Acharya, Maya & Gabriella Isadora Muasya. Sensible Ruptures: Towards Embodied and Relational Ways of Knowing. (2023) [PDF]

Acharya, Maya & Gabriella Isadora Muasya. Sensible Ruptures: Towards Embodied and Relational Ways of Knowing. Kvinder, Køn & Forskning, 35(2), 2023, 29–45.

This paper explores queer and racialized experiences in Danish academia through what we call ‘sensible ruptures’: affective, embodied and sensory ways of knowing. Taking seriously these modes of knowledge, the article outlines the creation of an online, audio-visual archive. Weaving together text, audio and images to unfold our concept of sensible ruptures, we demonstrate how the audio-visual can meaningfully contribute to capturing the affective and material fabric of racialized and queer experiences with/in Danish higher education. Sensible ruptures underscore the importance of under-standing the complex processes of racialization in an institutional and national context saturated by ambiguity and exceptionalism. We contend that thinking not only against, but beyond, disembodied colonial logics offers a different mode of knowledge creation, reconfi guring the self as permeable: constituted through and with our histories and surroundings. We centre friendship as a vital part of this process, harnessing queer epistolary to perform our pursuit of, and argument for, knowledge as always and inevitably relational.

PDF: https://tidsskrift.dk/KKF/article/view/138090

Lapiņa, Linda, Rashmi Singla, Julia Suárez-Krabbe, Karmen Tornius, and Laura Horn, How Is the Anti/Not/Un-Racist University a Radical Idea? : Experiences from the Solidarity Initiative at Roskilde University. (2023) [PDF]

Lapiņa, Linda, Rashmi Singla, Julia Suárez-Krabbe, Karmen Tornius, and Laura Horn, How Is the Anti/Not/Un-Racist University a Radical Idea? : Experiences from the Solidarity Initiative at Roskilde University, Kvinder, Køn & Forskning, 35.2 (2023), 168–77

In this essay, we share our experiences with a university campaign for solidarity with anti-racism struggles at Roskilde University (RUC, Denmark) and around the world. We situate the initiative in the broader context of Danish universities as racialized institutions. We recount previous initiatives of anti-racist and diversity-focused campaigns on campus and then unfold the events around the solidarity campaign of 2020 and the time thereafter. We end with an assessment of where we stand now, insisting on the need to continue to crack walls and push doors open.

PDF: https://tidsskrift.dk/KKF/article/view/132553

Jensen, Sune Qvotrup. ‘Kritik af dansk racismeforskning – og kritik af kritikken. Review-essay i anledning af Henning Bech og Mehmet Ümit Necef: Er Danskerne racister? Indvandrerforskningens problemer’ (2014) [PDF]

Jensen, Sune Qvotrup. ‘Kritik af dansk racismeforskning – og kritik af kritikken. Review-essay i anledning af Henning Bech og Mehmet Ümit Necef: Er Danskerne racister? Indvandrerforskningens problemer’. Dansk Sociologi, vol. 25, no. 1, 1, 2014, pp. 103–110. rauli.cbs.dk,

doi:10.22439/dansoc.v25i1.4844.

PDF: https://rauli.cbs.dk/index.php/dansksociologi/article/view/4844.

Li, Jin Hui, Louise Yung Nielsen, Marlene Spanger, and Lene Myong. ‘De andre tegn på kroppen’. (2019) [PDF]

Li, Jin Hui, Louise Yung Nielsen, Marlene Spanger, and Lene Myong. ‘De andre tegn på kroppen’. Kvinder, Køn & Forskning, vol. 28, no. 1–2, Foreningen for Kønsforskning, Oct. 2019, pp. 99–108.

