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In Ta-Nehisi Coates's Between the World and Me
“OVERPOLICED AND UNDERPROTECTED”:1 RACIALIZED GENDERED VIOLENCE(S) IN TA-NEHISI COATES’S BETWEEN THE WORLD AND ME “SOBREVIGILADAS Y DESPROTEGIDAS”: VIOLENCIA(S) DE GÉNERO RACIALIZADA(S) EN BETWEEN THE WORLD AND ME, DE TA-NEHISI COATES EVA PUYUELO UREÑA Universidad de Barcelona [email protected] 13 Abstract Ta-Nehisi Coates’s Between the World and Me (2015) evidences the lack of visibility of black women in discourses on racial profiling. Far from tracing a complete representation of the dimensions of racism, Coates presents a masculinized portrayal of its victims, relegating black women to liminal positions even though they are one of the most overpoliced groups in US society, and disregarding the fact that they are also subject to other forms of harassment, such as sexual fondling and other forms of abusive frisking. In the face of this situation, many women have struggled, both from an academic and a political-activist angle, to raise the visibility of the role of black women in contemporary discourses on racism. Keywords: police brutality, racism, gender, silencing, black women. Resumen Con la publicación de la obra de Ta-Nehisi Coates Between the World and Me (2015) se puso de manifiesto un problema que hacía tiempo acechaba a los discursos sobre racismo institucional: ¿dónde estaban las mujeres de color? Lejos de trazar un esbozo fiel de las dimensiones de la discriminación racial, la obra de Coates aboga por una representación masculinizada de las víctimas, relegando a las miscelánea: a journal of english and american studies 62 (2020): pp. 13-28 ISSN: 1137-6368 Eva Puyuelo Ureña mujeres a posiciones marginales y obviando formas de acoso que ellas, a diferencia de los hombres, son más propensas a experimentar. -
Policing, Protest, and Politics Syllabus
Policing, Protest, and Politics: Queers, Feminists, and #BlackLivesMatter WOMENSST 295P / AFROAM 295P Fall 2015 T/Th 4:00 – 5:15pm 212 Bartlett Hall Instructor: Dr. Eli Vitulli Office: 7D Bartlett Email: [email protected] Office hours: Th 1:30-3:30pm (& by appointment only) COURSE OVERVIEW Over the past year few years, a powerful social movement has emerged to affirm to the country and world that Black Lives Matter. Sparked by the killing of Trayvon Martin by George Zimmerman in Stanford, Florida, and Zimmerman’s acquittal as well as the police killings of other black men and women, including Michael Brown, Rekia Boyd, and Freddie Gray, this movement challenges police violence and other policing that makes black communities unsafe as well as social constructions of black people as inherently dangerous and criminal. Police violence against black people and the interrelated criminalization of black communities have a long history, older than the US itself. There is a similarly long and important history of activism and social movements against police violence and criminalization. Today, black people are disproportionately subject to police surveillance and violence, arrest, and incarceration. So, too, are other people of color (both men and women) and queer, trans, and gender nonconforming people of all races but especially those of color. This course will examine the history of policing and criminalization of black, queer, and trans people and communities and related anti-racist, feminist, and queer/trans activism. In doing so, we will interrogate how policing and understandings of criminality—or the view that certain people or groups are inherently dangerous or criminal—in the US have long been deeply shaped by race, gender, and sexuality. -
A New Paradigm for Fairness: the First National Conference on Eliminating Racial and Ethnic Bias in the Courts
1.-.- 3 -4185 00322265-I 9 J A New Paradigm for Fairness: The First National Conference on Eliminating Racial and Ethnic Bias in the Courts , P A New Paradigm for Fairness: The First National Conference on Eliminating Racial and Ethnic Bias in the Courts H. Clifton Grandy, J.D Edited by Dawn Spinozza I Chuck Campbell National Center for State Courts State Justice Institute t Q 1995 National Center for State Courts ISBN 0-89656- 160-7 National Center Publication Number 'R- 180 These proceedings were prepared and reproduced with finds fiom the State Justice Insti- tute, Grant Number SJI-93- 12A-C-B- 198-P94-( l -3), for the First NationaZ Conference on Eliminating Racial and Ethnic Bias in the Courts. The points of view expressed are those of the presenters and author and do not necessarily represent the official position or policies of the National Center for State Courts or the State Justice Institute. Planning Committee Honorable Veronica Simmons McBeth Chair, Planning Committee Los Angeles Municipal Court, California Honorable Benjamin Aranda 111 Dr. Yolande P. Marlow South Bay Municipal Court Project Director, Task Force on Minority California Concerns, New Jersey Marilyn Callaway Honorable Jon J. Mayeda Director, Juvenile Court Services Los Angeles Municipal Court, California San Diego, California Honorable Carl J. Character Joseph A. Myers, Esq. Court of Common Pleas, Cleveland, Ohio Executive Director National Indian Justice Center Honorable Charles R Cloud Rose M. Ochi, Esq. Norfolk General District Court, Virginia Associate Director Office of National Drug Control Policy Honorable Lewis L. Douglass Honorable Charles 2.Smith King’s County Supreme Court, New York Justice, Supreme Court of Washington Dolly M. -
