelations about the way Web 2.0 technologies, especially visual/video-based technologies, enhance understanding in modern day communications (WOW Project, 2007; Churches, 2009).
  2. I’m referring to Levine, Donald N., (1965) Wax and Gold: Tradition and Innovation in Ethiopian Culture, Chicago: University of Chicago Press, of which I was unable to obtain a copy for this essay. This book moved me deeply when I read it as a teen; I did not then understand that it is a discursive analysis of the highest magnitude, presaging Young and others. From a publisher’s description: “Using the insights and the tools of several disciplines, Professor Donald Levine looks on Amhara culture as history, as an outlook on life, a way of growing up, a social structure, a kind of psychological orientation, and, finally, as a “combination of opposites.” […]The author has found one key to Ethiopian society in its poetry, where the “wax” is the obvious meaning, the “gold” the hidden meaning. He finds reflections of this ambiguity at all levels of Ethiopian culture and holds that an appreciation of it is essential to understanding the problems facing Ethiopians in their movement toward modernization and their unique role among African nations.” [Amazon]
  3. Photographer’s caption: “…it recalls the community of the village, clan was supported by the patriarch and overcome by the mother” http://www.amigos-de-mocambique.org/cine/desob.htm retrieved 2009/11/21

Analyzing race and representation

 § 

References:

Banton, M. (2000) The Idiom of Race: A critique of presentism. In Back and Solomos (Eds.) Theories of Race and Racism: A Reader. London: Routledge.

Beckett, D. and Hager, P. (2002) Life, Work and Learning: Practice in Postmodernity, London: Routledge.

Churches, Andrew (2009) ICT Tools and the Visual Learner http://edorigami.wikispaces.com/ICT+and+the+Visual+Learner, retrieved 2009/11/15.

Dyer, Richard (1997) “The White Man’s Muscles” in Race and the Subject of Masculinities, ed. Harry Stecopoulos and Michael Uebel Durham, NC: Duke University Press, 286-314.

Foucault, M. (1978/1990) The History of Sexuality Vol. 1: An Introduction New York: Vintage.

Gilman, Sander L. (1985) Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth-Century Art, Medicine, and Literature. Critical Inquiry, 12(1) “Race,” Writing, and Difference, 204-242.

Goldberg, David T. (1990) “The Social Formation of Racist Discourse” in The Anatomy of Racism, ed. Personal author, compiler, or editor name(s); click on any author to run a new search on that name.Goldberg, David Theo, Minneapolis: University of Minnesota Press.

Goldberg, David T. (1993) Racial Knowledge. In Racist Culture, Philosophy and the Power of Meaning. Cambridge, MA: Blackwell.

Haraway, Donna J. (1991) Simians, Cyborgs, and Women: The Reinvention of Nature. New York: Routledge.

Haraway, Donna J. (1990) Primate Visions: Gender, Race, and Nature in the World of Modern Science. New York: Routledge.

Harrison, Faye V. (1998) Introduction: Expanding the Discourse on “Race” American Anthropologist 100(3), pp. 609-631.

Harrison, Faye V. (2005) Introduction: Global Perspectives… In Resisting Racism and Xenophobia: Global Perspectives on Race, Gender, and Human Rights. 1-34. Toronto: Altamira Press.

Morris, Gayle (2005/07) “Performing Pedagogy and the (Re)construction of Global/Local Selves” in Globalizing Education: Policies, Pedagogies and Politics, Michael W. Apple, Jane Kenway, Michael Singh eds., New York: Peter Lang.

Orser, Charles E. (1998) The Challenge of Race to American Historical Archaeology. American Anthropologist 100(3), pp. 661-668.

Popper, Karl. (1976) Unended Quest: An Intellectual Autobiography Glasgow: Fontana/Collins.

Sanjek, R. (1994) The Enduring Inequalities of Race.

Smedley, Audrey (1998) “Race” and the Construction of Human Identity American Anthropologist 100(3), pp. 690-702.

Stoler, Ann Laura (1995) “Placing Race in the History of Sexuality” in Race and the Education of Desire: Foucault’s History of Sexuality and the Colonial Order of Things, Duke University Press.

Stoler, Ann Laura (2002) “A Colonial reading of Foucault” in Colonial Knowledge and Imperial Power, Berkley CA: University of California Press.

Thesen, Lucia (1997) Voices, Discourse, and Transition: In Search of New Categories in EAP, TESOL Quarterly 31(3), 487-511.

