Black students’ experiences of transformation at a previously “white only” South African university: a photovoice study

South African higher education has faced much structural transformation since the dismantling of apartheid, and yet remains a racialized space. Despite a stated commitment to transformation in university policy nationally, lay discourses of transformation are highly contested. In these debates, black students are often represented in stigmatizing ways; which affect students’ self-esteem and academic performance. This paper explores black students’ experiences of transformation at the University of Cape Town (UCT), a previously “white only” university, based on the results of a photovoice project. The data analysed are drawn from focus groups, personal reflections, photographs and written stories exploring their experiences at UCT. The findings suggest that there is a failure of transformation at UCT, characterized by the dominance of whiteness in the institution. The paper also discusses how many students internalize the negative stereotypes they encounter whilst others use coping mechanisms and strategies to resist the discourse of black inferiority.     

Stomata: Versatile Sensory Devices but Difficult Experimental Subjects

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts.     

White privilege in the lives of Muslim converts in Britain

This paper explores how the whiteness of converts to Islam affects their post-conversion experiences. It shows how white converts are privileged because their whiteness functions as a marker of dominance and respectability. In attempting to go beyond well-established observations about the existence of white privilege, the limits of white privilege are also considered. It is argued that upon converting to Islam, white converts' whiteness is jeopardized, thus showing the precariousness of whiteness. The paper also considers how converts' whiteness can cause them difficulties rather than benefits due to the unique context that they find themselves in. Unlike white supremacists who portray white people as always a victim however, this paper seeks a more balanced understanding of the complexity of whiteness as often-but-not-always privileging. This paper is based on thirty-seven in-depth interviews that were conducted between 2008 and 2009 with Muslim converts in Greater Manchester.     

Fragments of a Composite Identity: Aspects of Australian Nationalism in a Sports Setting1

I argue that it is erroneous to view nations as culturally homogeneous entities. Rather, all nations are riven by multiple divisions. What characterises a nation is that the people constituting it believe that they share a sameness with their co-nationals. So, the idea of cultural homogeneity is a myth that breathes life into nationalism: it is a cohering leitmotiv, a predicate of the ‘imagined community’ that can be subscribed to in different ways by people of diverse social locations and of disparate interests. Whereas most writers on nationalism write from a top-down perspective, I side with Hobsbawm in posing the question of how ‘ordinary’ people embrace a belonging to their nation. I maintain that there is no single, simple axis of national cohesion: rather, in any nation, there are multiple ways of identifying with and intuiting the collectivity. The emergence of the axioms of Australian nationhood, particularly with regard to how ideas of Australian distinctiveness emerged in counterpoint to British based discourses, is explored. I suggest that people ‘lock-in’ to these axioms through the symbology of specific events and situations. Attention is directed to the Stawell Easter Gift professional running carnival as an event that, amongst other things, provides occasions that enable participants to ‘lock-in’ to the meta-discourse of national identity.     

Diverse cities and good citizenship: how local governments in the Netherlands recast national integration discourse

Western European national policies increasingly portray diversity as negative and migrants as ‘others’ who do not belong to the national community. This article examines how local governments articulate alternative discourses of belonging based on residents' shared membership in the civic life of the city. In a Dutch case study, the ways in which local policymakers diverge from exclusionary national narratives are examined. It is argued that discourses about urban citizenship offer opportunities for the inclusion of migrants by drawing new boundaries between ‘good’ citizens and those who are unwilling to participate.     

‘Culture shock’: Black students account for their distinctiveness at an elite college

Previous research on black students attending predominantly white colleges has emphasized race-based differences with white students while downplaying differences in social class. This research indicates that class-based differences are an important component of many black students’ discomfort at ‘Northern College’, a school that has traditionally served wealthy white students. Drawing on interviews and participant observation done on campus, I apply cultural capital theory to explain how differences in class-specific cultural styles make campus life difficult for non-affluent blacks and discuss the implications of the findings for future research on black college experiences.     

