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| Autor/inn/en | Mitchell, Roland; Rosiek, Jerry |
|---|---|
| Titel | Professor as Embodied Racial Signifier: A Case Study of the Significance of Race in a University Classroom |
| Quelle | In: Review of Education, Pedagogy & Cultural Studies, 28 (2006) 3-4, S.395-409 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1071-4413 |
| Schlagwörter | Stellungnahme; Low Achievement; Race; Lecture Method; Racial Identification; Case Studies; Marxian Analysis; College Instruction; College Students; Racial Differences; Diversity (Faculty); African American Students |
| Abstract | In 1996, Stuart Hall gave a famous lecture entitled "Race: The Floating Signifier." In that lecture, Hall argued against an ontology of race that linked racial identification to any other human characteristic. Undertaking a broad survey of the history of the concept of race, Hall highlighted how the meaning of the signifiers of racial identity have changed depending on the time and place in which they were being interpreted. At a philosophical level, this meant that the signifiers of race have "floated" free of any transcendental reality which might stabilize their meaning. In more concrete terms, it meant that although the signifiers of race are most often found on the body, there is nothing in the body that gives those signifiers meaning. This is not to say that the construct of race is meaningless. Hall, along with many others who have recognized the radically socially constructed nature of racial identity, argue that race and racial identity has significant material and psychic consequences on a global scale. What needs analysis, therefore, are the reasons the construct of race has remained so salient, despite the fact that it lacks a stable referent. Hall offers the broad outlines of such an explanation. Drawing upon post-structuralist sociology, post-Marxist theory, and postcolonial theory, Hall argued that racial signifiers take on meaning in the context of social discourses that organize individual and institutional behavior. These discourses constitute a field of power that encode the interests of various constituencies, are the site of ongoing contestation, and influence desires and self-concepts. Hall's analysis was an early part of an emerging field of social, political, and cultural theory that has subjected the idea of race to close critical examination. What is also needed beyond this explanatory project is an exploration of the possibilities for intervention in the constantly shifting terrain of racial politics, white supremacy, and colonialism. This essay takes up that project in the context of higher education classrooms. It asks: What practical knowledge enables college-level instructors to teach in a manner that disrupts patterns of low retention, low achievement, and low levels of satisfaction among students of color at majority-white universities? The authors present a framework for conducting empirical research on this question and a case study that illustrates the value of such research. (ERIC). |
| Anmerkungen | 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/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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