Shirin Housee

This article explores the importance of anti-racism in a higher Education context. With reference to the recent discussions on de-colonising the curriculum, I reflect on the importance of the Black Lives Matter movement. I argue more vehemently than ever before – enough is enough – we have no choice but to teach against racism. This article discusses the importance of de-colonising the curriculum and Higher Education and creating learning environments that open out discussions about everyday racism. This, I argue, is core to our anti-racist practise if we intend to build a fairer and a more anti-racist world.

In a climate of Islamophobic racism, where media racism saturates our TV screens and newspapers, where racism on the streets, on campus, in our community become everyday realities, I ask, what can we – teachers, lecturers and educationalists – do in the work of anti-racism in education? This article examines classroom debates on Islamophobia by exploring the connections between student experiences and the wider social political issues and ideologies that create and re-enforce racism. The underlying interest for me is to examine the ways in which classroom interaction; dialogue and exchanges can undo racist thinking by informed anti-racist critique. This article has three sections; first, I discuss the multicultural and anti-racist discourses within education in the British context. I then go on to explore theoretical developments found in Critical Race Theory (CRT) as a tool for this anti-racism in education. In the second section I examine Islamophobia, the hatred of Muslims, as a measurement of current racism. My interest is to explore the meanings of Islamophobia, and its relevance to students lived realities. Media representation and text on Islamophobia are used as a way of pulling out the student views and lived experiences of such racism. In the final section I raise the question of ‘what’s the point of studying racism?’ Here I discuss a class seminar on the viewing of a YouTube role play of a racist incident against a hijaab wearing woman. The point here is to unpack student’s views and reactions to Islamophobia. I conclude that classroom discussions can be a place where anti-racist, anti-sexist and anti-oppressive views emerge to inform the discussion for social justice in education.

This article reports on the views of seven Asian female Social Science students following a class seminar on religious issues and schooling at a university in the UK. It explores the importance of the post‐class spontaneous student dialogue where participation in much teaching and learning is voluntary. The concern is with engaged pedagogy and interactive teaching methods that allow space for students to voice their views and experiences. This is especially important when dealing with “controversial” topics such as Islamophobia – anti‐Muslim racism – and “war on terror”. Whilst the issues are provocative, some students remain silent and do not participate in the formal class setting; they hold back their comments for a less exposed moment. In this case, the post‐class discussion threw up insights into the reasons for student “silences” and possibilities for “breaking” them. A key insight is the importance of “safer spaces”, usually after classes, in the corridors and refectories, and how to bring the discussions back into the classroom environment. Another is the political significance of “counter‐stories” told in safety for pedagogic and political theory and practice. This article refers to one such moment and explores the value of post‐class student “counter‐narratives” that developed organically.

Teaching about ‘race’ and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express their hurt, shame and discomfort. The lecturer’s racialised identity is an important factor in these emotional exchanges. Black lecturers are sometimes judged for their ‘loyalties and sensibilities’ with the black community, while white lecturers are questioned for their understanding and sympathies with ‘race’/racism issues. This paper considers how social identities and physical appearances impact on the teaching and learning process and issues of student and lecturer positionalities and identities in the Higher Education context. In particular, it examines how much being white or black can matter in teaching and learning about race and racism, and the importance of critical pedagogy. Theoretical reflections on identity construction and management are themed through these discussions. The conclusion argues that the teaching of ‘race’ and racism is not only about identity or ethnicity, but the development of teaching strategies that are inclusive of black experiences; and questions power structures and relations found in whitearchy and patriarchy.