Letstalkaboutrace Slides from June 17
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ABSTRACT Arab American Racialization and Its Effect
ABSTRACT Arab American Racialization and its Effect oniAmerican Islamophobiaa in the United States Catherine Haseman Director: Dr. Lisa Lacy, Ph.D. Over the past few years, anti-Muslim and anti-Arab rhetoric and discrimination has surged. Prejudice against Arabs and Muslims has moved from the fringes of American society to the mainstream. The American Islamophobic discourse is so deeply rooted in U.S. history, culture, and society that we often misunderstand its origins as well as its manifestations. This paper proposes a critical dialogue about how to understand one contested concept (Islamophobia) by using another contested one (racialization). This paper seeks to understand if--and if so, to what extent--racialization is central to understanding America’s pernicious brand of Islamophobia. In addition to reviewing the historical connection between racialization and Islamophobia, this paper analyzes the results of a survey of Texans’ views of Islam and Muslims. The survey results are used to understand how racialized conceptions of Arab Muslims correspond with Islamophobic tropes. APPROVED BY DIRECTOR OF HONORS THESIS: ____________________________________________ Dr. Lisa Lacy, Department of History APPROVED BY THE HONORS PROGRAM: __________________________________________________ Dr. Elizabeth Corey, Director DATE: _________________________________ ARAB AMERICAN RACIALIZATION AND ITS EFFECTS ON AMERICAN ISLAMOPHOBIA A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program -
Jim Crow Racism and the Mexican Americans of San Antonio, Texas
ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL May 2018 Copyright by Rebecca Dominguez-Karimi, 2017 ii ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi This dissertation was prepared under the direction of the candidate's dissertation advisor, Dr. Sandra Norman, Comparative Studies Program, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the Dorothy F. Schmidt College of Arts and Letters and was accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. SUPERVISORY COMMnTEE: ~~o..... .:i N1~"" Sandra Norman, Ph.D. ~~Susan Love Brown, Ph. 'S:"..,;ae~.~~o~ JosephinBeoku-Betts, Ph.D. Directo , mparative St ilies Pro? MiC11aeliOfSWclD.~-# Dean, Dorothy F. Schmidt College of Arts andn:ers . 5"", "Zo/g "~~2.~~ ' iii ACKNOWLEDGMENTS The author offers her sincerest thanks and gratitude to members of her committee (past and present-Dr. Robin Fiore, Dr. Marta Cruz-Janzen, Dr. Sandra Norman, Dr. Susan Love Brown, and Dr. Josephine Beoku-Betts) for their guidance, input, and support in bringing this manuscript to fruition. She wishes to especially thank her dissertation advisor, Dr. Sandra Norman, for her patience, advice, and inspiration during the composition of this manuscript. -
Terms and Definitions
Terms and Definitions Diversity: At its core diversity is about representation. We recognize that diversity is a fluid concept in that self-identity is a crucial factor in addition to pre-defined groups and attributes in determining representation Inclusion: The term inclusion is used to describe the active, intentional, and ongoing engagement with diversity -- in people, in the curriculum, in the co-curriculum, and in communities (e.g. intellectual, social, cultural, geographic) with which individuals might connect. “Diversity is being invited to the party. Inclusion is being asked to dance.” ~ Verna Myers, Diversity Advocate Underrepresented: Populations that are disproportionately represented in higher education, specifically at Nicholls State for the purposes of this document. Trend data should be considered this might apply for fluidly to some populations. Glossary of relevant terms: Ableism- discrimination against persons with mental and/or physical disabilities; social structures that favor able-bodied individuals. Acculturation- the process of learning and incorporating the language, values, beliefs, and behaviors that makes up a distinct culture. This concept is not to be confused with assimilation, where an individual or group may give up certain aspects of its culture in order to adapt to that of the prevailing culture. Affirmative Action- proactive policies and procedures for remedying the effect of past discrimination and ensuring the implementation of equal employment and educational opportunities, for recruiting, hiring, training and promoting women, minorities, people with disabilities and veterans in compliance with the federal requirements enforced by the Office of Federal Contract Compliance Programs (OFCCP). Ageism- discrimination against individuals because of their age, often based on stereotypes. -
Talking Race” in University Classes: a Discourse Analytical Approach
