Bodies out of place: Affective encounters with whiteness

Tembo, Shaddai

doi:10.1016/j.emospa.2021.100839

Cited by 2 publications

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In relation to race, many studies continue to begin with the raced subject as anterior, perpetuating a crude analytic framework where bodies are known only according to prior significations and codings. We wish to begin elsewhere, emphasizing a metaphysics of movement and process that examines how characteristics of whiteness (Okun, 2021) as affective formations of power (Tembo, 2021) may be brought into being in ways that restrict the capacities of some (typically, but not always, non-white) bodies more than others (typically white bodies). Put differently, we are not starting with a representation of Black and "white" raced children, but rather keen to consider how the very categories of race thinking, including Black and "white", are brought into being through sociomaterial practices of subjectification (and subjection) in play.…”

Section: Codamentioning

confidence: 99%

Liminal relationalities: on collaborative writing with/in and against race in the study of early childhood

Tembo

Bateson

2022

International Journal of Qualitative Studies in Education

Self Cite

View full text Add to dashboard Cite

Collaborative writing is well established in the humanities, but with little focus on how the writing relationship comes into being, including the power and relational dynamics at play. This is especially pertinent both when Black and "white" (sic) authors collaborate in writing about race, and in the process of writing collaborative autoethnographies. In this article the authors narrate, or rather "enact", the movements of their coming together in order to write about race in the context of early learning and childcare. Linking their collaboration to the Deleuzian theory of becoming and Bakhtin's dialogic imagination, they present a manifesto for anti-racist inquiry which decentres colonial tropes of individuation in favour of 'staying with the trouble' of identity and race. Throughout, they connect the inception of their research relationship to the politics of childhood and early years education in Scotland today.

show abstract

Section: Codamentioning

confidence: 99%