This thesis explores how Islamophobia is institutionalised in British universities. Focussing on Muslim students, this question is largely explored through empirical research using two case study universities. Each university was examined through key university functions; namely, 'ethnic' monitoring data under the Race Amendment (2000), union politics and welfare/observance provisions. The research involved semi-structured interviews with Muslim students who were in some way 'active' on campus, as well as university/union staff between 2004 and 2006. It also included some document analysis. It is argued that Islamophobia is institutionalised through its govermentalising function and is reflected in three key modes of 'managing' Muslim students; 'absence' (invisibility), 'presence' (hyper-visibility) and 'inclusion' (liberal multiculturalism). 'Absence' refers to the absence of Muslim students as a recognised collectivity within the formal structures of the university. Thus, it is argued, Muslim student concerns about racism fail to be formally registered and remain trivialised at anecdotal levels. 'Presence' refers to the hyper-visibility of Muslim students as a troublesome 'fundamentalist'/'extremist' cohort. This is exemplified through numerous historical and contemporary sector and state interventions, but also in student union politics. 'Inclusion' refers to liberal multicultural practices that regulate Muslim students. This is observed in equality practices (e.g. university provisions) in the university and the way they function to minoritise rather than equalise the status of Muslim students. What these modes of governance emphasise is the way Muslim students are the subject of and subjected to processes of racialised management, that is, regulation, discipline and normalisation. Each of these modes are explored through interviewee accounts/documents, and (in)formed by a recursive engagement with theories of racialised governmentality. It is argued that together, these modes of racialised governmentality signify the transgressive status of Muslims. They are also seen to reflect the broader political (in)visibility of Muslims in Britain and their awkward place within British multiculturalism. Influenced by 'de-colonial' thinking and activist-based research, the thesis has sought to develop a critique of dominant and racialised discourses about Muslim students in universities. This has involved the selective use of discursive techniques and a reflexive awareness of my own positioning with research. It has also involved cognizance of the way Muslim students and Muslim communities generally, have been perceived as 'suspect' and subject to increased securitisation. In the main however, the thesis has troubled the equality practices of universities and highlighted the way they are part of, not separate from, the problem of Islamophobia.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 168-208).

In the United States of America (U.S.), institutional marginalization and racial discrimination remains an arguably difficult subject to understand, both conceptually and pragmatically. Regarding governmental sectors, U.S. Armed Forces are institutions where discrimination must be critically explored in an attempt to provide an understanding of the reality faced by those who actually serve. This study involved the examination into racism within a specific elite governmental sector that emphasizes a philosophy of a unified oneness of all its members. Using a phenomenological approach, the study delved into the actual impact of racism within the Marine Corps, on the lives of individual members of a historically marginalized populace, African American/Black. The research explored and analyzed the life stories of three male members of the aforementioned population group, hence seeking to answer the research question: How has Integrated Racial Diversity in the Armed Forces Impacted Experiences of Discrimination Antagonistic to Male African American/Black Marine Corps Officers as Members of a Population Historically Marginalized and Discriminated against in the United States of America? Theories incorporated in the research offered meaning to the experiences of the individual participants. Discoveries illustrated the necessity of adaptation by the individual in coping with the impact of racially charged hostilities in an environment supposedly operating with an objective of oneness of its members. Through the findings, a theory of socio-psycho-bio dissonance was developed by the researcher. This research provides recommendations on practical ways to transformatively address and seek probable resolution in conflict – institutionally.

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The aim of this thesis is two-fold. Firstly, the aim is to analyze the three aspects institutional racism, double-consciousness and importance of minoritized voices in Angie Thomas’ novel The Hate U Give in connection to the thesis’ theoretical framework, Critical Race Theory. Secondly, the aim is also to argue for the inclusion of The Hate U Give in the Swedish EFL classroom, by investigating potential pedagogical implications in connection to the literary analysis and the thesis’ pedagogical framework, Critical Race Pedagogy. Potentially as a way of hoping for social justice and change for a minoritized group of people, the literary analysis of the three aspects demonstrates that Thomas depicts racial inequality as natural and fixed within many layers of American society such as economic opportunities, law enforcement, education, identities and which voices are heard vs. ignored. Therefore, this thesis argues that Thomas’ counter narrative The Hate U Give, with its portrayal of the racially inequal American society and the effects on the African American characters, could serve as a point of departure for discussions of institutional racism, double-consciousness and the importance of minoritized voices in the Swedish EFL classroom, to raise awareness of the situation for a minoritized group of people in America and connect it to the students’ own experiences and knowledge of these aspects.

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