Language Research Bulletin, 23 , ICU, Tokyo “Talking Race” in University Classes: A Discourse Analytical Approach James W. Tollefson Mai Yamagami Many university classes introduce issues of race and racism – topics that are difficult for some people to discuss openly. The ICU ELP Program, for example, includes challenging readings on race and racism as a focus for class discussion and writing assignments. In this article, we discuss an approach to the analysis of race and racism that can help students apply their critical thinking skills to this important topic. We argue that focusing on the discourse of race offers rich opportunities for class discussion and student writing. Specifically, we summarize critical discourse analysis, particularly its understanding of the concept of “racism,” and we provide suggestions and examples for its use in class. University classes at ICU and elsewhere address profound social, political, cultural and economic issues of race and racism. The ICU English Language Program (ELP), for example, includes six thematic units that form the basis for lessons in reading and writing. The six units are: educational values and critical thinking; reading literature; culture, perception and communication; issues of race; bioethics; and visions of the future. The ELP Reader (ICU English Language Program, 2007) includes core readings for each of these topics. Lessons for the readings focus on content as well as a wide range of reading and writing skills. In this article, we discuss the thematic unit “issues of race” in order to identify some of the challenges facing classes in which race is a major topic. We distinguish explicit (“old”) and implicit (“new”) forms of racism, arguing that implicit forms of racism require a discourse analytical approach to analyzing race. -
Performative Allyship
Let’s Talk: How to be Actively Anti-Racist Session Overview • Explore key terms and definitions related to Anti-Racism work. • Explore the contemporary significance of racism within a Canadian context and explore how we as individuals can commit to anti- racism work. • Conversation: Questions and Answers. 2 Guidelines for Anti-Racism Conversations 1. Acknowledge and accept the fact that racism exists. 2. Take risks and lean into discomfort 3. Avoid making assumptions and generalizations about other people or groups of people. 4. Take accountability for your behaviour and be open to critical self-reflection. 5. Give Yourself Permission to make mistakes. 3 “Many of [us] are trapped in a history which [we] do not understand and “ until [we] understand it, [we] cannot be released by it. “ James Baldwin 4 Common Terms and Concepts Colonization Definition: “Colonization is a process of establishing foreign control over target territories of people by creating colonies and possibly by settling them.” 6 Settler Colonialism Definition: “Settler Colonialism is a form of colonization that seeks to replace the original population of the colonized territory with a new society of settlers. As with all forms of colonialism, it is based on exogenous domination, typically organized by an imperial authority.” 7 Key Features 1. Settler colonizers come to stay. 2. It is a structural system, not an event in history. 3. It denies the existence of indigenous people and the legitimacy to claims to land. 4. It claims to vanish indigenous peoples and replace them with settlers. 8 Key Features 5. Its logic of elimination requires the removal of indigenous peoples of a territory, child abduction, religious conversion, reprogramming (via missions or boarding schools; and myriad forms of assimilation. -
Leading for Racial Equity Glossary
one needs to be anti-racist, • Awareness of environment, including structurally and inone order needs to pursue to be anti-racist, racial justice, systemically activated benefits and disadvantages; in order to pursue racial • Knowledge, language, strategies, and skills to connect andjustice, achieve and liberation. achieve liberation. with others and cultivate equity in order to realize shared goals and thrive mutually. The terms in this glossary have been adapted The terms in this glossary have been fromadapted several from sources, several and sources, form the and common form Diversity: Difference, not “different.” Fundamentally, language chosen by the Leading for Racial differences are neutral. The value that society ascribes to the common language chosen by the differences is not neutral. Diversity includes the wide range of EquityLeading and for KIPP Racial CARE Equity Teams. and The KIPP work CARE of human characteristics used to make or identify individual and transformational change and social justice group identities. While quantifiable, diversity does not represent Teams. The work of transformational an identity. Moreover, diversity should not represent a proxy beginschange with and the social examination justice begins of self/self- with the for historically marginalized groups (e.g. “we are 28% diverse”). awarenessexamination and of the self/self-awareness adoption of commonly and Diversity does not equal equity nor racial justice. understood and aligned language. the adoption of commonly understood Equity: A condition that balances two dimensions: and aligned language. fairness and inclusion. As a function of fairness, equity implies ensuring people have what they need to participate in school life and to reach their full potential (flourish). -
