The Table Setting as Medium: Lived Curriculum and Mixed-Race Identity

Wilson, Gloria J.

doi:10.1080/00043125.2020.1746164

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…A sense of belonging in UK higher educa�on has been associated with posi�ve outcomes in student success and staff sa�sfac�on, revealing nuances as part of an analysis of whiteness, and difficul�es racialised minori�es have had connec�ng with whiteness (Ahmet, 2020;Doharty et al, 2021;Wilson, 2020). But the connec�on of whiteness and power has been challenged by "mixed race" scholars who highlight how whiteness focuses on the advantages of privileges that accompany white skin (Mahtani, 2014).…”

Section: Belonging In Higher Educa�onmentioning

confidence: 99%

“…The racial microaggressions that she described require a more intricate understanding of "mixed race" experiences, as they cannot always be immediately described, but felt (Tate, 2016). Simone realised that in the context of ins�tu�onal whiteness, she was fe�shised as the "other" (Wilson, 2020) while simultaneously experiencing whiteness atemp�ng to relate to her. Counter-stories from "mixed race" women Similarly, to Radhica, she ac�vely chose not to engage with those who saw her in this way.…”

Section: Simone -"You Look Really Exotic"mentioning

confidence: 99%

“…Higher educa�on ins�tu�ons can also be inspired methodologically, as "mixed race" representa�ons have been represented crea�vely. Wilson (2020) reflects on an ac�vity she performed with her students to inspire them to communicate their "mixed race" iden��es in new ways. A student used consumerism to exemplify the feeling of the fe�shisa�on of their ambiguous looks in order to challenge people's percep�ons of what the "other" was to them.…”

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confidence: 99%

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“I’m not white”: counter-stories from “mixed race” women navigating PhDs

Garrett

2024

EDI

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PurposeThis paper critiques institutional whiteness and racial categorisation in UK higher education. This is done through the representation of the complex narratives of “mixed race” women navigating their PhD experiences in predominantly white institutions, when their identities have proximity to whiteness.Design/methodology/approachThis study introduces five vignettes of “mixed race” women, gathered from a wider study of 27 PhDs and early career researchers in UK higher education. The paper employs Yuval-Davis’ framework of belonging and bell hooks' approach to chosen versus forced marginality to create a conceptual framework based on fluid agency and empowerment, recognising belonging as an ongoing process.FindingsThe findings reveal how “mixed race” women can occupy a liminal space between belonging to and rejecting racial categorisation, as they attempted to situate their self-identifications within the boundaries of institutional whiteness.Research limitations/implicationsThe study only utilises a small sample size of five counter-stories from a larger study on PhD career trajectories, limiting its empirical claims. It also only engages with “mixed race” women who have proximity to whiteness, encouraging research on different “mixed race” intersections.Practical implicationsThis paper encourages more discussion around “mixed race” experiences of UK higher education and critical engagement with higher education’s reliance on statistical data to understand racialised communities.Originality/valueThis paper contributes new empirical insights into how whiteness is experienced when “mixed race” women negotiate their relation to it in UK higher education. It also provides theoretical advancements into understanding of institutional whiteness and critically engages with racial categorisation.

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