Reading & Discussion Guide for We Do This 'Til We Free Us
Reading & Discussion Guide We Do This ’Til We Free Us Abolitionist Organizing and Transforming Justice by Mariame Kaba “No matter where and how you enter the conversation, We Do This ʼTil We Free Us brings all of us infinitely closer to creating a world premised on genuine and lasting safety, justice, and peace.” — Andrea J. Ritchie Guided Reading & Discussion Questions 1. What is your personal definition of safety? How might your definition of safety differ from other peoples’ definitions of safety? Why do many people equate safety with policing? What are some of the messages—in the media, in popular culture, and in your community—that have contributed to the idea that prisons, police, and surveillance contribute to safety? 2. What is the purpose of prisons and jails as they currently operate? What are some ways that prisons and jails have failed to prevent, reduce, or transform harm within your community? Do you believe that it is possible to reform the prison industrial complex? Why or why not? Have you seen any evidence that reform will address the inhumanity and harms of the prison industrial complex? 3. Have you ever had an experience calling the police? Are there existing resources within your community that could serve as alternatives to involving the police? Are those resources sufficiently supported, funded, and staffed? If not, what actions could you take to build greater support for alternatives to the police within your community? 4. Why does abolition require creative and collaborative imagination and action? How can cultivating intentional relationships and participating in collectives help us to imagine new worlds? What intentional relationships would you like to nurture or build? As you participate in this work, what are some ways that you would like to transform as an individual? We Do This ʻTil We Free Us | Reading & Discussion Guide 5. -
Kerner Commission Writing Exercise in July 1967, President Lyndon
Kerner Commission Writing Exercise In July 1967, President Lyndon Johnson formed a National Advisory Commission on Civil Disorders. The Commission was tasked with understanding why riots were breaking out in different cities across America. The Commission would also provide recommendations on how to address these issues. Their report was finished in 1968 and became informally known as the Kerner Report, named after the Commission Chair, Otto Kerner, Jr., the Governor of Illinois at the time. The Kerner Report stated that the nation was “moving toward two societies, one black, one white—separate and unequal.” The Kerner report called out “white society” for isolating and neglecting African Americans. It recommended legislation to promote racial integration, create jobs, and provide affordable housing. President Johnson, however, rejected the recommendations. Just one month after the Kerner Report was released, Dr. Martin Luther King, Jr. was assassinated (on April 4, 1968). Rioting broke out again in more than 100 cities after the Civil Rights leader’s death. Many people argue that some of the pivotal recommendations made in this report still remain unaddressed today. The following is the Summary Introduction from the 1968 Kerner Report. The summer of 1967 again brought racial disorders to American cities, and with them shock, fear and bewilderment to the nation. The worst came during a two-week period in July, first in Newark and then in Detroit. Each set off a chain reaction in neighboring communities. On July 28, 1967, the President of the United States established this Commission and directed us to answer three basic questions: What happened? Why did it happen? What can be done to prevent it from happening again? To respond to these questions, we have undertaken a broad range of studies and investigations. -
Police Prosecutions and Punitive Instincts
Washington University Law Review Volume 98 Issue 4 2021 Police Prosecutions and Punitive Instincts Kate Levine Benjamin N. Cardozo School of Law Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Criminal Law Commons, Law and Race Commons, and the Law Enforcement and Corrections Commons Recommended Citation Kate Levine, Police Prosecutions and Punitive Instincts, 98 WASH. U. L. REV. 0997 (2021). Available at: https://openscholarship.wustl.edu/law_lawreview/vol98/iss4/5 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. Washington University Law Review VOLUME 98 NUMBER 4 2021 POLICE PROSECUTIONS AND PUNITIVE INSTINCTS KATE LEVINE* ABSTRACT This Article makes two contributions to the fields of policing and criminal legal scholarship. First, it sounds a cautionary note about the use of individual prosecutions to remedy police brutality. It argues that the calls for ways to ease the path to more police prosecutions from legal scholars, reformers, and advocates who, at the same time, advocate for a dramatic reduction of the criminal legal system’s footprint, are deeply problematic. It shows that police prosecutions legitimize the criminal legal system while at the same time displaying the same racism and ineffectiveness that have been shown to pervade our prison-backed criminal machinery. The Article looks at three recent trials and convictions of police officers of color, Peter Liang, Mohammed Noor, and Nouman Raja, in order to underscore the argument that the criminal legal system’s race problems are * Associate Professor of Law, Benjamin N. -