Wolf, Eric R. (1994) Perilous Ideas: Race, Culture, People. Current Anthropology 35(1) 1-12.

WOW Project (2007) Web 2.0 and Emerging Learning Technologies/Learning Styles http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies, retrieved 2009/11/15.

Yon, Daniel A (1999) ‘Pedagogy and the “problem” of difference: on reading community in The Darker Side of Black’, International Journal of Qualitative Studies in Education, 12 (6), 623-641.

Young, Robert: Colonial Desire: White Power, White Desire (London: Routledge, 1995).

Jul 25

Analyzing race and representation

Abstract: In the final paper in this series I discuss representations of race and consider how perceptions of such representations must be different across gender, age and cultural differences. I discuss research showing how symbolism can be appropriated across these artificial boundaries. I speak of my own evolving sense of White Privilege, with anecdotal examples, and speculate how it benefits me, sometimes to the detriment of others, whether or not I am aware of it or complicit.

Merkato, open air market Addis Ababa, EthiopiaEducators, business people, and many others in potential leadership roles are for the most part quite familiar by now with the assertion that it is important their classrooms, businesses, and organizations are representative of the communities they serve. This can be reflected in many ways, for but a couple of examples, in the pictures they hang or the people they hire. But the apparent simplicity of such a description of problem and solution falls away quickly when one contemplates even the simplest scenario. Let’s say I’m a teacher and I know I have black students in my class, and I wish to display photographs representative of the “black community.” Shall I hang a picture of Barack Obama? …Nelson Mandela? … Michaëlle Jean? …Michelle Obama? …Sean Combs? All are black, but what does each “represent?” And what possible justification could I have for assuming they represent the same things to my students as they do to me, or that they represent anything at all?

. . . identity is formed at that point where the unspeakable stories of subjectivity meet the narratives of history, of a culture . . .

— Stuart Hall (1987, p. 44)

Identity is about belonging, and how we choose where we belong, but also how that is chosen for us. Narratives, our interpretations and retelling of history, shape our views of ourselves and our worlds, so “discourses [can be regarded as] formative, rather than expressive, of identities” (Hall, 1987 referenced in Parker and Song, pp. 583-4).

Vanilla IceWhat is representation?

In the first several pages of Urban Portraits of Identity: on the problem of knowing culture and identity in intercultural studies Daniel Yon exposes the highly complex and deeply nuanced topic of identity and representation from the point of view of a number of adolescents attending public school in a diverse and cosmopolitan city, Toronto (Yon, 2000). Adolescence is widely understood as the stage in human development when we begin to decide what we will do with our lives, and consequently not just what, but who we will be when we grow up, so this is a very good place to begin an analysis. Reading Yon, it soon becomes apparent that, far from being a “simplistic reading of bodies,” (p. 143) the students being interviewed construct identities not only from the corporeal universe within which they dwell, but also from the vast cache of stories and imagery they encounter there. Representations of identity are “more spontaneous” (Parker & Song, 2009, p. 584). Our attempts to contain real students in neat “visible minority” boxes fail because their own view is much “thicker” (see Geertz, 1973). Regardless of any obvious or predictable connection their constructions often “defied neat reduction” to nationality, race or ethnicity (Yon, 2000, pp. 143-5).

This orientation towards community assumes relationships between “personal identity” and “cultural identity” as unproblematic. Either the relationship is imagined as being smooth, or where there is disjuncture then either identity or the culture is constituted as a “crisis.” Education is perceived as the means through which the crisis may be resolved. This is the same discourse that incites desires for curriculum that “reflects” the identities of the learners. In school-based efforts such assumptions about culture, identity, and community are therefore crystallized in a discourse of “inclusive education.” It structures, for example, the call for “African-centered curriculum” as an alternative to “Euro-centered curriculum” while generally offering little or no critique of the structures of knowledge or the meaning of culture that produce these “centerings” in the first place. In these various ways cultural relativism, and the discourse of community as inheritance that it produces, has come to privilege differences “between” while suppressing engagement with difference “within” communities.

Daniel Yon (1999, p. 624)

It’s worth a pause here to consider that none of those three terms is itself neatly reducible; nationality often connotes citizenship, yet ethnicity may allude to that, but contains an element of DNA and a suggestion of tradition and ritual — race has a pseudo-scientific legacy in the realms of anthropology and biology but nonetheless has been applied as a synonym for either or both of the other terms… culture underpins them all (Smedley, 1999). These collisions, this flux between self-identifying and identifying self, is the starting point of my analysis.