Dette essay udspringer af vores erfaringer med at blive forvekslet med hinanden i konteksten af dansk akademia. At blive forvekslet er selvfølgelig ikke en erfaring, der er forbeholdt østasiatiske kroppe som vores. Vores afsæt er den racialiserende forveksling, som produceres gennem et hvidt akademisk blik, der både udvisker forskellighed og bestemmer hvilke former for forskellighed, der skal tillægges vægt og betydning. Vi anvender dermed forvekslingerne som en indgang til at reflektere over, hvordan race og hvidhed fungerer som organiserende principper i akademia, og på hvilke måder forskellige former for racialiseringsprocesser gør sig gældende i vores arbejdsliv.

doi:10.7146/kkf.v28i1-2.116120.

PDF: https://tidsskrift.dk/KKF/article/view/116120

Li, Jin Hui. ‘Students’ Strategies for Position-Taking in Transnational Education’. (2016) [PDF]

Li, Jin Hui. ‘Students’ Strategies for Position-Taking in Transnational Education’. Praktiske Grunde, vol. 3–4, 2016, pp. 53–72.

The article illuminates the positions distributed and the strategies for position-taking which students pursue in order to transform or preserve their positions in a classroom with a transnational context where students have different national and international education experiences. Furthermore, how their positions are related to their aspirations for the future will be elucidated. Based on interviews with Danish and Chinese students enrolled at a SinoDanish university situated in Beijing, the article identifies four different navigation strategies for position-taking in such a classroom as a field of struggle. The article discusses in depth how different student positions are led by the dispositions of having a certain nationality combined with international experiences/travel mobility. It will furthermore also discuss how the dispositions of national academic capital are related to students’ ways of operating the positions.

https://vbn.aau.dk/da/publications/students-strategies-for-position-taking-in-transnational-educatio

PDF: http://praktiskegrunde.dk/2016/praktiskegrunde(2016-3+4f)li.pdf.

Li, Jin Hui. Shaping Ideals of Future Citizenry in Transnational Higher Education: An Analysis of the Formation of Student Subjectivities in a New Transnational Institutional Environment. (2018) [PDF]

Li, Jin Hui. Shaping Ideals of Future Citizenry in Transnational Higher Education: An Analysis of the Formation of Student Subjectivities in a New Transnational Institutional Environment. Diss. Aalborg Universitetsforlag, 2018.

The dissertation explores the relation between transnational higher education, nation-state formation and student subjectivities and identities. This relation is addressed through exploring the processes of construction of student subjectivity and of ideals of future citizenry in a new kind of transnational education. In this new kind of transnational education, it is no longer either the program or the students that are mobile, but ratherboth. The dissertation is theoretically grounded in a Foucauldian framework. It combines different readings and refinements of Foucault’s notion of subject, power and knowledge. These combinations are linked with Crenshaw’s concept of intersectionality. The bridging of different readings aim at developing a more issue-specific framework to illustrate the specific aspects of subjectivity processes in this kind of education. It means that the bridging of the different theoretical readings is adjusted to the issues that are empirically found in such transnational education. The investigation has two related layers of focus: the concrete microprocesses of the lived education life of students in such an institution and the policy-historical contextualization of the emergence of such institutions. Two main research questions will guide the two layers: What possibilities for constructing subjectivities and ideals of citizenry appear when students with different national educational experiences meet in a new educational context built on transnational cooperation?And how can we historically understand the emergence of this new education cooperation as part of nation-state building?

The empirical materials consist of pilot interviews with students at the Sino-Danish University Center (SDC), an ethnographical study at the SDC in Beijing for four months and a policy-historical study that contextualizes the emergence of the SDC. At the SDC the students, faculty and staff (primarily) consist of both Chinese and Danes. The explored aspects of subjectivity and future citizenry are in this dissertation operationalized in the following themes: the changing perceptions of significant national cultural practices in education, the students’ reasoning about emotional (re)actions, students’ performances of place-identities in a scaled practice (in which a certain scale ix materializes for instance the national scale) and the historical emergence of this new education cooperation as part of nation-state building.

