Research at Leeds Beckett
Dr Shona Hunter
About Dr Shona Hunter
Dr Shona is a Reader in the Carnegie School of Education. She is the Programme Director for Research Degrees (PhD, MRes, EdD) in the School and is a member of the Centre for Race Education and Decoloniality.
Her work is interdisciplinary and intersectional in its approach. She has been writing, teaching and researching into the social, cultural and emotional politics of the state for nearly twenty years, holding academic posts at the Universities of Birmingham, Lancaster and latterly Leeds along with visiting positions at the Universities of Sydney Australia, Mannheim Germany, Cape Town, Rhodes and currently in Johannesburg South Africa. Her scholarly interests are framed through an engagement with feminist anti-racist decolonial critique and include all aspects of welfare politics and governance, state practices, identities and the broader material-cultural-affective politics through which ‘the’ state(s) is enacted nationally and globally as a global colonial formation.
This interest in the state brings her to consider questions of whiteness and masculinity as they relate to national ideals and expressions of state power as this gets lived in the everyday through informal cultural practices as well as formal state bureaucratic practice.
In 2009 she established the ‘White Spaces’ research collaboration which brings together academics, activists and practitioners from 17 disciplines across 23 countries who have an interest in thinking critically about what it means to be white in ethnic terms and how this relates to experiences of social and political vulnerability and marginality as well as to issues of institutional and bureaucratic power. Resources from earlier White Spaces work are archived.
She is currently developing this White Spaces work as a broader public intellectual project along with a new single authored book project under the working title ‘White States of Mind: fantasies of power and vulnerability in the academy' about the way white identities and subjectivities frame neoliberal bureaucratic formations.
There is a White Spaces Jiscmail list where current and future projects are discussed. People who are interested in joining should contact Shona by email.
Dr Hunter’s current teaching dovetails her research portfolio:
As well as Directing the Research Degree Programmes provision across the School she supervises across PhD, EdD, MRes Professional Practice.
Her main supervisory interests focus on the negotiation of various forms of professional and personal identifications as these are enacted through a range of cultural and institutional practices.
She has supervised students working on:
- Discursive constructions of mental health in the British Born Chinese Communities;
- The construction of professional and social identities of Oncology Nurse Specialists;
- The construction of professional and social identities of therapists working in substance misuse contexts;
- The construction of British Muslim identifications;
- The motivations and belongings of members of the English Defence League;
- Emotion Diaspora in South-South Marriage Migrations;
- Transnational belongings in Romanians in France and England;
- The construction of Gypsy and Traveller identifications;
- The emotional dimensions of care practices in Italy;
- The body and emotions in Black Brazilian women in the UK;
- Black women’s resistance strategies in the HBCU system in the United States;
Students have been developing Dr Hunter's theoretical innovations on ‘relational politics’ in their doctoral projects on:
- UK drugs policy making;
- Transnational higher education diversity policy;
- Negotiating the artistic practices of white male South African artists.
Shona also runs UG Research Methods provision, Levels 5 & 6 including the Major Independent Study
The core question driving Shona’s work is: why do racism, sexism and other unequal social relations persist within the context of contemporary supposedly pro-equality democracies, despite the myriad of policies designed to combat these inequalities? In thinking through these issues, she explores the cultural-discursive, material-bodily and subjective-emotional intersections of ethnicity, gender, class and profession as drivers for institutional practice. The aim is to challenge mainstream approaches to exploring diversity power and privilege as static, essentialised properties of people or institutions, using a different set of ideas to understand power as shifting and dynamic produced through informal aspects of everyday culture.
The novelty of Shona’s approach is the way it links these ‘big’ questions of governmental power to everyday practices and identities via ideas of relationality. It is this development of relational theorising around power and identities that dovetails the themes and concerns of most of her collaborators in the UK and internationally whether these are framed in terms of diversity, anti-racism or post/decoloniality. She calls her approach the ‘relational politics’ of governance and outlines it comprehensively in her book, Power, Politics and the Emotions: Impossible Governance? (2015, Routledge). A video of the University of Johannesburg based launch event can be found here.
As part of her interdisciplinary experience her work in the education context is extensive where she has been Lead and Co-Investigator on empirical projects across post 16 education settings. Her current writing for her second single authored book, working title 'White States of Mind: fantasies of power and vulnerability in the academy', continues this line of educational analysis. It builds on her first book that knitted together her empirical research in education, health and social care to produce an analysis of the impact of neoliberalising processes across public sector governance as framed through the unspoken cultural ideal of whiteness. She writes about this unspoken ideal in terms of ‘neoliberal whiteness’. 'White States of Mind' extends this earlier work to explore the processes and dynamics of HE as part of this neoliberalising processes (re)instantiating whiteness as a global colonising ideal. It moves through personal experiences of teaching and learning, classroom and research practice and supervision dynamics, through institutional cultures to processes of international collaboration and academic mobility working at the global level.