ABSTRACTstudies in relation to working-class students at elite universities document on the one hand the role of ‘mundane reflexivity’ in dealing with class domination while on the other indicate a new form of domination and disadvantages working on these working-class ‘exceptions’ – they may achieve academically at university but experience various exclusions and self-exclusions in areas of social life. By drawing on a very small sample of ‘counter-evidence’ and ‘exceptions within exceptions’ – working-class students who achieve great social accomplishments at (...) elite universities – this paper further explores the role of ‘mundane reflexivity’ in negotiating class domination and the possibilities of transcendence. We demonstrate the creative and transformative ways in which class domination is dealt with and document the prevalence of high-level reflexivity. Furthermore, we distinguish different forms and degrees of reflexivity, which then indicate the ‘contingency’ of reflexivity – the relation of the possibilities of reflexivity to the unequal distribution of social, cultural and economic capitals. We further argue that what appears to be a form of self-emancipation achieved by the ‘transcending group’ in our study also involves the discrete and insidious reproduction of social inequality. (shrink)

This study investigates the visual representation of ethnic minority groups in Chinese elementary social studies textbooks. The author conducts a content analysis to examine the extent to which ethnic minority groups are visually represented and to explore the ways in which they are portrayed in some of the most popular social studies textbooks in China. A total of 6075 visuals drawn from 36 books were electronically coded and analyzed using SPSS. The findings reveal the dearth of ethnic minority-related visuals and (...) show that ethnic minority individuals are visually represented in significantly different ways in many important aspects than non-minority people in these textbooks. The author concludes that the visual representations of ethnic minority groups in these textbooks contributes to a binary understanding of minority and majority by limiting the images of ethnic minority groups to selected cultural markers. (shrink)

In this article I argue that, in spite of the apparently unshakable hegemony of the historical, philosophical and sociological arguments invoked by the canonical history of Europe and the world to demonstrate the uniqueness of the West and its superiority, there is room to think of a non-Occidentalist West. By that I mean a vast array of conceptions, theories, arguments that, though produced in the West by recognized intellectual figures, were discarded, marginalized or ignored because they did not fit the (...) political objectives of capitalism and colonialism at the roots of Western modernity. In the article I tackle specifically three topics: the conceptions of antiquity, modern science and a teleology of the future. Among many others who might be selected, I resort to three eccentric figures — Lucian of Samosata, Nicholas of Cusa and Blaise Pascal — to exemplify some of the paths that might guide us in the construction of a non-capitalist, non-colonialist inter-cultural dialogue. Such paths are here designated as those of learned ignorance, ecology of knowledge, wager on another possible world and artisanship of practices. (shrink)