The analytical findings show that in the transnational educational spaces, students are required to reflect on and narrate themselves as future citizenry more or less explicitly bound to nation-states. These structures are connected to national imaginaries and the racial hierarchies that are part of processes in the transnational educational context. Thus, thisdisplays that although students might not always explicitly articulate their reflections on their future national citizenry, their bodies are marked through the category of nationality and race. In this way, the nationality and race sensitivity in the transnational education becomes part of (re )building the nation-states as part of ‘the West’ and ‘the East’. These findings are contextualized through the policy-historical analysis, as thepolitics of national citizenry in the policies are echoed in the spatial power relations in the transnational education space. The politics of national citizenry for China and Denmark are as well built upon the imaginaries of the nation’s future and its citizenry, something which seems reliant on ‘the global’ and ‘global-national relationships’: The need to have knowledge from abroad becomes essential to the nation-state’s survival. In that way, the student who goes abroad (also through transnational cooperation) is acting as a national citizen. It is a citizen thatachieves knowledge from and about the other nation-states to serve the nation.

The analytical findings also suggest that the sensitivity to nationality and race in the transnational educational institution is interlocked with gender and age. As such, the possibilities to aspire to a certain scaled place-identity, or to be surfaced with certain emotions, are differently produced for female and male students in the transnational context. These differentiated processes are produced in relation to how age is performed in the future aspirations; how the students’ body is inscribed with a gendered age, for instance as having a body with a potential for biological reproduction that is limited by time. Consequently, the dissertation shows that the forms of citizenry fashioned in a transnational educational institution are nationalized and raced/racialized (inflected and articulated with age and gender). In this, the dissertation illustrates that the processes x of subjectivity construction in such a context are played out through different unequal interlockings of power relations. In this way, a microversion of the global power relations and inequalities is processed in the transnational educational spaces.

DANSK RESUMÉ

Afhandlingen undersøger relationen mellem transnational universitets-uddannelse, nationalstatens opbygning (formation) og studerendessubjektivitet og identitet. Denne relation adresseres gennem undersøgelseaf, hvordan studentersubjektivitet og idealet for at være fremtidig borger fabrikeres i en ny type transnational uddannelse. I denne nye type transnational uddannelse er det ikke længere enten uddannelse eller de studerende, som er mobile, men snarere begge dele. Afhandlingen er teoretisk funderet i en Foucault-inspireret begreb-sramme. Den teoretiske ramme kombinerer forskellige læsninger og videre-udviklinger af Foucaults begreb om subjekt, magt og viden i kombination med Crenshaws begreb om intersektionalitet. Målet med at forbinde deforskellige læsninger er at udvikle en mere ’issue’-speficik og -sensitiv begrebs-ramme til at belyse de kontekstuelle aspekter af subjektivitetsprocesser i denne type uddannelse. Det betyder, at kombinationerne er tilpasset de tematikker, der empirisk træder frem i sådan en type transnational uddannelse. Undersøgelsen har to relaterede lag: dels de konkrete mikroprocesser af det levede uddannelsesliv blandt studerende i den transnationale uddannelses-institution og dels en policy-historisk kontekstualisering af opkomsten af sådan en type institution. I sammenhæng hermed guider to hovedforskningsspørgsmål undersøgelsensrespektive lag, nemlig: Hvilke muligheder for konstruktion af subjektivitet og idealer om fremtidige borgere opstår, når studerende med forskellige nationale uddannelseserfaringer mødes i en uddannelseskontekst baseret på trans-nationalt samarbejde? Og hvordan kan vi historisk forstå opkomsten af dette nye uddannelsessamarbejde som en del af nationalstatsopbygning?

Det empiriske materiale for afhandlingen består af pilotinterviews med studerende indskrevet på Sino-Danish University Center (SDC), et etnografisk studie i SDC i Beijing igennem fire måneder og et policy-historisk studie, som kontekstualiserer opkomsten/fremkomsten af SDC. De aspekter af konstruktion af subjektivitet og fremtidige borgere, der er undersøgt i denne afhandling, er operationaliseret gennem følgende xii temaer: Den ændrede opfattelse af betyd-ningen af national-kulturelle praksisser i transnational uddannelse; de studeren-des måde at ræsonnere om emotionelle reaktioner og handlinger; de studerendes performance af steds-identiteter som skalerede praksisser (hvorigennem en be-stemt skala bliver til, som f.eks. det nationale) samt den historiske opkomst af den nye form for uddannelsessamarbe jde som en del af nationalstatsopbyg-ning.