Who's afraid of the boss: cultural differences in social hierarchies modulate self-face recognition in Chinese and Americans

Human adults typically respond faster to their own face than to the faces of others. However, in Chinese participants, this self-face advantage is lost in the presence of one's supervisor, and they respond faster to their supervisor's face than to their own. While this "boss effect" suggests a strong modulation of self-processing in the presence of influential social superiors, the current study examined whether this effect was true across cultures. Given the wealth of literature on cultural differences between collectivist, interdependent versus individualistic, independent self-construals, we hypothesized that the boss effect might be weaker in independent than interdependent cultures. Twenty European American college students were asked to identify orientations of their own face or their supervisors' face. We found that European Americans, unlike Chinese participants, did not show a "boss effect" and maintained the self-face advantage even in the presence of their supervisor's face. Interestingly, however, their self-face advantage decreased as their ratings of their boss's perceived social status increased, suggesting that self-processing in Americans is influenced more by one's social status than by one's hierarchical position as a social superior. In addition, when their boss's face was presented with a labmate's face, American participants responded faster to the boss's face, indicating that the boss may represent general social dominance rather than a direct negative threat to oneself, in more independent cultures. Altogether, these results demonstrate a strong cultural modulation of self-processing in social contexts and suggest that the very concept of social positions, such as a boss, may hold markedly different meanings to the self across Western and East Asian cultures.     

Defining “American” in the context of immigration: a case study of Helping Hands Elementary

Immigration has dramatically changed the face of the nation in the last thirty years, yet it is unclear how children currently define “Americanness” in light of these demographic and cultural shifts. This research explores how elementary students define what it means to be American in the context of immigration-driven diversity. Based on a survey of fourth and fifth graders in an elementary school located in a high-immigrant community, the author shows that despite the diversity of the school and local surroundings, and the multicultural ideology espoused by school staff, students predominately defined “American” in ethnocultural terms – specifically, as white, US-born, and English-speaking. At the same time, a small group of students challenged this narrative and defined Americans in pluralist terms. This study suggests that schools aiming to create inclusive learning communities in an increasingly diverse nation may need more direct approaches to teaching a culturally pluralist model of America.     

Exclusive recognition: against reductionism and distortion

This article analyses two dominant discourses of racial politics in Hawai'i and the work they do naturalizing haole (white people or whiteness in Hawai'i) in the islands. The first is the well-worn discourse of racial harmony representing Hawai'i as an idyllic racial paradise with no conflict or inequality. Frequently contrasting the islands with the ‘racist mainland’, this discourse circulates among many communities and is widely referenced. There is also a competing discourse of discrimination against non-locals which contends that haoles and non-local people of colour are disrespected and treated unfairly in Hawai'i. As negative referents for each other, these discourses work to reinforce one another and are historically linked. I suggest that the question of racial politics be reframed towards consideration of the processes of racialization themselves – towards a new way of thinking about racial politics in Hawai'i that breaks free of the not racist/racist dyad.     

The uses of racism: whitewashing new Europeans in the UK

In many respects, recent East European migrants in the UK look like past migrants to the UK: they left poorer parts of the world in search of work and the better life in the UK. But in other respects, they look different: they are white. Their putative whiteness, however, has not exempted them from the effects of racism. But while there is growing evidence of how they have been targets of racism, less attention has been focused on how they are also perpetrators of racism. The purpose of this paper is to compare the ways Hungarians and Romanians wield ‘race’ to assert and defend the relatively privileged position their putative whiteness affords them in the UK's segmented labour market. I argue that these migrants mark, evaluate and rank difference in racialized ways to secure both social-psychological and material benefits.     

Teaching Elsewhere: Anthropological Pedagogy,Racism and Indifference in a Hong Kong Classroom

This essay is concerned with the political, historical and cultural contexts of teaching and learning in Hong Kong, focusing on my recent experiences of tertiary teaching there. Although an emphasis on rote learning driven by an exam oriented educational trajectory is now widely criticised, strong institutional and social forces still operate to produce a student body highly resistant to radicalising discourses. I argue that cultural indifference, chauvinism and racism pervade the classroom, posing particular challenges for anthropological pedagogy.     