Examples of Racial Microaggressions
Examples of Racial Microaggressions Theme Microaggression Message Alien in own land “Where are you from?” You are not American When Asian Americans and Latino “Where were you born?” You are a foreigner Americans are assumed to be “You speak good English.” foreign-born A person asking an Asian American to teach them words in their native language. Ascription of Intelligence “You are a credit to your race.” People of color are generally not as Assigning intelligence to a person of “You are so articulate.” intelligent as Whites. color on the basis of their race. Asking an Asian person to help with a It is unusual for someone of your Math or Science problem. race to be intelligent. All Asians are intelligent and good in Math / Sciences. Color Blindness “When I look at you, I don’t see Denying a person of color’s racial / Statements that indicate that a White color.” ethnic experiences. person does not want to “America is a melting pot.” Assimilate / acculturate to the acknowledge race “There is only one race, the human dominant culture. race.” Denying the individual as a racial / cultural being. Criminality – assumption of criminal A White man or woman clutching You are a criminal. status their purse or checking their wallet as You are going to steal / You are poor A person of color is presumed to be a Black or Latino approaches or / You do not belong / You are dangerous, criminal, or deviant on passes. dangerous. the basis of their race. A store owner following a customer of color around the store. -
White Fragility and the Rules of Engagement
White Fragility and the Rules of Engagement BY DR. ROBIN DIANGELO How to engage in the necessary dialogue and self-reflection that can lead to structural change. ––– I am white. I write and teach about what it means to be white in a society that proclaims race meaningless, yet remains deeply divided by race. A fundamental but very challenging part of my work is moving white people from an individual understanding of racism—i.e. only some people are racist and those people are bad—to a structural understanding. A structural understanding recognizes racism as a default system that institutionalizes an unequal distribution of resources and power between white people and people of color. This system is historic, taken for granted, deeply embedded, and it works to the benefit of whites. The two most effective beliefs that prevent us (whites) from seeing racism as a system are: 1. that racists are bad people and 2. that racism is conscious dislike; if we are well-intended and do not consciously dislike people of color, we cannot be racist. This is why it is so common for white people to cite their friends and family members as evidence of their lack of racism. However, when you understand racism as a system of structured relations into which we are all socialized, you understand that intentions are irrelevant. And when you understand how socialization works, you understand that much of racial bias is unconscious. Negative messages about people of color circulate all around us. While having friends of color is better than not having them, it doesn’t change the overall system or prevent racism from surfacing in our relationships. -
The Four “I”S of Oppression
The Four “I”s of Oppression Ideological • The very intentional ideological development of the …isms Examples: dominant narratives, “Othering” Any oppressive system has at its core the idea that one group is somehow better than another, and in some measure has the right to control the other group. This idea gets elaborated on in many ways—more intelligent, harder working, stronger, more capable, nobler, more deserving, more advanced, chosen, superior, and so on. The dominant group holds this idea about itself. And, of course, the opposite qualities are attributed to the other group—stupid, lazy, weak, incompetent, worthless, less deserving, backward, inferior and so on. Institutional • Is demonstrated in how institutions and systems reinforce and manifest ideology Examples: media, medical, legal, education, religion, psychiatry, banking/financial The idea that one group is better than another and has the right to control the other gets embedded in the institutions of the society, the laws, the legal system and police practice, the education system, hiring practices, public policy, housing development, media images, political power, etc. When a woman makes 2/3 of what a man makes, it is institutionalized sexism, when 1 out of 4 African American men are in jail or on probation, it is institutionalized racism, etc. Consider that dominant culture also controls the language itself used to describe all groups in society and can make things visible or invisible when necessary. Other examples/things to consider are the “War on Drugs” instead of “War on Poverty,” as well as an expanded definition of violence and how violence towards targeted groups happens at a systemic level. -
