Race and Ethnicity in Globalised Times

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

“…This investigation required a critical confrontation with almost invisible forms of racialised meaning (Arber 2008). According to Seekings (2008), there are still too few studies on how racial identity is understood in the lived experience of South African learners.…”

“…In reference to CRT, Delgado and Stefanic (2001) note that race is embedded in and affects ordinary life -particularly narratives by the dominant race. According to Frankenberg (1993) and Arber (2008), "whiteness" is by nature exclusionary of all that is not white. "Whiteness" then becomes the norm that is simultaneously overlooked and universalised within Western narratives (Arber 2008).…”

“…According to Frankenberg (1993) and Arber (2008), "whiteness" is by nature exclusionary of all that is not white. "Whiteness" then becomes the norm that is simultaneously overlooked and universalised within Western narratives (Arber 2008). In South Africa, Afrikaans texts were dominant within the education system during apartheid (Abdi 2002).…”

Discourses of antagonism and desire: marketing for international students in neighbourhood schools

“…Traditionally, discussions about multiculturalism have been concerned with an ethnically or racially differentiated other who is included within our community, even as they continue to be defined as different and as not-quite-part of our community. Conversations about monoculturalism are concerned with the ways that representatives of other ethnic and raced groups are allowed to enter a seemingly culturally and racially homogeneous community (Arber 2008;Rizvi 1994). Either way, international students become token outsiders bringing to our community that which it desires -internationalism -and often multiculturalism, diversity and the upgrading of the school's academic and classed condition.…”

Clashes within one teacher’s racial logic: space of possibles?

“…West, 2001), there are several research studies that show the importance of understanding the effects of teachers' racial beliefs in their pedagogical practices (e.g. Arber, 2008;Bergh, Denessen, Hornstra, Voeten, & Holland, 2010;Gere, Buehler, Ballavis, & Haviland, 2009;Greene & Abt-Perkins, 2003;Kubota & Lin, 2006Lewis, Ketter, & Fabos, 2001;McIntyre, 2002;McVee, 2004). Gere et al (2009) showed in their study how different prospective secondary school teachers and researchers encountered and interpreted culturally responsive pedagogy very differently.…”