Mapping Global RacismsThere is no systematic coverage of the racialisation of the planet. This series is the first attempt to present a comprehensive mapping of global racisms, providing a way in which to understand global racialisation and acknowledge the multiple generations of different racial logics across regimes and regions. Unique in its intellectual agenda and innovative in producing a new empirically-based theoretical framework for understanding this glocalised phenomenon, Mapping Global Racisms considers racism in many underexplored regions such as Russia, Arab racisms in North African and Middle Eastern contexts, and racism in Pacific contries such as Japan, Hawaii, Fiji and Samoa.

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In the contemporary Western climate, counter-terrorism discourse dealing with so-called Islamic extremism appears to be obsessed with trying to understand the motives behind what prompts somebody to turn to terrorism. This paper will argue that attempts to locate extremist motives in such a way can be seen to reinforce earlier iterations of positivist criminology and race-thinking. Through a critical examination of the works of criminologist Cesare Lombroso, this paper will tease out the interconnections between his 'criminal types' thesis, and the British government's current Prevent policy that seeks to identify 'extremist types.' By developing a rich critique of these positivist approaches, the paper will go on to question how we might think beyond the essentialism, reductivism, and racism/Islamophobia inherent within such frameworks. In this way, the paper raises a series of conceptual implications for criminology and terrorism studies, while at the same time, develops a contribution to critical race and ethnicity studies.

This paper critically examines the experiences of racism encountered by academics working within British universities. The conceptual position is underpinned by a critical race theory and postcolonial feminist framework. These theoretical approaches intertwine to present a rich and complex set of snapshots that document the various challenges and barriers faced by British academics of colour/difference in higher education. The empirical data that informs this piece has been generated by a series of qualitative, in-depth, semi-structured interviews with academics of colour and of difference, and who are based broadly within the social sciences and humanities. Those interviewed come from a range of different racial, religious and ethnonational backgrounds, and occupy different academic positions within the university structure. Through a close engagement with the empirical material, this paper analyses the effects of the structural and systemic nature of racism as experienced by my respondents. The account is focused around three key themes including microaggressions and institutional racism, teaching, and promotion and support. Palabras claveRacismo institucional Gran Bretaña Educación Superior Blanquitud/Whiteness Universidades Identidad Resumen Este artículo examina críticamente las experiencias de racismo de académicos que trabajan en universidades británicas. El marco conceptual en el que se apoya son la teoría crítica de la raza y el feminismo postcolonial. Estas perspectivas teóricas se entrelazan con el fin de presentar una serie de imágenes que documentan los diversos retos y barreras que se encuentran académicos británicos de color y de diversidad en la educación superior. La base empírica de este trabajo es cualitativa, habiéndose realizado una serie de entrevistas en profundidad y semi-estructuradas con académicos de color y de diversidad, y que en su mayoría trabajan en el ámbito de las ciencias sociales y las humanidades. Las personas entrevistadas provienen de una amplia gama de orígenes raciales, religiosos y etno-nacionales, y ocupan diferentes posiciones académicas dentro de la estructura universitaria. A través de un trabajo minucioso sobre el material empírico, este texto analiza los efectos de la naturaleza estructural y sistémica del racismo tal y como es experienciada por las personas entrevistadas. El artículo se focaliza en tres temas clave, incluyendo microagresiones y racismo institucional, docencia, y ascenso y apoyo.

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