De analytiske fund viser, at i det transnationale uddannelsesrum skal de studerende i mere eller mindre eksplicit grad reflektere over og relatere sig selv som fremtidige borgere på en måde, der er knyttet til nationalstater. Disse strukturer er bundet til imaginære nationale forestillinger (national imaginaries) i sammenhæng med raciale hierarkier, som præger de processer, der finder sted i den transnationale uddannelseskontekst, der her domineres af nationalstaterne Danmark og Folkerepublikken Kina. Det viser sig således også, at selvom studerende ikke altid eksplicit artikulerer deres refleksioner over deres frem-tidige nationale borgerskab, er mønsteret, at deres kroppe er markeret gennem kategorierne nationalitet og race. I den studerede kontekst bliver den na-tionalitets- og raciale sensitivitet i transnational uddannelse en del af (gen)-opbygningen af nationalstater på en måde, der er indlejret i kategorier som ”Vesten” og ”Østen”, og som dermed trækker på raciale hierarkier. Disse fund er kontekstualiseret gennem en policy-historisk analyse. Her genfindes den nationalstatsorienterede identitetspolitik for borgerskab i de magtrelationer, som det transnationale uddannelsesrum udgøres af. For såvel Kina som for Danmark bygges national identitetspolitik for borgerskab på forestillinger om nationens fremtid, hvor borgerskabsidealet er koblet til ’det globale’ og relationen mellem det globale og det nationale. Det at få viden fra udlandet bliver essentieltfor nationalstatens overlevelse. På den måde agerer de studerende, som tager ud i verden (også gennem transnationale uddannelser), som nationale borgere. Det er borgere, som opnår viden fra og om de andre nationale stater for at tjene nationen.

De analytiske fund peger også på, at nationalitets- og racial sensitivitet i den transnationale uddannelsesinstitution er samproduceret ogsammenvævet (interlocking) med køn og alder. Det betyder, at xiiimulighederne for at aspirere til en specifik skaleret steds-identitet og for at blive indholdsudfyldt med parti-kulære emotioner produceres forskelligt for kvindelige og mandlige studerende i den transnationale uddannelseskontekst. Disse differentierende processr finder sted i relation til, hvordan alder performes i forhold til fremtidsaspirationer; hvordan de studerendes kroppe tilskrives en kønnet alder, f.eks. i form af dét at have en krop med biologisk reproduktiv evne, der er tidsbegrænset. På denne baggrund viser afhandlingen, at mulighederne for konstruktion af subjektivitet i den transnationale uddannelseskontekst er bundet til racialiserede og national-statsrelaterede kategorier, som produceres gennem differentierede og ulige ’interlockings’ af magtrelationer. Det transnationale uddannelsesrum ud-spiller på denne vis en mikroudgave af globale magthierarkier, -kampe og ulig-heder

PDF: https://vbn.aau.dk/da/publications/shaping-ideals-of-future-citizenry-in-transnational-higher-educat.

Khawaja, Iram, and Line Lerche Mørck. ‘Researcher Positioning: Muslim “Otherness” and Beyond’. (2009)

Khawaja, Iram, and Line Lerche Mørck. ‘Researcher Positioning: Muslim “Otherness” and Beyond’. Qualitative Research in Psychology, vol. 6, no. 1–2, Routledge, June 2009, pp. 28–45.

