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المسلمة الخفية : رحلات عبر البياض والإسلام
إننا ببساطة أمام كتاب ثري، لمؤلفة وشاعرة ومترجمة أنجلو أمريكية شابة، تأخذنا في رحلة، أو رحلات جغرافية، عبر العالم من كينيا وتنزانيا، إلى التبت وإيران وتركيا والبوسنة وإسبانيا والمملكة المتحدة ؛ ورحلات تاريخية حيث يغطي الكتاب جزءا لا بأس به من تاريخ الإسلام في التبت وتاريخ الإسلام في الأندلس. من خلال هذه الرحلات تطرح المؤلفة بعض أهم القضايا التي تتعلق بالإسلام، وخاصة في الغرب، من منظور مسلمة غربية بيضاء، تحاول في الوقت الذي تحافظ على تقاليد دينها أن تعيش حياتها في مجتمعها بدون أن تشذ عن أعرافه حتى لا تكون لافتة للأنظار أو موضع فضول ومن هنا جاء وصفها لنفسها بأنها مسلمة خفية.
Book
When White Is Just Alright: How Immigrants Redefine Achievement and Reconfigure the Ethnoracial Hierarchy
Research on immigration, educational achievement, and ethnoraciality has followed the lead of racialization and assimilation theories by focusing empirical attention on the immigrantorigin population (immigrants and their children), while overlooking the effect of an immigrant presence on the third-plus generation (U.S.-born individuals of U.S.-born parents), especially its white members. We depart from this approach by placing third-plus-generation individuals at center stage to examine how they adjust to norms defined by the immigrantorigin population. We draw on fieldwork in Cupertino, California, a high-skilled immigrant gateway, where an Asian immigrant-origin population has established and enforces an amplified version of high-achievement norms. The resulting ethnoracial encoding of academic achievement constructs whiteness as having lesser-than status. Asianness stands for highachievement, hard work, and success; whiteness, in contrast, represents low-achievement, laziness, and academic mediocrity. We argue that immigrants can serve as a foil against which the meaning and status of an ethnoracial category is recast, upending how the category is deployed in daily life. Our findings call into question the position that treats the third-plus generation, especially whites, as the benchmark population that sets achievement norms and to which all other populations adjust.
Journal Article
The 2017 RGS-IBG chair's theme: decolonising geographical knowledges, or reproducing coloniality?
The theme for the chair's plenaries at the 2017 Royal Geographical Society (with the Institute of British Geographers) (RGS-IBG) Annual Conference is 'Decolonising geographical knowledges: opening geography out to the world'. This commentary explains why this pursuit of critical consciousness via decolonial thinking could do more harm than good. We show how the emphasis on decolonising geographical knowledges rather than structures, institutions and praxis reproduces coloniality, because it recentres non-Indigenous, white and otherwise privileged groups in the global architecture of knowledge production. It is argued that an effective decolonial movement within geography must recognise the intersectionality of indigeneity and race, and necessitates that the terms on which the discipline starts debates about decolonisation and decoloniality are determined by those racialised as Indigenous and non-white by coloniality.
Journal Article
The Racialization of the New European Migration to the UK
The purpose of our article is to examine how current East European migration to the UK has been racialized in immigration policy and tabloid journalism. The state's immigration policy, we argue, exhibits features of institutionalized racism that implicitly invokes shared whiteness as a basis of racialized inclusion. The tabloids, in contrast, tend toward cultural racism in their coverage of these migrations by explicitly invoking cultural difference as a basis of racialized exclusion. Our analysis focuses on two cohorts of migrants: Hungarians, representing the larger 2004 entrants, and Romanians, representing the smaller 2007 entrants. The processes of racialization we examine in this article reveal degrees of whiteness that give 'race' continued currency as an idiom for making sense of these migrations and the migrants that people them.
