Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race (...) as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed. (shrink)

Social studies’ explanations of race can marginalize educators of color, due to a lack of focus in the curriculum or conversations in the classroom. This article addresses the problem through composite counter-narratives, created from collaborations between the author and current social studies teachers of color. Two teachers, Charlie Smith and Rosita Hernandez, describe their experiences learning and teaching social studies through the lens of community. Current research positions counter-narratives as a pedagogical tool for pre-service teachers resisting majoritarian narratives or as (...) a curricular tool for elementary social studies teachers challenging mainstream historical texts. However, a gap exists on in-service social studies teachers using community to create counter-narratives. Composite counter-narratives serve as a starting point in addressing this gap. This article aims to provide scholarship space for the voices of teachers of color while situating the community as a significant influence in teaching social studies. (shrink)

This article takes Viviana Zelizer’s (1985) Pricing the Priceless Child to the new millennium. Zelizer documented the transformation between the 19th and 20th century from an “economically useful” to an “emotionally priceless” child. She observed that by the 1930s, American children were practically economically worthless but invested with significant emotional value. What has happened to this emotionally priceless child at the dawn of the new millennium? Has there been a new transformation in the social value of children, and, if so, (...) what might have such a transformation entailed? To address these questions, we examine overtime trends that point to increasing devotion of resources and time to children’s education, a key input in the exceedingly influential human capital theory, which connects investment into children’s human capital with their future market value. Therefore, we argue that the priceless child 2.0 is a useful-to-be human capital investment child. We use four empirical examples of overtime growth in children’s human capital investment: (a) enrollments in early childhood education, (b) federal spending on early education, (c) federal spending on K-12 programs, and (d) parental spending on child care, education and extracurricular activities. In the conclusion, we discuss some potential consequences and concerns about raising children as human capital investment. (shrink)

The article offers insights into the cultural, historical and political discourses that shape displaced Bhutanese-Nepali youth's reading of what citizenship is and what citizenship can be. The article argues for the need to recognize how displaced communities desire to reclaim legal and cultural citizenship in response to the oppressions they have encountered. The article explores the politics that have produced refugee subjects and how displaced communities interpret the meaning of citizenship in response to the anti-immigrant and anti-refugee climate in the (...) United States (and in the world). The research similarly documents how citizenship narratives can speak of anxiety and loss that communities have experienced and how youth resist interpretations of citizenship that privilege national affiliations. The research advocates that social studies researchers engage with how displaced communities conceptualize citizenship in relation to their experiences and histories of displacement. The article also calls for the need to recognize how transnational and cultural aspect of citizenship shapes marginalized people's everyday experiences. (shrink)

As English Studies researchers and teachers, our experience has shown that there continues to exist an urgent need to incorporate gender as a reading tool of literary texts to foster a non-discriminatory and equality perspective. Given the many advances in gender equality that have been achieved as well as the rising backlash against such progressive moves that spread through Europe, our proposal is based on the “queerification of the classroom”, a notion defined as a transgressive initiative that effectively and systematically (...) incorporates the deconstruction of normativity and fosters resistance to socially constructed assumptions about normativity and deviance. (shrink)