Abolition As the Solution: Redress for Victims of Excessive Police Force
Fordham Urban Law Journal Volume 48 Number 3 Toward Abolition: Reflections on the Article 4 Carceral State 2021 Abolition as the Solution: Redress for Victims of Excessive Police Force Alexis Hoag Follow this and additional works at: https://ir.lawnet.fordham.edu/ulj Recommended Citation Alexis Hoag, Abolition as the Solution: Redress for Victims of Excessive Police Force, 48 Fordham Urb. L.J. 721 (2021). Available at: https://ir.lawnet.fordham.edu/ulj/vol48/iss3/4 This Article is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Urban Law Journal by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. ABOLITION AS THE SOLUTION: REDRESS FOR VICTIMS OF EXCESSIVE POLICE FORCE Alexis Hoag* Introduction .................................................................................... 721 I. An Attempt at Redress: The Civil Rights Act of 1866 .......... 726 II. Reconstruction Redux: 18 U.S.C. § 242 .................................. 730 III. Abolitionist Framework .......................................................... 735 IV. Abolitionist Solutions .............................................................. 738 A. Reparations ..................................................................... 739 B. Divest and Reinvest ....................................................... 741 Conclusion ...................................................................................... -
OAG Hearing on Interactions Between NYPD and the General Public Submitted Written Testimony
OAG Hearing on Interactions Between NYPD and the General Public Submitted Written Testimony Tahanie Aboushi | New York, New York I am counsel for Dounya Zayer, the protestor who was violently shoved by officer D’Andraia and observed by Commander Edelman. I would like to appear with Dounya to testify at this hearing and I will submit written testimony at a later time but well before the June 15th deadline. Thank you. Marissa Abrahams | South Beach Psychiatric Center | Brooklyn, New York As a nurse, it has been disturbing to see first-hand how few NYPD officers (present en masse at ALL peaceful protests) are wearing the face masks that we know are preventing the spread of COVID-19. Demonstrators are taking this extremely seriously and I saw NYPD literally laugh in the face of a protester who asked why they do not. It is negligent and a blatant provocation -especially in the context of the over-policing of Black and Latinx communities for social distancing violations. The complete disregard of the NYPD for the safety of the people they purportedly protect and serve, the active attacks with tear gas and pepper spray in the midst of a respiratory pandemic, is appalling and unacceptable. Aaron Abrams | Brooklyn, New York I will try to keep these testimonies as precise as possible since I know your office likely has hundreds, if not thousands to go through. Three separate occasions highlighted below: First Incident - May 30th - Brooklyn - peaceful protestors were walking from Prospect Park through the streets early in the day. At one point, police stopped to block the street and asked that we back up. -
Beyond Police
2 TABLE OF CONTENTS Why Calls for “Moderate Police Reforms” Are Not Enough 4 POLICE DEPARTMENTS THAT ALREADY HAVE MODERATE REFORMS 6 Looking Beyond Police to Promote True Community Safety 9 RESTORATIVE JUSTICE 9 PEACEMACKING CIRCLES 9 MOBILE CRISIS CENTER 10 STIPENDS WITH ADVANCE PEACE 10 YOUTH AND COMMUNITY COURTS 11 PROGRAMS AND SERVICES THAT LOOK BEYOND POLICE TO PROMOTE SAFETY 12 Shifting to a Narrative About True Community Safety 16 VPSA: Values, Problems, Solutions, Action 19 References 20 3 ACKNOWLEDGMENTS The Opportunity Agenda wishes to first acknowledge the decades of activism that have led to the promi- nence of the movement to fully invest in healthy communities, which includes the labor and thought leader- ship of many Black feminists, and to thank and acknowledge the many people who contributed to the history of work and discourse, as well as to the research and writing of this report. This report’s author is Opportunity Agenda Law & Policy Fellow I. India Thusi, Associate Professor of Law at Delaware Law School. Substantial research support was provided by: Mitch McCloy, Washington and Lee University School of Law class of 2021; Kristen Rosenthal, California Western School of Law class of 2021; and Paul Schochet, St. John’s University School of Law class of 2021. The messaging guidance was written by Julie Fisher Rowe, Director of Narrative and Engagement at The Opportunity Agenda, and Eva-Marie Malone, Director of Training and Criminal Justice at The Opportunity Agenda. Special thanks to those who contributed to the analysis, review, and editing of the report, including Eva-Marie Malone; Adam Luna, Vice President for Program, Strategy and Impact at The Opportunity Agenda. -
Race and the Law: the Story of Housing and School Segregation in the United States
