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| List of Illustrations | |
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| Acknowledgements | |
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| Teaching "Race" with a Gendered Edge-Introduction | |
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| Racism and gender-historical background | |
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| Colonial legacies and migration | |
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| Problematising "white" Western feminism and whiteness | |
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| Spaces of / for change | |
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| The chapters in the book | |
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| Thematic Explorations | |
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| Breaking the Canon? Critical Reflections on "Other" Literary Traditions | |
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| Introduction | |
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| Towards an alternative canon: Multiculturalism and diversity | |
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| The canon and the cultural industry | |
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| Race, gender and diversity in the canon: Toni Morrison | |
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| Beloved | |
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| Conclusion: Beyond the colour-line of the canon? | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| Monumental Dresses: Coming to Terms with Racial Repression | |
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| Sexual difference and transitional justice | |
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| The woman who kept silent | |
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| The poetics of scrap | |
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| Implications for teaching: Working with exemplary case studies | |
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| Questions | |
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| Assignments | |
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| Embodying Otherness while Teaching Race and Gender at White European Universities | |
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| Introduction | |
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| Becoming educated in (post) colonial European society | |
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| Teaching about emotionally charged topics | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| Expressions of Racism and Gender in National and Historical Contexts | |
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| Disappearing Act: The Forgotten History of Colonialism, Eugenics and Gendered Othering in Denmark | |
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| The colonial relationship that never was | |
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| Identifying the difference-gene | |
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| Exhibiting exclusion | |
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| "Religion is not a race" | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| Portugal and the Empire: Discourses and Practices on Race and Gender | |
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| Grasping Portuguese colonial "exception" | |
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| Racial-gendered relations in imperial history | |
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| The making of the "gentler colonialists" | |
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| Post-colonial reverberations | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| The French Ban on Headscarves: Rendering Racism Respectable | |
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| Introduction | |
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| Situating the 2004 Act | |
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| Civilising the "uncivilised" | |
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| Gendering the colonial other | |
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| Feminist critique of the ban: "Une �cole pour Tous et pour Toutes" | |
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| Concluding remarks | |
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| Implications for teaching | |
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| Questions and assignments | |
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| Racial/Ethnic Otherness in Polish Public Discourse | |
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| Conceptualising the racial other in Polish culture | |
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| The ethnic and religious composition of Polish society: An historical perspective | |
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| Legal framework | |
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| Cultural racism | |
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| Towards the future | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| "Not a Country for Women, nor for Blacks": Teaching Race and Gender in Italy between Colonial Heritages and New Perspectives | |
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| Marketing the "other" | |
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| "Second generations" and the role of education | |
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| New perspectives: Teaching race and gender today | |
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| Implications for teaching | |
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| Questions | |
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| Assignments | |
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| List of Contributors | |
