Power, bureaucracy and cultural racism

Rasool, Zanib; Ahmed, Zlakha

doi:10.1177/0261018319895487

Cited by 6 publications

(2 citation statements)

References 25 publications

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“…Both of these practices lose what Holly describes as “all those little identities”; essentially complexities that make someone an individual. The below anecdotal counterstory illustrates the complexities involved with the term and the potential for distress that it can create by ‘othering’ individuals (Rasool and Ahmed, 2020):Even when I’m watching a couple of (TV) programmes and I think one of the programmes where it hit me the hardest is when a 12 year old…on a programme who was not of a Black or Asian background, said, well, I’m not other. Why call me other, I’m not an other, which is a very fair comment.…”

Section: Resultsmentioning

confidence: 99%

Ticking the right boxes: A critical examination of the perceptions and attitudes towards the black, Asian and minority ethnic (BAME) acronym in the UK

Parry

Clarkson

Kavanagh

et al. 2022

International Review for the Sociology of Sport

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The Black Lives Matter movement and coronavirus pandemic have raised awareness of society's categorisation of non-white people and institutional language used. We add to contemporary debate on the BAME acronym (Black, Asian and minority ethnic) by providing a critical examination of the perceptions and attitudes towards it in the UK. Drawing on in-depth interviews with women from these communities who were working in the hyper-masculinised and white-dominated sporting industry, we privilege the voices of those who traditionally have been omitted. Adopting a Critical Race Theory approach and an intersectional lens three overarching themes were identified: rejection and indifference towards the BAME acronym; filling in the form – inadequacies of the system; and, making up the quota – perpetuating (work-related) insecurity(ies). The findings provide analytical insight into institutional language and highlight the potential for the BAME acronym to cause distress and alienation while preserving the concept of Whiteness.

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Section: Resultsmentioning

confidence: 99%

Ticking the right boxes: A critical examination of the perceptions and attitudes towards the black, Asian and minority ethnic (BAME) acronym in the UK

Parry

Clarkson

Kavanagh

et al. 2022

International Review for the Sociology of Sport

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“…Recognising the power that embodied knowledge holds is an important part of de-stabilising power and re-claiming voice-space for those with lived experience of poverty (Lister, 2020). It is important to recognise the intersectionality (Crenshaw, 1990) of lived experience and to recognise the power dynamics that play within intersectionalities of oppression (Rasool and Ahmed, 2020). In listening and developing spaces of unknowing (or explorations) with the degree steering group, the Action on Poverty and Hardship Degree sought to reclaim power and voice, foregrounding lived expertise.…”

Section: The Background To the Co-producing Leaders And Learning Projectmentioning

confidence: 99%

Co-producing ideas, leaders and learning – teaching participatory activism in Stoke-on-Trent

Goldstraw

2022

Local Economy: The Journal of the Local Economy Policy Unit

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This paper will critically analyse a University-funded Centre of Learning and Pedagogic Practice (SCoLPP) project. The project was designed to integrate the co-produced learning from the Action on Poverty and Hardship Degree steering group, which was made up of local and national Voluntary and Community Sector (VCS) leaders and low-income students on the course. The project was directly aligned with the University Academic Strategy, designed to integrate academic integrity into innovative curriculum design. This article will critically discuss how the project, in its co-produced place-based approach, aligned its curriculum design to external engagement within Stoke-on-Trent. The Action on Poverty and Hardship Degree team worked over the course of 18 months with a steering group of local and national voluntary sector employers to actively recruit and support students from low-income backgrounds to become engaged in anti-poverty activism. This article will critically discuss how the voices of students with lived experience of poverty engaged to co-produce learning with local and national voluntary sector leaders. The paper will critically reflect on best practice in co-produced curriculum development.

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Why Safe Spaces Are Needed

Bramberger¹,

Winter²

2021

Re-Conceptualizing Safe Spaces

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Power, bureaucracy and cultural racism

Cited by 6 publications

References 25 publications

Ticking the right boxes: A critical examination of the perceptions and attitudes towards the black, Asian and minority ethnic (BAME) acronym in the UK

Ticking the right boxes: A critical examination of the perceptions and attitudes towards the black, Asian and minority ethnic (BAME) acronym in the UK

Co-producing ideas, leaders and learning – teaching participatory activism in Stoke-on-Trent

Why Safe Spaces Are Needed

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