This article focuses on the complex and multilayered process of researcher positioning, specifically in relation to the politically sensitive study of marginalised and “othered” groups such as Muslims living in Denmark. We discuss the impact of different ethnic, religious, and racial backgrounds, of membership in a minoritised 1 or majoritised group, and the influence of different theoretical and methodological outlooks on our common goal of trying to transcend existing othering and objectifying representations of Muslims in Western societies. This process sometimes entails a direct political and personal involvement by the researcher, which challenges traditional perspectives on research and researcher positioning. A key point in this regard is the importance of constant awareness of and reflection on the multiple ways in which one’s positioning as a researcher influences the research process. Studying the other calls for close reflections on one’s own position, theoretically, personally, and politically, taking into account one’s complicity in either overcoming or reproducing processes of othering and marginalisation. 1We use the term (ethnic) minoritised not as a distinction with numerical proportions but rather related to societal power relations (Phoenix 2001, p. 128).

doi:10.1080/14780880902900713.

Lapina, Linda, and Mante Vertelyte. ‘“Eastern European”, Yes, but How? Autoethnographic Accounts of Differentiated Whiteness’. (2020)

Lapiņa, Linda, and Mantė Vertelytė. ‘“Eastern European”, Yes, but How? Autoethnographic Accounts of Differentiated Whiteness’. NORA – Nordic Journal of Feminist and Gender Research, vol. 28, no. 3, Routledge, July 2020, pp. 237–250.

This article examines how intersecting markers of difference shape differentiated whiteness. In so doing, it contributes to scholarship on whiteness and racialization. The authors draw on autoethnographic vignettes from fieldwork in Copenhagen to analyse the emergence of similar-yet-divergent researcher and migrant positionalities. Both authors are female researchers from Baltic countries living in Denmark and often perceived as Eastern Europeans—as not-quite-white and as “Europe’s ‘internal others’”. Both of us conducted fieldwork in the same district of Copenhagen. Mantė carried out research on friendships among teenagersn a racially diverse public school and in youth activity clubs. Linda explored social inclusion and exclusion in contested urban spaces. However, our researcher positionalities played out differently. We analyse how ambiguous, contested and relational notions of (Eastern) Europeanness, together with intersecting racialized, classed and gendered tropes of Eastern European migration, made themselves manifest in our positionings and movements. Through an intersectional analysis of Eastern European racialized positionalities, our discussion of differentiated whiteness highlights how whiteness is intersectionally constituted, multiple and mouldable. These findings serve to nuance research on hegemonic whiteness in the Nordic setting.

doi:10.1080/08038740.2020.1762731.

Larsen, Jeppe. ‘Talking about Radicalization’. (2019)

Larsen, Jeppe. ‘Talking about Radicalization’. Nordic Journal of Criminology, vol. 21, Oct. 2019, pp. 1–18.

This article seeks to build a bridge between the criminological tradition of research on hard-to-reach groups and sensitive topics and the tradition of critical research on radicalization. As a result of the hard-to-reach character of so-called radicals themselves, the article analyzes interview experiences with ‘professionals’ working within the prevention of radicalization and other actors. This article discusses the experiences connected to the preparation and unfolding of the interviews on the sensitive topic of radicalization and illustrates how interviews and questions designed to gather knowledge about radicalization processes among Muslims in Denmark often became a discussion about the concept of radicalization itself. This article shows that making use of the concept of radicalization is problematic in interviews as it is embedded in the Danish political discourse on immigration, Muslims and Islam. This article reflects on researcher positionality and how being a white ethnic Danish researcher might have caused an underestimation of how problematic the concept is to people directly involved with it, and that speaking from such a researcher positionality also can make the concept of radicalization seem even more problematic.

https://www.tandfonline.com/doi/abs/10.1080/2578983X.2019.1685805

Lykke, Nina. ‘Transversal Dialogues on Intersectionality, Socialist Feminism and Epistemologies of Ignorance’. (2020) [PDF]

Lykke, Nina. ‘Transversal Dialogues on Intersectionality, Socialist Feminism and Epistemologies of Ignorance’. NORA – Nordic Journal of Feminist and Gender Research, vol. 28, no. 3, Routledge, July 2020, pp. 197–210.