The subject is a web of tensions and release, and just as “discourse structures the possibilities for thinking and acting” thinking and acting shapes the discourse. Thus, culture is deemed to be elusive, “…emergent, both product and process” (Yon, 1999, p. 626). Representation, then, can be seen not only as a marker of “social hermeneutics” used by those attempting to read a particular culture from the outside, but also as a tool by those within (or in proximity to) a culture to define and partition the boundaries of the culture, to decode the relationships of themselves and others to the culture (e.g., membership), and similarly to encode or declare their own relationship to a culture (Hall, 1997; 2007). We must, to quote Hall (1997), quoting Richard Hoggart (1958) “…try to see beyond the habits to what the habits stand for, to see through the statements to what the statements really mean…” (Hall, 1997, p. 43).

This is a challenging undertaking, as representations and their symbolisms can be insidious and pervasive—and contradictory, subject to interpretation. It is accepted that observers bring their own baggage to observations. In researching identity this may mean biases and preconceptions, or pre-established categories constructed around them, resulting in research and reflection that becomes an attempt to justify the choice of those particular categories. Lucia Thesen observes that “…identity can be seen as the dynamic interaction between the fixed identity categories that are applied to social groupings (such as race, gender, ethnicity, language, and other, more subtle representations that are activated in certain discourse settings) and the way individuals think of themselves as they move through the different discourses in which these categories are salient.” (Thesen ,1997, p. 488) Thesen draws a useful distinction between discourse (systemic, societal, institutional) and voice (individual). She too acknowledges the tension and flux I alluded to above, as “…linguistic representations of the fundamental tensions between structure and agency in social life.” (1997, p. 494) She cautions, “…discourse theory downplays agency in the sense that new identity categories and combinations of categories, generated by research subjects themselves, fail to emerge in educational understandings.” She advocates for “…research that brings the locus of interpretation closer to students to find out in which discourses they perceive themselves to be operating.” (1997, p. 507) Both Yon, in what he termed an identity “snapshot,” (1999, p. 626, 2000, p. 144) and Thesen in her “exploration of identity in movement, over a period of time” (1997, p. 506) encounter agency and uncover students’ ability to negotiate multiple discourses, even to self-identify using multiple representations, as in the initially surprising case of a Serbian student who self-identified as “Spanish.” My category (“Serbian”) refers to an ethnicity or a geographical origin, but the student perceived, negotiated, and appropriated for herself certain specific representations around music and apparel she perceived as “Spanish” (Yon, 2000, p. 147). My category prepositions the student, furthermore I could undoubtedly deduce it from paperwork and never need to meet with her to do so. Were one to ignore the young woman’s perceptions and the process by which she achieved this appropriation—her agency in the construction—one would not only dismiss the person, but miss the point of undertaking the analysis.

hoodieWhat about race?

I said earlier that race underpins representations of nationality and ethnicity, and that is for a variety of reasons both objective and subjective. Having grown up and attended school during the 60s, and for the most part in the United States, I spent most of my life believing there are three distinct races differentiated by distinct physical characteristics including skull shape, facial features, and skin colour. I was raised to believe such things made no difference as to how people of different races should be treated, and I was astute enough to recognize this wasn’t always the reality. I travelled, and at some point during the 70s I began understanding and using the word “ethnicity” to describe a more general concept I understood to mean not just race, but to encompass culture, language, and other things I had probably associated with “nationality” prior to acquiring the new vocabulary. Not until perhaps two years before taking this course did I even hear the hypothesis that race was an entirely a cultural construct, with no scientific basis, and I was sceptical. How could this be? What about pigment? What about eyelids? What about hair?

