Sophie Rudolph – författare

Whiteness is not innate – it is learned. The systems of white domination that prevail across the world are not pregiven or natural. Rather, they are forged and sustained in social and political life.Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.To see whiteness as learned is to recognise that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.

Whiteness is not innate – it is learned. The systems of white domination that prevail across the world are not pregiven or natural. Rather, they are forged and sustained in social and political life.Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.To see whiteness as learned is to recognise that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.

Schools, universities and education more broadly are at the centre of multiple contestations over the past, present and future. In the urgency of climate change, artificial intelligence, threats to the rights of marginalised groups, the rise of war, and ongoing colonial and capitalist dominance, challenges for education abound. In addition, with increased state repression, there is a pressing need to rethink the strategies of activism and agitation for just societies.This collection brings together scholars across a range of contexts who are grappling with these challenges and engaging a radical imagination through theorisation, experimentation and speculation, to transform education into a site of justice and possibility. The authors in this book speak back to dominant discourses and methods in education policy and practice, offering alternative ways of approaching and addressing policy dilemmas in areas such as LGBTQ, climate change and indigenous issues. Based on on-the-ground research, it collates a range of conceptual resources and tools, working to theorise, experiment and speculate as to how schools and education might address harm and inequality, envisioning and enacting different futures.An essential read for scholars, undergraduate and postgraduate students, as well as those engaged in education in schools and universities – including teachers, school leaders and parents – who are interested in the role of education in addressing issues of social justice in contemporary societies.

Schools, universities and education more broadly are at the centre of multiple contestations over the past, present and future. In the urgency of climate change, artificial intelligence, threats to the rights of marginalised groups, the rise of war, and ongoing colonial and capitalist dominance, challenges for education abound. In addition, with increased state repression, there is a pressing need to rethink the strategies of activism and agitation for just societies.This collection brings together scholars across a range of contexts who are grappling with these challenges and engaging a radical imagination through theorisation, experimentation and speculation, to transform education into a site of justice and possibility. The authors in this book speak back to dominant discourses and methods in education policy and practice, offering alternative ways of approaching and addressing policy dilemmas in areas such as LGBTQ, climate change and indigenous issues. Based on on-the-ground research, it collates a range of conceptual resources and tools, working to theorise, experiment and speculate as to how schools and education might address harm and inequality, envisioning and enacting different futures.An essential read for scholars, undergraduate and postgraduate students, as well as those engaged in education in schools and universities – including teachers, school leaders and parents – who are interested in the role of education in addressing issues of social justice in contemporary societies.

This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas.The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist politics and neoliberal economic rationalising in local settings that are creating new formations of race and racism. While focused predominantly on Australia and southern world or settler colonial contexts, the book aims to constructively contribute to broader emerging research and debates about race and education. Through the adoption of a relational framing, it draws the Australian context into the global conversation about race and racism in education in ways that challenge and test current understandings of the operation of race and racism in contemporary social and educational spaces. Importantly, it also pushes debates about race and racism in education and research to the foreground in Australia where such debates are typically dismissed or cursorily engaged.The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues such as access to housing, health, social/economic mobility, and political representation.

This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas.The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist politics and neoliberal economic rationalising in local settings that are creating new formations of race and racism. While focused predominantly on Australia and southern world or settler colonial contexts, the book aims to constructively contribute to broader emerging research and debates about race and education. Through the adoption of a relational framing, it draws the Australian context into the global conversation about race and racism in education in ways that challenge and test current understandings of the operation of race and racism in contemporary social and educational spaces. Importantly, it also pushes debates about race and racism in education and research to the foreground in Australia where such debates are typically dismissed or cursorily engaged.The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues such as access to housing, health, social/economic mobility, and political representation.

Unsettling the Gap: Race, Politics and Indigenous Education examines pressing issues of inequality in education. The notion of gap—and the need to close it—is used widely in public and policy debates to name the nature and scope of disadvantage. In the competitive world of education, gaps have become associated with students who are seen to be "falling behind," "failing" or "dropping out." A global deficit discourse is, therefore, mobilised and normalised. But this discourse has a history and is deeply political. Unsettling the Gap examines this history and how it is politically activated through an analysis of the "Australian Closing the Gap in Indigenous Disadvantage" policy. In this policy discourse the notion of gap serves as a complex and multiple signifier, attached to individuals, communities and to national history.In unravelling these diverse modalities of gap, the text illuminates the types of ruling binaries that tend to direct dynamics of power and knowledge in a settler colonial context. This reveals not only the features of the crisis of "Indigenous educational disadvantage" that the policy seeks to address, but the undercurrents of a different type of crisis, namely the authority of the settler colonial state. By unsettling the normalised functions of gap discourse the book urges critical reflections on the problem of settler colonial authority and how it constrains the possibilities of Indigenous educational justice.