Through a personalized story, anchored in historical reflections on the formative years of feminist research in the Nordic context in the early 1970s, the article engages in transversal conversations. The focus is dissonances and resonances between intersectional feminisms and socialist feminisms, and their critiques of monocategorical (neo)liberal feminisms. The method is transversal dialoguing, implying that participants in politically conflicted conversations, shift between “rooting” (situating their own stakes along the lines of feminist epistemologies of situated knowledges) and “shifting” (seriously trying to imagine what it takes to inhabit the situated perspective of interlocutors). A starting point for the article’s transversal conversations is recent critiques of white feminist intersectionality research in Nordic and broader European contexts, claimed to neoliberalize and whitewash intersectionality. Shifting to the perspective of the critics, the author takes responsibility for her stakes in epistemologies of white ignorance. A historical reflection on her becoming a socialist feminist in the context of New Left students’ and feminist movements in Denmark in the aftermath of the students’ revolts of 1968 is used as prism to a discussion of socialist feminisms in the Nordic context in the 1970s, and their paradoxes of being attentive to class, while entangled in classic marxism’s eurocentrism and epistemologies of white ignorance. To dig further into the question of genealogies of leftwing epistemologies of ignorance, characterizing Nordic socialist feminism in the 1970s (and haunting European socialism more generally), the article critically rereads a piece of the authors’ research from the 1970s—an analysis of the work of socialist feminist, Alexandra Kollontaj, and her role in the Russian revolution. Rooting, the author suggests that the epistemologies of white ignorance in Nordic feminist research rather than emerging from monocategoricality and (neo) neoliberalism, as the critics suggest, should be sought after through a critical scrutiny of leftwing versions of eurocentrism.

doi:10.1080/08038740.2019.1708786.

PDF: https://doi.org/10.1080/08038740.2019.1708786.

Necef, Mehmet Ümit, and Torben Bech Dyrberg. Er Danskerne Racister? Indvandrerforskningens Problemer. (2012)

Necef, Mehmet Ümit, and Torben Bech Dyrberg. Er Danskerne Racister? Indvandrerforskningens Problemer. Frydenlund Academic, 2012.

Hvor racistiske er danskerne ved nærmere eftersyn? Bogens forfattere har undersøgt sagen og kigget os efter i sømmene.  Over en 20-årig periode har bogens to forskere undersøgt racisme i Danmark, og ikke bare deres konklusion, men også selve undersøgelsen, vækker opsigt.  Noget kunne nemlig tyde på, vi ikke er helt så fremmedfjendske, som mange går og tror. Både den offentlige debat og den videnskabelige forskning har imidlertid været med til at underbygge tesen om, at danskerne er racister, så indtrykket af det lille lukkede folk mod nord er ikke kommet ud af det blå.  Denne bog slår ikke desto mindre fast, at der er meget lidt dokumentation for udbredt dansk racisme, fremmedhad, islamofobi og lignende. Forskerne understreger, at dette ikke betyder, at der slet ikke findes racisme i Danmark, men de pointerer samtidig, at det er i langt mindre og andet omfang, end hidtil antaget.  Bogen åbner op for en seriøs debat om det komplicerede emne med saglig viden og grundig indsigt.

https://www.frydenlund.dk/varebeskrivelse/3090

Necef, Mehmet Ümit, and Torben Bech Dyrberg. Multikulturalismens fælder: Mørklægning og moralisme i medier, forskning og politik. (2016)

Necef, Mehmet Ümit, and Torben Bech Dyrberg. Multikulturalismens fælder: Mørklægning og moralisme i medier, forskning og politik. Samfundslitteratur, 2016.

Opgør med en multikulturalistisk debatkultur, hvor politisk korrekthed og moralisering fortrænger politisk uenighed, og hvor bortforklaring af problemer står i vejen for skabelsen af rammer for, hvordan folk med forskellige og konfliktende værdier kan leve sammen.