"Whatever feels good in my soul": body ethics and aesthetics among African American and Latina women

Ethnicity-specific differences in body aesthetic ideals and body satisfaction have been cited as a potential explanation for interethnic differences in the prevalence and presentation of eating disorders. It has been widely hypothesized that such ethnically based differences in aesthetic body ideals mitigate cultural pressures that contribute to body disparagement and disordered eating among white women. However, mechanisms by which a cultural milieu may be protective against the development of disordered eating remain poorly understood. This study investigated relationships among ethnicity, self-representation, and body aesthetic ideals among 18 college-educated black and Latina women through analysis of focus group discussion data. Rather than confirming body aesthetic ideals different from those of white culture, study respondents reframed the discussion about body aesthetics to one of body ethics. That is, study subjects both contested ideologies defining thinness and whiteness as inherently beautiful and espoused a body ethic of self-acceptance and nurturance that rejects mainstream cultural pressures to reshape bodies to approximate aesthetic ideals promulgated in the media. We conclude that understanding body image concerns from the standpoint of body ethics, rather than body aesthetics, may be a more productive and inclusive approach to the study of ethnically diverse women's embodied experience. Ultimately it is anticipated that this will better illuminate the complex relationships among ethnicity, culture, and risk for body image and eating disorders.     

Puerto Rican High Achievers: An Example of Ethnic and Academic Identity Compatibility

Although research finds that members of some involuntary minority ethnic groups tend to develop oppositional identities, Puerto Rican students studied in this research project at an urban high school did not associate school success with "whiteness." These students were academically successful while still maintaining their ethnic identity. They were not accused of acting white, did not mask their academic accomplishments, and did not assume raceless personas. Different conceptualizations of ethnicity, sociohistorical context, and class may account for their maintenance of ethnic identity while achieving success in school.     

From whiteness to diversity: crossing the racial threshold in bicentennial Argentina

This article examines recent transformations on the discourses of race and nation in bicentennial Argentina, which have shifted from the notion of a fundamentally white nation to an assertion of its racial and cultural diversity. I examine the production of race in contemporary institutional and non-institutional practices that challenge the discourses of modernity according to which Argentina is a white, homogenous and Europeanized nation. The article focuses on a set of cultural manifestations involving Japanese Argentines that – as non-traditional actors in the racial and national stages and as ‘desirable’ immigrants – reveal some inherent fissures in the current official narrative that ostensibly progresses from homogeneity to diversity, and from exclusion to inclusion. By observing the performativity of race and a non-constructivist understanding of race embedded within these cultural manifestations, I argue that the newly multicultural nation continues to inherit its mechanisms of racial production from the modern nation.     

‘All daughters and sons of the Republic’? Producing difference in French education

Anthropological focus on public sphere debates can have the unintended consequence of reaffirming ideological oppositions (‘secularism versus Islam’) while ignoring other processes of difference production. In this article, I examine how French school employees build a logic of cultural otherness in an arena of uncertain social reproduction. Contrary to analyses of the French public sphere that emphasize the ideology of secular universalism, I argue that this dominant ideology has little purchase in the thick of social relations in a peripheral school. Faced with neoliberal transformations and diminishing resources, teachers draw instead on diverse discourses that have the effect of producing cultural difference. Through this process, immigrant‐origin students are presented as incommensurable with Frenchness, and Frenchness becomes rooted in family structure and territory. This case illustrates how state actors confront the contradictions that inhabit universal citizenship and reconfigure the project of Republican schooling.     

The Power of Contexts: Teaching and Learning in Recently Desegregated Schools

The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although their actions are understandable, the students' conscious decisions to disengage from school stifles learning opportunities that would allow them to empathize and connect with other students as a move toward individual and group empowerment. Using critical race theory, I problematize the possibilities for successful multicultural classrooms in urban districts with complex legacies of injustice and racial hostility.     

Establishing the Fact of Whiteness

Surveying public discourses on race, one suspects that anthropologists and academics are struggling to keep pace with the innovations and obsessions this subject generates in popular culture. But academic discussions of whiteness and the way it operates may provide a means of altering the terms of racial debates. As an analytical object, whiteness is being established as a powerful means of critiquing the reproduction and maintenance of systems of racial inequality. Studies of whiteness are demonstrating that whites benefit from a host of social arrangements and institutional operations that seem, to whites, to have no racial basis.     

Imagined futures: why business studies dominate the higher education choices of second-generation Turks in the Netherlands

Relying on in-depth interviews with higher education students and young graduates the study investigates the factors underpinning the participation patterns of second-generation Turks in the Dutch higher education system. The paper highlights how ethnic minority students accommodate the constraints faced by the Dutch educational system by rationalizing economics at professional colleges as a suitable alternative to studying medicine at university, an alternative that will meet both their aspirations for a more successful and secure life than their parents’ while maintaining the traditional family ties in line with the work-life balance offered by a ‘nine-to-five job’.