Upon reflection I soon came to accept that race is a construct, that these are variations on a theme—but that they represent many other things in many other contexts. It had been, as Goldberg exposed it, “comfortable” to think of race, and in racialized terms (Goldberg, 1993, p. 150). My travels resulted in an extended stay (1970-1974) in a “Third World” country (Ethiopia) and there’s no question in my memory that I understood it to be “primitive.” I learned it was more “advanced” than many other “primitive” countries—the proof was offered in such facts as having the only airline in Africa in the 1970s that could boast of all Ethiopian pilots and maintenance crew, from shop foreman to the most junior mechanic. I don’t recall ever hearing explicit reasons given for this bit of trivia, but I know that I inferred from somewhere that it was due to three things. First, Ethiopia was a “Christian country since the 4th century AD.” Second, Ethiopia is “one of only two countries in Africa that were never colonized by a European power” (see e.g., ImperialEthiopia.org or Henze, 2000, rev.). And third, Ethiopia was an ally of the United States. While it’s also very true that I heard of Emperor Haile Selassie’s stirring 1936 speech to the League of Nations, and I knew that, many years before my arrival, he had insisted English become the language used in all school and schooling beyond grade 7. I now recognize that I probably never fully credited the emperor or the Ethiopian people for any of these creative ideas or accomplishments; my knowledge was racialized, the Primitive internalized, and the Otherness of Africa was a given (Goldberg, 1993, pp. 150-7).

In the post-colonial Africa of the early 1970s, even in a country occupied (by Italy, 1936–1941) but never colonized, I experienced and benefited from White privilege. A 15-year-old boy might carry the only white face in the Merkato, but in 1974 he could walk anywhere without fear, and command attention, authority, and respect—though he might not ponder its especially British Colonial legacy. Many years later I considered what representations I likely manifested meeting narratives of colonial history—unconsciously, unwittingly, and unintentionally, through the same accidents of birth—and I understood that my “burden of representation” (Alexander, 2009, p. 465), while undeniably present, was relatively light.

White privilege

I’m now aware I have benefited from, and I continue to benefit from, white privilege—every waking hour of every day of my life. I have from the moment of my birth, and very well may until death. At 21 in California I stood patiently in line at the unemployment insurance office, spoke to the educated white workers in educated white English, quickly decoded the system, mastered the rules and collected full benefits weekly for the maximum number of weeks I was eligible. I can say with a clear conscience, however, that by 21 I didn’t believe for one second the African and Hispanic Americans in line (who usually weren’t “eligible,” and certainly weren’t as eloquent or composed) were to blame for their frustration—I remember thinking I’d be just as desperate were I held in that cycle of perpetual unemployability, just as rude and angry if I were being treated as I saw they were. When my benefits ran out I dressed just as appropriately and spoke just as eloquently at my next job interview, and quickly rejoined the world of the employed. As a white male I’ve enjoyed that level of freedom all my life, and exploited it often, sometimes without even knowing, other times with blatant arrogance.

A more recent example is when the Canadian born woman, whom I identified by my limited knowledge of accents as being of “Jamaican” heritage, accepted my expired health card and told the very next person, who spoke with a Caribbean accent similar to her own, she needed to see proof of his citizenship, which he then produced. How many times in that man’s life has he been asked to take just one more step to get to the finish line than I’ve been? Good thing she didn’t ask me, I’m an immigrant from the USA—and I didn’t have proof of my permanent residency! As a white male with no perceptible accent I’m identified as Canadian—included, eligible, okay. And while there may be little difference between a Canadian and an American in one context, there may be other times and places that a differentiation might be desired. That’s systemic, it’s about racializations and subliminal attitudes we all carry—yet none of us is “a racist.”

Implications for the 21st century classroom

The 21st century classroom is distinct because it’s often situated, at least in part, in cyberspace, and so is defined and restricted by a different set of boundaries (Parker & Song, 2009). The asynchronous nature of this classroom enables the emergence of “post-colonial subjectivities” providing multiple points of reference enhanced by global communications. “These emergent cultural formations cut across any simplistic binary between ‘pure’ old ethnicities, and multi-dimensional, progressive ‘new ethnicities’” (p. 600). Educators can benefit by becoming aware and respectful of these sensitivities. Framing the design of learning situations as opportunities to draw forth and empower multiple representations may be a powerful approach to engagement and community building that reaches far beyond more traditional perceptions of what classrooms are about (Parker & Song, 2009; WOW Project, 2007; Yon, 1999, 2000).

I believe an important first step is to acknowledge that the pathologizing concept of “race,” while lacking evidence to support its claims on our biology, is still part of our psychology, and is reflected in our attitudes, behaviors, and in our political systems and our policies. We must work as individuals to address the first two. We must work as societies to fix the last. It is—deeply and fundamentally—an education issue.

§

Reference

Alexander, Claire, (2009) “Stuart Hall and ‘Race’”, Cultural Studies, 23: 4, 457 — 482.

