Globalizing Whiteness? Visually Re/Presenting Students in Global University Rankings Websites

Autor/inn/en	Estera, Annabelle; Shahjahan, Riyad A.
Titel	Globalizing Whiteness? Visually Re/Presenting Students in Global University Rankings Websites
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 6, S.930-945 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2018.1453781
Schlagwörter	Web Sites; Reputation; Periodicals; Universities; Gender Differences; Comparative Education; Institutional Evaluation; Institutional Characteristics; Grammar; Power Structure; Educational Quality; Excellence in Education; Visual Aids; White Students; Photography; Mass Media; Institutional Advancement; Race + Suchen Sie Ihr Suchwort? Web-Design; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; University; Universität; Geschlechterkonflikt; Vergleichende Erziehungswissenschaft; Grammatik; Quality of education; Bildungsqualität; Lernerfolg; Anschauungsmaterial; Fotografie; Massenmedien; nicht übertragen; Rasse; Abstammung
Abstract	Amid debates about the role and impact of global university rankings (GURs), very few have closely examined how GURs media outlets construct meanings of higher education (HE) in their visual representations. We critically examine publicly available visual media of students in the "Times Higher Education World University Rankings" and "US News and World Report" websites. Drawing on Stuart Hall's heuristics of representation and attending to visual grammars, we argue whiteness maintains its racial hegemony in GURs' student imagery through its flexibility and in/visbility. Furthermore, whiteness is entangled with other systems of oppression, particularly patriarchy, homonormativity, and heterosexuality. We suggest that GURs rankings media are not simply constructing and informing us about the quality and excellence of HE, but simultaneously teaching us how to view students, often reproducing oppressive racialized and gendered ideologies. We end with methodological implications of visual cultural studies in comparative education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01