Indhold:

Indledning

Kritiske fortolkninger af multikulturalisme og antiracisme  9

TORBEN BECH DYRBERG OG MEHMET ÜMIT NECEF

FØRSTE DEL KULTURRELATIVISME OG MULTIKULTURALISME SOM VENSTREFLØJSFANTASIER OG FORSKERIDEOLOGIER  37

Kapitel 1: Svensk mångfaldspolitik et studie i opportunisme 39

GÖRAN ADAMSON

Kapitel 2: Asymmetrisk kulturrelativisme om antropologiens kritiske potentiale 63

KATJA KVAALE

Kapitel 3: Indvandrerne, indvandrervennerne og det nye politiske venstre 89

TORBEN RUGBERG RASMUSSEN

ANDEN DEL ANTIRACISME SOM STIGMATISERING OG MORALISERINGENAF DEN POLITISKE DEBAT 111

Kapitel 4: Islamofobiske problemer om hvordan diskursen om islamofobi ekskluderer muslimer fra det demokratiske fællesskab 113

AJE CARLBOM

Kapitel 5: Er indvandrere racister? 131

JENS-MARTIN ERIKSEN

Kapitel 6: Tolerance og tonerance truslen mod det oplyste tolerancebegreb 147

FREDERIK STJERNFELT

Kapitel 7: Venstrefløjens selektive og moraliserende tolerance 165

TORBEN BECH DYRBERG

TREDJE DEL FORDOMME OG FJENDEBILLEDER SOM MODSTYKKE TIL DIALOG 187

Kapitel 8: Styres forskningen af frygten for at blive kaldt racist? praksisnære overvejelser 189

HENRIETTE FREES ESHOLDT

Kapitel 9: Gode intentioner? om politisk korrekthed, magt og social udsathed blandt de Andre 207

PERNILLA OUIS

Kapitel 10: Er danske værdier bedre end muslimske indvandreres ? et første forsøg 227

HENNING BECH

FJERDE DEL KULTUR SOM AUTENTICITET ELLER TILSLØRING 243

Kapitel 11: Æresrelateret vold som kulturaliserende diskurs? kritik af en udbredt forskningstilgang 245

YVONNE MØRCK, SOFIE DANNESKIOLD-SAMSØE OG BO WAGNER SØRENSEN

Kapitel 12: Eventyret om Vollsmose og den multikulturelle illusion 273

HELLE LYKKE NIELSEN

Kapitel 13: Yahya Hassans brøde 299

MEHMET ÜMIT NECEF

https://samfundslitteratur.dk/bog/multikulturalismens-f%C3%A6lder

Khawaja, Iram. ‘Anger, Shame and Whiteness: On Using Memory Work as an Educational Tool for Reflections on Racialization, Otherness and Privilege’. (2020)

Khawaja, Iram. ‘Anger, Shame and Whiteness: On Using Memory Work as an Educational Tool for Reflections on Racialization, Otherness and Privilege’. Nordic Journal of Social Research, 2020.

The article draws on years of experience teaching otherness, racialization and whiteness on a postgraduate level in Copenhagen, and aims to analyze how it is possible to facilitate constructive discussions on race, whiteness and otherness utilizing memory work. The article is structured around three main points of relevance, which are connected to the main challenges of teaching sensitive topics such as racism, whiteness and privilege in majoritized class rooms. Challenges such as the need to negotiate teacher authority and manage the affective intensities in the class room. The aim of the article is to unfold a form of ‘engaged pedagogical’ strategy for critical reflections on racialization and whiteness in academia highlighting the need to move towards new ways of understanding knowledge production, teacher positionality and lived life as part of curriculum.

https://pure.au.dk/portal/en/persons/iram-khawaja(d5c034f8-2f3f-4e2d-ad31-f4169167546a)/publications/anger-shame-and-whiteness(99861bf7-fb1c-45b9-a5d1-c1d1675dcc9f).html

Skadegård Thorsen, T. ‘Minoritetsbeskatning – et værktøj til at forstå opretholdelse af strukturelle uligheder i dansk akademia’. (2019) [PDF]

Skadegård Thorsen, T. ‘Minoritetsbeskatning – et værktøj til at forstå opretholdelse af strukturelle uligheder i dansk akademia’. Kvinder, Køn & Forskning, no. 1–2, July 2019, pp. 31–43.

