National belonging post‐referendum: Britons living in other EU Member States respond to “Brexit”

Following the EU Referendum, this paper tracks how pro‐Remain British migrants living in other EU Member States expressed a sense of shame and dislocation in relation to their national identity. Developed from a survey of 909 British nationals living in other EU Member States, it hopes to make a timely intervention into wider debates about privileged migration, Britishness, citizenship and belonging. First, it outlines a new articulation of the “bad Britain” discourse among emigrants, who saw the UK as increasingly characterised by xenophobia and insularity. Second, it seeks to understand how their national identity and sense of belonging was being renegotiated post‐referendum through a lens attentive to the cultural politics of emotion and innocence as an operation of whiteness

Naming, race, and white supremacy in the teaching of religion and Islam: Incorporating intersectional interventions

The need to confront issues of race and white supremacy in our teaching of religion is critically important, but through the pedagogical convention of naming, we take the first step in inviting our students to understand the hows and whys of it. I will explore the ways that Charles Long\u27s theory of signification and counter‐signification can be pedagogically deployed to incorporate intersectional interventions in the teaching of religion in America, specifically in the case of an Islam in America course