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%T Rethinking White Supremacy
%A Gillborn, David
%J Ethnicities
%N 3
%P 318-340
%V 6
%D 2006
%K antiracism; assessment; critical race theory; education; England; policy studies; racism; white privilege; white supremacy; whiteness studies;
%= 2011-03-01T06:28:00Z
%~ http://www.peerproject.eu/
%> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-230360
%X The article addresses the nature of power relations that sustain and disguise white                racial hegemony in contemporary ‘western’ society. Following the                insights offered by critical race theory (CRT), white supremacy is conceived as a                comprehensive condition whereby the interests and perceptions of white subjects are                continually placed centre stage and assumed as ‘normal’. These                processes are analysed through two very different episodes. The first example                relates to a period of public crisis, a moment where ‘what really                matters’ is thrown into relief by a set of exceptional circumstances, in                this case, the London bombings of July 2005. The second example relates to the                routine and unexceptional workings of national assessment mechanisms in the                education system and raises the question whether assessments merely record                educational inequity or actually produce it. These apparently divergent                cases are linked by the centrality of white interests and the mobilization of                structural and cultural forces to defend white power at the expense of the                racialized ‘Other’.
%G en
%9 journal article
%W GESIS - http://www.gesis.org
%~ SSOAR - http://www.ssoar.info