Denmark has a strong tradition for doing critical analyses of the gendered inequalities of Danish academia – a critique that is particularly critical of gendered hiring practices. As such, Danish gender research has long grappled with the meta-scientific theories of positionality we recognize from e.g. Donna Haraway and Eve Sedgwick. However studies have yet to be conducted of the implicit and indirect inequalities that occur in the academic day-to-day experiences of researchers who are minoritized in more ways than their gender. Taking its point of departure in autoethnographic vignettes created during 3 years as a research-employee (PhD Fellow) as well as 7 years of teaching and supervising at 3 Danish universities, this article argues that Minority Taxation, a proposed Danish derivative of the US term Cultural Taxation (Padilla 1994), is a useful analytical tool for understanding the everyday experiences of structural inequalities in Danish academia. Minority Taxation covers both the concrete and affective extra-work minoritized academics are ‘taxed with’ performing due to structural inequalities. Deeming this form of work a tax aids in making more palpable the inequalities that can often seem hard to understand, quantify or negotiate.

doi:10.7146/kkf.v28i1-2.116115. ‘

PDF: https://tidsskrift.dk/KKF/article/view/116115.

Danbolt, Mathias, and Lene Myong. ‘Racial Turns and Returns: Recalibrations of Racial Exceptionalism in Danish Public Debates on Racism’. Racialization, Racism, and Anti-Racism in the Nordic Countries, Ed. Peter Hervik, 2019, 39–61. (2018)

Danbolt, Mathias, and Lene Myong. ‘Racial Turns and Returns: Recalibrations of Racial Exceptionalism in Danish Public Debates on Racism’. Racialization, Racism, and Anti-Racism in the Nordic Countries, Ed. Peter Hervik, 2018, 39–61.

In recent years, the Danish public has been embroiled in different debates on racism and whiteness. While these debates instigate a break with historic and color-blind silencing of racism in Denmark, they have also given rise to multiple reproductions of racist logics. Our analysis concentrates on a debate that took off in early 2013 following the publication of the book Are Danes Racist? The Problems of Immigration Research [Er danskerne racister? Indvandrerforskningens problemer] by Henning Bech and Mehmet Ümit Necef. The debate centered around the question of whether or not so-called anti-racist research met scientific standards. We argue that this debate can be seen as a turning point in how both individual researchers in particular and racism research in general have been positioned as unscientific and as productive of social division and racism in Denmark. The chapter suggests that these racial turns can be seen as a recalibration of the tradition of Danish racial exceptionalism, where racism in Denmark is presented as containable and marginal, and where anti-racist research in itself constitutes a new form of racism.

https://www.researchgate.net/publication/326985617_Racial_Turns_and_Returns_Recalibrations_of_Racial_Exceptionalism_in_Danish_Public_Debates_on_Racism

Andreassen, Rikke, and Lene Myong. ‘Race, Gender, and Reseacher Positionality Analysed through Memory Work’. (2017) [PDF]

Andreassen, Rikke, and Lene Myong. ‘Race, Gender, and Reseacher Positionality Analysed through Memory Work’. Nordic Journal of Migration Research, vol. 7, no. 2, June 2017, p. 97.

Drawing upon feminist standpoint theory and memory work, the authors analyse racial privilege by investigating their own racialized and gendered subjectifications as academic researchers. By looking at their own experiences within academia, they show how authority and agency are contingent upon racialization, and how research within gender, migration, and critical race studies is often met by rejection and threats of physical violence. The article illustrates how race is silenced within academia, and furthermore how questions of race, when pointed out, are often interpreted as a call for censorship. The authors conclude that a lack of reflection around the situatedness of knowledge, as well as the evasion of discussions on racial privilege, contribute to maintaining whiteness as a privileged site for scientific knowledge production.

doi:10.1515/njmr-2017-0011.

PDF: http://archive.sciendo.com/NJMR/njmr.2017.7.issue-2/njmr-2017-0011/njmr-2017-0011.pdf.