Banton, M. (2000) The Idiom of Race: A critique of presentism. In Back and Solomos (Eds.) Theories of Race and Racism: A Reader. London: Routledge.

Beckett, D. and Hager, P. (2002) Life, Work and Learning: Practice in Postmodernity, London: Routledge.

Bourdieu, Pierre and Loïc Wacquant (1999) ‘On the Cunning of Imperialist Reason’, Theory, Culture & Society 16: 41–58.

Foucault, M. (1978/1990) The History of Sexuality Vol. 1: An Introduction New York: Vintage.

Geertz, Clifford (1973) Thick Description: Toward an Interpretive Theory of Culture, pp. 3-30, in The Interpretation of Cultures: Selected Essays, NY: Basic Books, 470 pages.

Gilman, Sander L. (1985) Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth-Century Art, Medicine, and Literature. Critical Inquiry, 12(1) “Race,” Writing, and Difference, 204-242.

Goldberg, David T. (1990) “The Social Formation of Racist Discourse” in The Anatomy of Racism, ed. Personal author, compiler, or editor name(s); click on any author to run a new search on that name.Goldberg, David Theo, Minneapolis: University of Minnesota Press.

Goldberg, David T. (1993) Racial Knowledge. In Racist Culture, Philosophy and the Power of Meaning. Cambridge, MA: Blackwell.

Hall, Stuart (1987), ‘Minimal Selves’, in Identity: The Real Me, ICA, London, p. 44.

Hall, Stuart (1988) ‘New ethnicities’, in Black Film/British Cinema, London, ICA.

Hall, Stuart (1997) ‘ “The Centrality of Culture”: Notes on the Revolutions of Our Time’, in K. Thompson (ed.) Media and Cultural Regulation, vol. 6 of the Culture, Media and Identities Course Books. London: SAGE and The Open University.

Hall, Stuart (2007), Richard Hoggart, The Uses of Literacy and the cultural turn, International journal of Cultural studies, 10(1):39-49.

Harrison, Faye V. (1998) Introduction: Expanding the Discourse on “Race” American Anthropologist 100(3):609-631.

Harrison, Faye V. (2005) Introduction: Global Perspectives… In Resisting Racism and Xenophobia: Global Perspectives on Race, Gender, and Human Rights. 1-34. Toronto: Altamira Press.

Henze, Paul B. (2000), Layers of Time – A History of Ethiopia, Christopher Hurst & Co. London, pp 372.

Hoggart, Richard (1958) The Uses of Literacy. Harmondsworth: Penguin Books.

Parker , David and Song, Miri (2009), New Ethnicities and the Internet: Belonging and the negotiation of difference in multicultural Britain, Cultural Studies Vol. 23, No. 4 July 2009, pp. 583—604

Roediger, David R. (2001) ‘Critical Studies of Whiteness, USA: Origins and Arguments’, Theoria (South Africa) 98: 72–98.

Roediger, David R. (2006) A reply to Eric Kaufmann, Ethnicities, 6 (2): 254-262.

Sanjek, R. (1994) The Enduring Inequalities of Race.

Smedley, Audrey (1998) “Race” and the Construction of Human Identity American Anthropologist 100(3):690-702.

Stoler, Ann Laura (1995) “Placing Race in the History of Sexuality” in Race and the Education of Desire: Foucault’s History of Sexuality and the Colonial Order of Things, Duke University Press.

Stoler, Ann Laura (2002) “A Colonial reading of Foucault” in Colonial Knowledge and Imperial Power, Berkley CA: University of California Press.

Thesen, Lucia (1997) Voices, Discourse, and Transition: In Search of New Categories in EAP, TESOL Quarterly 31(3), 487-511.

Wolf, Eric R. (1994) Perilous Ideas: Race, Culture, People. Current Anthropology 35(1) 1-12.

WOW Project (2007) Web 2.0 and Emerging Learning Technologies/Learning Styles http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies, retrieved 2009/11/15

Yon, Daniel A (1999) ‘Pedagogy and the “problem” of difference: on reading community in The Darker Side of Black’, International Journal of Qualitative Studies in Education, 12 (6), 623-641

Yon, Daniel A.(2000) ‘Urban Portraits of Identity: On the problem of knowing culture and identity in intercultural studies’, Journal of Intercultural Studies, 21: 2, 143 — 157

Young, Robert: Colonial Desire: White Power, White Desire (London: Routledge, 1995)