Journal Article
Seeing and unseeing Prevent’s racialized borders
This article provides a re-theorization of the Prevent strategy as racialized bordering. It explores how knowledge regarding the racist logics of British counter-terrorism are supressed through structures of white ignorance and how International Relations scholarship is implicated in this tendency to ‘whitewash’ Prevent’s racism. Building on the use of science fiction in International Relations, the article uses China Miéville’s novel The City and the City to undertake the analysis. Miéville evokes a world where the cities of Ul Qoma and Besźel occupy the same physical space but are distinct sovereign jurisdictions. Citizens are disciplined to ‘see’ their city and ‘unsee’ the other city to produce borders between the two. The themes of coding signifiers of difference and seeing/unseeing as bordering practices are used to explore how Prevent racializes Muslims as outsiders to a white Britain in need of defending. Muslim difference is hypervisibilized or seen as potentially threatening and coded as part of racialized symptoms which constitute radicalization and extremism. This article shows how the racial bordering of Prevent sustains violence perpetrated by white supremacists, which is subsequently ‘unseen’ through the case of Thomas Mair.
Journal Article
Music Theory and the White Racial Frame
For over twenty years, music theory has tried to diversify with respect to race, yet the field today remains remarkably white, not only in terms of the people who practice music theory but also in the race of the composers and theorists whose work music theory privileges. In this paper, a critical-race examination of the field of music theory, I try to come to terms with why this is so. I posit that there exists a “white racial frame” in music theory that is structural and institutionalized, and that only through a deframing and reframing of this white racial frame will we begin to see positive racial changes in music theory.
Journal Article
Producing Colorblindness
Many analysts argue colorblindness as the reigning ideological buttress of a historically distinct form of structural white supremacy, color-blind racism. In contrast to slavery and legal segregation, color-blind racism is theorized as covert and highly institutionalized. As such, analyses of contemporary racial reproduction often emphasize the structure of colorblindness, particularly the habitual routines and discursive patterns of everyday white actors. Though invaluable, this work may conceal whites’ innovation in reproducing, revising, and at times resisting white supremacy and corresponding logics. As opposed to focusing on the structural elements of colorblindness, I elevate colorblindness as a culturally recursive accomplishment grounded in an epistemology of ignorance—that is a process of knowing designed to produce not knowing surrounding white privilege and structural white supremacy. Qualitatively analyzing 105 family wealth analyses produced by white college undergraduates researching racial inequality and the wealth gap, I identify four epistemic maneuvers by which students creatively repaired a breach in normative colorblindness. Demonstrating innovative means by which ordinary whites bypass and mystify racial learning highlights their vested commitment to maintaining and creatively defending the ideologies that buttress racial domination and white supremacy. As such, this research additionally advises updating strategies for challenging whites’ colorblindness in efforts to advance racial justice.
Journal Article
Second-Wave White Teacher Identity Studies: A Review of White Teacher Identity Literatures From 2004 Through 2014
In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.
Journal Article
Writing Race, Class, and Social Mobility in Post-Slavery America
The White Trash Menace excavates a transnational Americas archive of twentieth-century fiction that grapples with the tense and tenuous ties between class privilege and whiteness that are endemic in post-slavery societies. Linking the writings of William Faulkner with a broad and diverse array of authors working across the American hemisphere, Soto-Crespo identifies a literary tradition that moves across the US nation's southern-most boundary and into the West Indies, the Caribbean coasts of South and Central America, and beyond in order to delineate the mutually imbricated histories of race and class that these regions share.
Journal Article
‘Whiteness is an immoral choice’: the idea of the University at the intersection of crises
Universities in the global North are shaped against intersecting crises, including those of political economy, environment and, more recently, epidemiology. The lived experiences of these crises have renewed struggles against exploitation, expropriation and extraction, including Black Lives Matter, and for decolonising the University. In and through the University, such struggles are brought into relation with the structures, cultures and practices of power and privilege. These modes of privilege are imminent to the reproduction of whiteness, white fragility and privilege, double and false consciousness, and behavioural code switching. In particular, whiteness has historical and material legitimacy, reinforced through policy and regulation, and in English HE this tends, increasingly, to reframe struggle in relation to culture wars. This article argues that the dominant articulation of the University, conditioned by economic value rather than humane values, has been reinforced and amplified during the Covid-19 pandemic. The argument pivots around the UK Government policy and guidelines, in order to highlight the processes by which intellectual work and the reproduction of higher education institutions connect value production and modes of settler-colonial and racial-patriarchal control.
Journal Article