Relationality of Race in Education Research

Greg Vass is a Lecturer at the University of New South Wales, Australia. His work in the Sociology of Education is concerned with social and Indigenous perspectives in education. His research interests are focused on investigating relationships between policy enactment, and pedagogic/curricula performative race-making practices and inequalities. This work explores how discrimination and privilege are connected to subjectivities that continue to rely on racialised social scripts and everyday practices. Building on his experiences as a high school teacher, central to his work are concerns with how educators can work towards disrupting the reproduction of raced hierarchies and inequalities within educational settings.Jacinta Maxwell is a Pākehā New Zealander and a non-Indigenous Australian, who is currently a Lecturer at the School of Linguistics, Adult and Specialist Education at the University of Southern Queensland, Australia. Her doctoral research examined stated and implicit intentions underpinning the inclusion of the 'Aboriginal and Torres Strait Islander histories and cultures’ cross-curriculum priority within the Australian Curriculum. Jacinta’s research engages with critical race theories of education, policy and curriculum, and notions of national culture in international and offshore schools.Sophie Rudolph is a Lecturer in the Graduate School of Education, University of Melbourne, Australia. She has a long-standing interest in exploring issues of social justice, difference and equity in education. As a non-Indigenous, Anglo-settler Australian she has been particularly interested in the impact that colonial history has on present day inequalities in Australia. These interests frame her teaching and research practices. Her research includes sociological and historical examinations of education and investigates issues of curriculum, pedagogy and politics in education, policy and practice. Her work is informed by critical and post-structuralist theories and aims to offer opportunities for working towards social change. Her PhD thesis was awarded a Chancellor’s Prize for Excellence in 2016.Kalervo N. Gulson is Associate Professor in the School of Education, Faculty of Arts and Social Sciences, University of New South Wales, Australia. His work is located across social, political and cultural geography, education policy studies, and science and technology studies. His current research programme examines Code, Data, Science and Education policy.

Despite the happy talk over the past decade of a ‘post-racial’ society, this book brings together a collection of essays that shows persuasively how racism continues to shape many of our discourses and institutions in education, and how it might be possible to employ a range of research strategies for unsettling practices that have disastrous consequences for the experiences and aspirations of students viewed as ‘others’.Fazal Rizvi, The University of Melbourne Australia

• Series Editor’s PrefaceIntroductionSection 1: Concepts, politics and race in educationChapter 1. New relationalities of race and education? Computational futures and molecular spacesKalervo N. GulsonChapter 2. PISA, Tiger parenting, and private coaching: The discursive construction of ‘the Asian’ in globalised education policy field Keita TakayamaChapter 3. Decolonizing race theory: place, survivance & sovereigntyNikki MoodieChapter 4. White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntouristSam SchulzSection 2: Researching race in teaching and learningChapter 5. Beyond ‘getting along’: Understanding embodied whiteness in educational spacesJessica WaltonChapter 6. White microaffirmations in the classroom <-> Encounters with everyday race-makingGreg VassChapter 7. The raced space of learning and teaching: Aboriginal voices speak back to the universityTracey BundaChapter 8. ‘I have walked many miles in these shoes’: Interrogating racialised subject positions through the stories we tellAudrey Fernandes-Satar & Nado AvelingChapter 9. Decolonising colonial education researchers in ‘near remote’ parts of Australia.John Guenther, Eva McRae-Williams, Sam Osborne and Emma WilliamsSection 3: Continuities and ruptures in race and educationChapter 10. What if racism is a permanent feature of this society? Exploring the potential of racial realism for education researchers.Jacinta MaxwellChapter 11. The two years that killed a First Nations UniversityKathryn Gilbey and Rob McCormackChapter 12. The past in the present: Identifying the violence of success and the relief of failureSophie RudolphChapter 13. What does theory matter? Conceptualising race critical researchSharon Stein & Vanessa AndreottiChapter 14. Afterword – ‘Critical Education for Critical Times’Zeus Leonardo