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Responsibility for racism in the everyday talk of secondary students

Halse, Christine 2017, Responsibility for racism in the everyday talk of secondary students, Discourse, vol. 38, no. 1, pp. 2-15, doi: 10.1080/01596306.2015.1104848.

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Title Responsibility for racism in the everyday talk of secondary students
Author(s) Halse, Christine
Journal name Discourse
Volume number 38
Issue number 1
Start page 2
End page 15
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2017
ISSN 0159-6306
1469-3739
Keyword(s) racism
race-thinking
responsibility
discourse
students
school
Summary This article examines the attributions of responsibility for racism in the everyday talk of secondary school students. It draws on focus groups with a cross section of students from different ethnic backgrounds in three, very different, secondary schools. In these focus groups, students deploy six different, sometimes contradictory, racialised discourses. Each discourse attributes responsibility for racism in very different ways that testify to the immanence of the past in the present and students’ positioning in specific social and political conditions. In all but one instance, these discourses work to dismiss, deny and/or deflect responsibility for racism by averting responsibility from the self to other individuals, groups or entities. The empirical data, it is argued, show that the individualisation of responsibility for racism has not seeped its way into students’ race-thinking. This testifies to the persistence of race-thinking, the difficult challenge of finding non-racist ways of being in the world, and cautions against assuming that responsibilisation is a universal descriptor of all contemporary social relations.
Language eng
DOI 10.1080/01596306.2015.1104848
Field of Research 139999 Education not elsewhere classified
13 Education
16 Studies In Human Society
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081425

Document type: Journal Article
Collection: School of Education
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