Racial formation and education: A critical analysis of the Sewell report

The article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. It commences by providing a critical summary of the report focusing on its spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. The second part of the article focuses on developing a contextualised analysis of the report. Omi and Winant’s ideas about racial formation are used to provide a lens through which to interpret the Sewell report as part of a wider hegemonic project of the right to redefine what it means to be British in the context of a deepening organic crises of capitalism. The article outlines the nature of the crisis. It locates the report within a consideration of three ‘racial projects’ that have shaped education policy, namely, the nationalist, multicultural and antiracist projects. Through advocating a ‘colourblind’ approach to education policy and the selective appropriation of multicultural discourse, it will be argued that the report needs to be understood as part of a wider effort to reconfigure the nationalist project in response to crisis. It is suggested, however, that despite its many flaws, the Sewell report poses challenges for those who have traditionally been aligned to multiculturalism and antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that it is suggested, can begin to address these challenges.

Confronting Historical White Supremacy in Social Work Education and Practice

Oftentimes, social work education is in denial of its seductive and pervasive relationship with White Supremacy, as if it is exempt in power relations rooted in racial formation. The present paper investigates the historical legacy of racial formation within the United States context and its inception in the field of social work. This paper provides comprehensive definitions of the key terms used in teaching social work practice from an anti-racist social justice lens. Whiteness theory is used to highlight the way social work has perpetuated White Supremacy in the evolution of the profession and Black feminist standpoint is used to examine the experiences of non-White women as they interface with racist and oppressive social systems. I advocate for the use of a social justice pedagogy in social work education to help students think critically and reflectively about their future practice to better understand the oppressive power structures in many of today’s agencies, organizations, and institutions.

Racial Oppression and Racial Projects in Consumer Markets: A Racial Formation Theory Approach

The dominant theoretical approach to exploring ethnic and racial inequality in marketing and consumer research focuses on discrete acts of discrimination that stem from social psychological causes (e.g., prejudice, stereotypes, and negative racial attitudes). It holds limited explanatory power for meso- and macro-structural phenomena that also generate racialized outcomes. An implication is that ethnic and racial inequality can be portrayed as something imposed on market systems rather than a routine feature of their functioning. In response, I introduce and synthesize two variants of Racial Formation Theory (RFT) and propose it as a useful theoretical approach for addressing whether and how organizational and institutional actors in market systems engage in goal-directed action that allocates resources in ways that challenge (or reinforce) ethnic and racial oppression.

The sedimentation of whiteness as landscape

In the wake of Hurricane Katrina, one of the axioms of a “just recovery” was to redevelop the city’s historic high ground. While the call to limit the city’s footprint problematized low-lying geographies, the majority of which were Black, it ignored Lakeview, a low-lying, predominantly white neighborhood devastated by Katrina. Despite its vulnerability to flooding, Lakeview has thrived in the years following Katrina. Property values are rising and public and private investments are rolling in. Lakeview’s unquestioned future and its (re)valorization in the wake of the storm speak to how racial regimes of property have informed the reconstruction of the city and to the role that urban planning plays in constructing and valorizing landscapes of whiteness. This paper interrogates the ongoing lives of whiteness, asking how whiteness operates as an invisible substrate within planning and property regimes. Utilizing the concept of sedimentation, it explores how planning takes part in concretizing racial formation processes and suggests that the project of sustaining white geographies lays bare deeper questions about the ways that planning enacts multi-scaled, racialized regimes of property. This article excavates the emergence of Lakeview from the backswamps of a delta city to examine the unquestioned valorizations of whiteness as a landscape.