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Teaching “Race” with a Gendered Edge / Insegnare la razza con una prospettiva di genere

Sul sito di AtGender (The European Association for Gender Research, Education and Documentation), si può scaricare liberamente il nono volume della collana Teaching with Gender. Il libro si intitola Teaching “Race” with a Gendered Edge, a cura di Brigitte Hipfl e Kristin Loftsdóttir (AtGender & Central European University, Utrecht-Budapest 2012) ed è uno dei risultati del percorso del gruppo di lavoro su Postcolonial Europe. I saggi raccolti in questo volume si propongono di affrontare la nozione di “razza” da una prospettiva femminista, riconoscendo le intersezioni tra genere, razza e altri assi del potere e delle diseguaglianze. Le autrici  sottolineano inoltre la necessità di riconoscere le eredità del colonialismo per comprendere le forme che i razzismi assumono nel presente globalizzato. I diversi saggi si concentrano sui contesti specifici di alcuni paesi europei, inclusa l’Italia. Incollo qui sotto la scheda del libro e l’indice. Per sfogliare i volumi precedentemente pubblicati nella stessa collana (tutti disponibili in pdf) potete andare qui.

Teaching “Race” with a Gendered Edge

Edited by Brigitte Hipfl and Kristin Loftsdóttir

A joint publication by AtGender and CEU Press

Hipfl is Associate Professor of Media Studies at the Department of Media and Communication Studies at the University of Klagenfurt, Austria
Loftsdóttir is Professor of Anthropology at the University of Iceland

This collection of essays responds to the need to approach questions of race and racism from a feminist perspective, focusing on the intersections of race, class and gender. Only a thorough exploration of these intersections can open up a deeper understanding of racism against particular groups that have emerged in the European historical context and point to ways of intervening in the racial practices of the present.

The chapters in the book are structured into two parts: the first section focuses on particular themes like representation of race and gender inequality, as well as everyday racism in educational institutions, whereas in the second section, the intersections of race and gender are explored in national contexts.

Contents List of Illustrations Acknowledgements Teaching “Race” with a Gendered Edge—Introduction Racism and gender—historical background Colonial legacies and migration Problematising “white” Western feminism and whiteness Spaces of / for change The chapters in the book PART I: THEMATIC EXPLORATIONS Chapter 1: Breaking the Canon? Critical Reflections on “Other” Literary Traditions Introduction Towards an alternative canon: Multiculturalism and diversity The canon and the cultural industry Race, gender and diversity in the canon: Toni Morrison Beloved Conclusion: Beyond the colour-line of the canon? Implications for teaching Questions Assignments Chapter 2: Monumental Dresses: Coming to Terms with Racial Repression Sexual difference and transitional justice The woman who kept silent The poetics of scrap Implications for teaching: Working with exemplary case studies Questions Assignments Chapter 3: Embodying Otherness while Teaching Race and Gender at White European Universities Introduction Becoming educated in (post)colonial European society Teaching about emotionally charged topics Implications for teaching Questions Assignments PART II: EXPRESSIONS OF RACISM AND GENDER IN NATIONAL AND HISTORICAL CONTEXTS Chapter 4: Disappearing Act: The Forgotten History of Colonialism, Eugenics and Gendered Othering in Denmark The colonial relationship that never was Identifying the difference-gene Exhibiting exclusion “Religion is not a race” Implications for teaching Questions Assignments Chapter 5: Portugal and the Empire: Discourses and Practices on Race and Gender Grasping Portuguese colonial “exception” Racial-gendered relations in imperial history The making of the “gentler colonialists” Post-colonial reverberations Implications for teaching Questions Assignments Chapter 6: The French Ban on Headscarves: Rendering Racism Respectable Introduction Situating the 2004 Act Civilising the “uncivilised” Gendering the colonial other Feminist critique of the ban: “Une École pour Tous et pour Toutes” Concluding remarks Implications for teaching Questions and assignments Chapter 7: Racial/Ethnic Otherness in Polish Public Discourse Conceptualising the racial other in Polish culture The ethnic and religious composition of Polish society: An historical perspective Legal framework Cultural racism Towards the future Implications for teaching Questions Assignments Chapter 8: “Not a Country for Women, nor for Blacks”: Teaching Race and Gender in Italy between Colonial Heritages and New Perspectives Marketing the “other” “Second generations” and the role of education New perspectives: Teaching race and gender today Implications for teaching Questions Assignments List of Contributors

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