1,720,969 research outputs found
Spaces of the local, spaces of the nation: Intersectional bordering practices in post-Brexit Berlin
No full textThis article examines the relationship between bordering practices and processes of situated intersectionality by exploring how British migrants encounter and erect borders as they move through Berlin. Through exploring how research participants conceptualise and orientate themselves towards Berlin’s city spaces and how this relates to transnational and translocal processes of classification, I interrogate how processes of racialisation and classification move across European contexts to manifest within localised spaces. The research explores how these intersections work to minimise, accentuate or transfigure one another as inequalities come into being through urban space by placing feminist intersectional approaches in conversation with border studies. By uniquely focusing on a migrant group infrequently considered in European migration literatures, and often regarded as invisible or unproblematic, we can examine how race, class and gender intersect with nationality and how racialised exclusions from European belonging function through everyday processes. I highlight how classification processes have transnational portability and carry intra-European similarities, yet also assuming context-specific features
Heroic heads, mobility mythologies and the power of ambiguity
Full text linkThis paper explores how the contradictions of neoliberal education reform and its companion, the self-made aspirational subject, are embodied by Sir Michael Wilshaw, former headteacher of Mossbourne Community Academy in Hackney, East London, through his leadership practices. Wilshaw creates powerful mobility and morality tales that pave over the contradictions and ambiguities inherent in the academies programme and Mossbourne’s approach. Drawing on a larger study of Mossbourne, the paper focuses on how raced and classed pathological discourses are mobilised and inverted both by Wilshaw and policy rhetoric, cultivating compliance through a belief in the aspirational subject capable of transcending social structures. The paper argues that neoliberal academy reforms are not about autonomy, but the imperative to comply with centralised policy demands at the expense of democratic participation and accountability
'Structure liberates?': Mixing for mobility and the cultural transformation of 'urban children' in a London academy
No full textThis paper explores how the creation of a socially and ethnically mixed student body relates to mobility within the context of Beaumont Academy. This authoritarian school opened in 2004 under the ethos 'structure liberates'. Based in a predominantly deprived, ethnic minority area of London, Beaumont seeks to culturally transform its students. With its outstanding GCSE results, the school has been championed as a blueprint for reform, yet the cultural implications underlying this approach remain unexamined. The ethos pathologizes the surrounding area while essentializing itself as an 'oasis in the desert' liberating students through discipline. The paper explores how mobility is embodied by students and the alterations or eliminations necessary to achieve it. These alterations produce raced and classed positions and bring them into focus, highlighting who needs to 'adjust' themselves to accrue value. Uncritical celebrations of mixed-ness conceal structural inequalities lingering beneath the rhetoric of happy multiculturalism and aspirational citizenship. These inequalities are exacerbated by a marketized education system
Free schools, inclusion and social capital of children with special educational needs and disabilities
No full textInclusion has been a key concern for researchers exploring the impact of free schools in England since their introduction in 2010. However, discussions of inclusion have mostly centred on structural issues of social justice and equality, more specifically whether free schools are located in disadvantaged neighbourhoods, whether schools operate fair and inclusive admission policies, and whether parents and children of disadvantaged backgrounds are equally able to access the schools. Not much has been written about what actually happens at the schools in terms of more micro-level day-to-day practices and interactions. This chapter reports on a project carried out at a secondary free school in 2016–2018, using qualitative and ethnographic methods to examine the views and experiences of teachers, school staff, parents and children, particularly in relation to inclusion and children with special educational needs and disabilities (SEND). With reference to social capital theory, the chapter discusses the extent to which the school was able to use its free school status and particular ‘freedoms’ to foster inclusive practice and strategies. The chapter critically considers the free school programme in relation to the inclusion of SEND students, but also explores the possibility that mainstream schools may draw on experiences developed within free schools to strengthen inclusive practices and strategies. The chapter furthermore outlines the main challenges experienced by staff in developing an inclusive school and reflects on some of the difficulties of fostering inclusion within an increasingly competitive and performance based educational system.</p
Academisation and the law of ‘attraction’: An ethnographic study of relays, connective strategies and regulated participation
Full text linkCombining elements of critical ethnography (Madison 2011) with perspectives borrowed from the field of governmentality research (Lemke 2007; Rose 1999), this chapter examines and evidences the prevalence of specific forms of expert administration considered to be operationally necessary to performing school governance. Furthermore, it considers the effects of these calculative rationalities and technologies, namely the creation of forms of epistemic injustice that include restricting school governance work to the knowledge claims of certain authorities and actors
„We are not all in Görlitzer Park“: Black Britons defending against racism and negotiating colonial afterlives in Berlin
No full textWie setzen BiPOC-Brit_innen in Berlin Staatsbürgerschaft und Klassenprivilegien ein, um sich vor Rassismus zu schützen und mehr Wertschätzung zu erfahren? Der hier gewählte feministisch-intersektionale Ansatz verdeutlicht die Verschränkungen von Klasse, Staatsbürgerschaft, Geschlecht und race als ineinandergreifende Vergesellschaftungsprozesse, die Wirkung entfalten, um rassistische Positionierungen im urbanen Raum zu umgehen. Dieser Beitrag erforscht, wie Britishness als kulturelle und rechtlich relevante Kategorie zum Schutz vor Rassismen mobilisiert wird und so im außerbritischen Kontext einen Bedeutungswandel erfährt. Er erörtert, inwiefern der Bezug auf Britishness häufig dazu dient, schwarze Menschen ohne britischen Pass und Klassenprivilegien oder ohne höhere Bildung als sozial untergeordnet zu positionieren. Durch den empfundenen Abstand zur einstigen Kolonie und die gelebte Nähe zur Metropole der Kolonialmacht – und somit zu whiteness – werden verschiedenartige Formen von Blackness zur Kennzeichnung von Wertigkeit produziert, die jedoch in urbanen Räumen wie Berlin weißzentrisch geprägt und marginalisiert bleiben.How do BiPOC Britons in Berlin draw on their citizenship and class privilege in order to protect themselves from racism, and gain recognition and value? This paper takes an intersectional feminist approach to examine how class, citizenship, gender, and race are intertwined as interlocking socialization processes that work to circumvent racist positioning in urban spaces. The article explores how Britishness is mobilized as a culturally and legally relevant category for protection against racism, thus undergoing a shift in meaning outside of the British context. It discusses the extent to which the reference to Britishness often serves to position Black people without a British passport and class privileges, or without higher education, as socially subordinate. The greater the geographical distance from the former colony and the closer the proximity to the imperial metropolis – and, by extension, to whiteness – the more prestige and social status Blackness gains. While these forms Blackness „civilized“ by the metropolis may be positioned as more valued forms of Blackness, but this position remains marginalized in its relation to whiteness. The historical materiality of Blackness becomes visible through the spatial negotiations of BiPOC British people in Berlin
What 'these kids' need:discipline, misrecognition and resistance in an English academy school
Full text linkWhat 'these kids' need:discipline, misrecognition and resistance in an English academy school
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