NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ952513
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1361-3324
The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity
Rollock, Nicola
Race, Ethnicity and Education, v15 n1 p65-84 2012
It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle Classes" the article takes a wider perspective of the education system, also incorporating an autobiographical analysis of the academy as a site of tension, negotiation and challenge for the few Black middle classes therein. I make use of the Critical Race Theory tool of chronicling (counter-narrative) to help demonstrate the complex, multifaceted and often contradictory ways in which ambitions for race equality often represent lofty organisational ideals within which genuine understanding of racism is lacking. (Contains 12 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom