On the Hideous Whiteness Of Brexit: “Let us be honest about our past and our present if we truly seek to dismantle white supremacy”
Akwugo Emejulu, Senior Lecturer at the University of Edinburgh, examines how white supremacy has operated before and after the UK’s EU referendum and argues that the visibility of racism following the Brexit vote must not obscure the conditions for its possibility. Her co-authored book, The Politics of Survival: Minority Women, Activism and Austerity in France and Britain is forthcoming with Policy Press.
Read the full article here
Internationalising the Higher Education Framework
This project was commissioned by the Higher Education Academy (HEA) and conducted in partnership with CERES as part of the HEA Strategic Enhancement Progamme’s work on the theme of ‘Internationalising the Curriculum’. The study explored how staff and students understood, and envisaged the deployment of, the HEA Internationalising Higher Education Framework document. There was particular focus on individuals’ understanding of the language and concepts of the framework, and how they envisaged the framework as relating to their day-to-day learning, teaching and social interactions within higher education.
The project authors are Dr Charles Anderson, CERES Co-Director Dr Rowena Arshad, and Jonathan Hancock.
You can view and download the report below. Further information is available on the HEA’s website.
Policy, pedagogy and pupil perceptions: EAL in England and Scotland
This project aims to give EAL learners a voice in shaping and informing their learning opportunities and experiences and to identify ways in which their perceptions can be used to improve their learning experiences within UK schooling. The research was commissioned by The Bell Foundation and conducted by researchers at the University of Edinburgh and University of Reading.
The Executive Summary and Full Report are available to view and download below.
Moray House School of Education Annual Education Lecture
Wednesday 1st June 2016
Professor Nancy Fraser
“From Exchange to Expropriation to Exploitation: Understanding the Persistent Entanglement of Capitalism with Racial Oppression”
Booking is essential and tickets are flying. Book at Eventbrite: http://mhseinaugurallecture.eventbrite.co.uk
Moray House School of Education issues Election Briefings
The Moray House School of Education has issued a series of briefings ahead of the Scottish Parliamentary Elections on 5th May 2016. You can access the full list of briefings here.
Read about the Experience of Minority Ethnic Young People in Scotland: Issues for Education
This study draws from the three-year AHRC-funded project led by Professor Peter Hopkins (University of Newcastle) with Dr Gurchathen Sanghera (University of St Andrews), CERES Co-Director Dr Rowena Arshad (University of Edinburgh), and Dr Kate Botterill, Senior Research Fellow (formerly University of Newcastle and now at Edinburgh Napier University).
Scottish Government publishes Race Equality Framework
The Scottish Government has published a Race Equality Framework which sets out their approach to promoting race equality and tackling racism and inequality between 2016 and 2030.
New CERES Briefing
Exploring Young Children’s Social Identities: Performing Social Class, Gender and Ethnicity in Primary School
Dr Marlies Kustatscher, University of Edinburgh
This briefing summarises the findings from CERES Co-Director Marlies Kustatscher’s PhD research conducted as part of her doctoral studies at the University of Edinburgh between 2010-2015.
This study is based on an ethnographic research with a group of approx. 25 children aged 5-7 in a primary school in a Scottish city. The research explores how young children live their social identities in the context of a primary school. In particular, the project investigates the significance of social class, gender and ethnicity in the children’s identities and relationships.
While young children are sometimes seen as ‘too innocent’ or ‘too naïve’ to be concerned about these issues, this research showed that children are aware of general ideas and stereotypes about class, gender and ethnic identities. They also actively contribute to how such ideas and stereotypes come to be constructed and contested. This raises implications for education practitioners and policy makers to actively challenge intersectional inequalities in schools, and to involve children themselves in discussions about this.
CERES Director joins Scottish Government Independent Advisory Group
CERES Co-Director Rowena Arshad has been asked to join the Scottish Government’s Independent Advisory Group on Hate Crime, Prejudice and Community Cohesion. The Group is chaired by Dr Duncan Morrow, University of Ulster. Other members include John Wilkes, Chief Executive of the Scottish Refugee Council, Pauline Kelly, Hate Crime Policy Officer, Glasgow Community Safety Services, and Morag McLaughlin, Former Senior Prosecutor for the Crown.
CERES Director gives evidence to Equal Opportunities Committee
In summer 2015 CERES Co-Director Dr Akwugo Emejulu provided written and oral evidence to the Scottish Parliament’s Equal Opportunities Committee Inquiry into ‘Removing barriers: race, ethnicity and employment’. The Committee sought evidence on the experiences of ethnic minorities in employment in Scotland and the challenges they face, as well as the measures that are required to achieve positive outcomes.
Final AHRC Project Report Published
Faith, Ethnicity and Place: Young People’s Everyday Geopolitics in Scotland
A research project focussing on the experiences of ethnic and religious minority young people has been published. The research was conducted by Newcastle, St Andrews and Edinburgh Universities from 2013-2015. It explores the experiences of young people growing up in urban, suburban and rural Scotland, focussing on everyday geopolitics and patterns of Islamophobia among ethnic and religious minority young people. Everyday geopolitics describes the way in which international, national and local issues (economic, political and social) shape, and are shaped by, people’s everyday lives in different contexts.