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2019 Volume II: Teaching about Race and Racism Across the Disciplines Race and the Law: The Story of Housing and School Segregation in the United States Curriculum Unit 19.02.01 by Julia Miller Introduction I teach at an interdistrict magnet highschool in New Haven, Connecticut. In addition to taking their core classes, students choose to follow a particular “pathway” of study over their four years. I teach an 11th Grade Constitutional Law elective in the Law and Politics pathway. After a basic introduction to Constitutional Law and the Supreme Court, I design my units to be thematic- based on a particular amendment and/or issue. One of the units I teach is about the intersection between race and education. We examine the role the Supreme Court has played in both creating and impeding educational opportunities based on race. Over time, as I have taught the unit, I realized that there was a glaring omission: the prominent role that housing segregation played in causing and continuing school segregation. After taking the seminar “Teaching about Race and Racism Across the Disciplines” I also realized the need to disrupt the standard/dominant method of teaching law as neutral and unbiased. With this unit, I additionally wanted to challenge the idea that racism is something aberrant in the legal field, rooted simply in instances of individual prejudice, and that “colorblind” equality is the presumed end goal. I decided to create a unit that would help students understand the systemic nature of racism and white supremacy in government action and the law, particularly as it relates to segregation in the United States, with an ultimate goal that students start to imagine a way to push back against it. -
Catholic Clergy and Religious Sisters in the Civil Rights Movement
In Communion with our Brothers: Catholic Clergy and Religious Sisters in the Civil Rights Movement by Shannon Meredith Lampton A THESIS Submitted in partial fulfillment of the requirements for the degree of Master Arts in History to The School of Graduate Studies of The University of Alabama in Huntsville HUNTSVILLE, ALABAMA 2018 ABSTRACT School of Graduate Studies The University of Alabama in Huntsville Degree Master of Arts College/Dept. History Name of Candidate Shannon Meredith Lampton Title In Communion with our Brothers: Catholic Clergy and Religious Sisters in the Civil Rights Movement In the history of the civil rights movement there is a great deal of research, narrative, and historiography devoted to African American men and women’s participation, and of the ways African American churches worked in the movement. I researched to find out how the Catholic Church and her people participated in the civil rights movement. My main points of focus were how these men of privilege and women got involved; how the changes in the Catholic Church encouraged or hindered its members’ civil rights’ work; and how historian perceived that work. I learned that the Catholic Church did not change its teachings, but some people were confused and upset by the changes it did make and it kept them from getting involved. I also learned that there is a narrow understanding of what constitutes civil rights and that and marching is not the only way to create change. ACKNOWLEDGEMENTS There are so many who helped and encouraged me in this process. ▪ Dr. Stephen Waring, for patience, long, wandering and often hilarious discussions, the joy of doing a thing well, and the sure understanding of when to put heel to leather and move things along ▪ Dr. -
Racial Justice Resource List Governor Kate Brown’S Office of Diversity, Equity and Inclusion Has Prepared the Following List of Racial Justice Resources
Updated August 2020 Racial Justice Resource List Governor Kate Brown’s Office of Diversity, Equity and Inclusion has prepared the following list of racial justice resources. This list includes books, podcasts, blogs, videos, readings/articles, data/research and other resources that are meant to serve as educational materials for those seeking to learn about systemic and institutionalized racism in Oregon and across the United States. This list is not intended to be exhaustive, nor is it presented in any particular order. BOOKS The Color of Law: A Forgotten History of How Our Government Segregated America by Richard Rothstein (2017) “In The Color of Law (published by Liveright in May 2017), Richard Rothstein argues with exacting precision and fascinating insight how segregation in America—the incessant kind that continues to dog our major cities and has contributed to so much recent social strife—is the byproduct of explicit government policies at the local, state, and federal levels.” White Fragility: Why It’s So Hard For White People to Talk About Racism by Robin DiAngelo, Ph.D. (2018) The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. The Beautiful Struggle: A Memoir by Ta-Nehisi Coates (2008) An exceptional father-son story from the National Book Award–winning author of Between the World and Me about the reality that tests us, the myths that sustain us, and the love that saves us. Between the World and Me by Ta-Nehisi Coates (2015) Hailed by Toni Morrison as “required reading,” a bold and personal literary exploration of America’s racial history by “the most important essayist in a generation and a writer who changed the national political conversation about race” (Rolling Stone) Stamped From the Beginning: The Definitive History of Racist Ideas in America by Ibram X.