The Race Issue
SPECIAL EDITION Serving the San Jose State University community since 1934 Volume 150 No. 37 Thursday, April 26, 2018 SPARTAN DAILY sjsunews.com/spartan_daily THE RACE ISSUE Culture, history and perspectives in our community Racial composition of SJSU 3.2 % African-American 17.7 % 9.7 % White Other 0.4% Pacifi c Islander 0.1% 27.5 % Native American Hispanic 41.4 % Asian According to SJSU’s Institution of Effectiveness and Analytics, there were 33,409 students enrolled in fall 2017. The largest groups were Asians at 41.4 percent, Hispanics at 27.5 percent and whites at 17.7 percent. SOURCE: SJSU INSTITUTION OF EFFECTIVENESS AND ANALYTICS, INFOGRAPHIC BY MARCI SUELA | SPARTAN DAILY News Opinion Sports Trump administration We should be aware SJSU recruited black immigration policies that racism will student athletes felt in San Jose always exist before pro leagues Page 3 Page 11 Page 13 sjsunews.com/spartan_daily 2 THURSDAY, APRIL 26, 2018 NEWS EDITOR’S NOTE I was really nervous local communities in ride, and he was sitting one of those times. I am proud of them to write this note. the past and present right next to me. I would rather have for pushing forward to I acknowledge the and how they may play But the port my diverse staff tell initiate conversations fact that I am a white out in the future. authority officers the stories that need to about race and tell woman writing about I believe it’s true that asked him for his be told and tackle race stories that our why our newsroom when we are young, documents, not me. -
The Aftermath of “You're Only Half”: Multiracial Identities in the Literacy
LA_Nov2005.qxd 9/21/05 8:15 AM Page 96 The Aftermath of “You’re Only Half”: Multiracial Identities in the Literacy Classroom 96 Multiracial Identities in the Literacy Classroom Identities in the Literacy Multiracial Children grapple with the complexities of race Elizabeth Dutro Elham Kazemi and what it means to claim membership in Ruth Balf racial categories. The children in Ruth’s fourth/fifth- consulted books and the Internet, curricular move in this highly diverse grade classroom had been engaged for wrote reports, gathered artifacts, cre- urban classroom. Ruth wanted to weeks in a literacy project in which ated art projects, and, finally, put demonstrate that knowledge from they researched and shared an aspect together a poster presentation to share home cultures is valued, allow children of their cultural background. The chil- with peers from other classrooms. The time to share that knowledge with one dren interviewed their parents, project seemed to be an important another, and make visible the rich Language Arts, Vol. 83 No. 2, November 2005 LA_Nov2005.qxd 9/21/05 8:15 AM Page 97 array of life experiences represented raised—that transformed the culture groups is a safe stance to take toward by children in this classroom. project from a rather straightforward a fraught topic. Yet, it is crucial to For the public presentations of their attempt to acknowledge and engage in the goal of “making race projects, the students stood beside celebrate diversity into a critical lit- visible” (Greene & Abt-Perkins, 2003) their posters and answered eracy project in which children grap- if we are to confront and understand questions as children visiting from pled with the complexities of race race as both a central way in which other classrooms walked around the and what it means to claim member- we define ourselves and one another room. -
How Mixed-Race Americans Navigated the Racial Codes of Antebellum America
James Madison University JMU Scholarly Commons Masters Theses, 2020-current The Graduate School 5-7-2020 Under cover of lightness: How mixed-race Americans navigated the racial codes of Antebellum America Alexander Brooks Follow this and additional works at: https://commons.lib.jmu.edu/masters202029 Part of the United States History Commons Recommended Citation Brooks, Alexander, "Under cover of lightness: How mixed-race Americans navigated the racial codes of Antebellum America" (2020). Masters Theses, 2020-current. 48. https://commons.lib.jmu.edu/masters202029/48 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses, 2020-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Under Cover of Lightness: How Mixed-Race Americans Navigated the Racial Codes of Antebellum America Alex Brooks A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts Department of History May 2020 FACULTY COMMITTEE: Committee Chair: Rebecca Brannon Committee Members/ Readers: Gabrielle Lanier David Owusu-Ansah Table of Contents 1. Introduction 2. Miscegenation 3. North 4. Upper South 5. Lower South 6. 1850s Turbulence 7. Liberia 8. Conclusion ii Abstract This thesis investigates the way people of mixed “racial” ancestry—known as mulattoes in the 18th and 19th centuries—navigated life in deeply racially divided society. Even understanding “mulatto strategies” is difficult because it is to study a group shrouded in historical ambiguity by choice.