Building Panethnic Coalitions in Asian American, Native Hawaiian And
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Racism Is a Virus Toolkit
Table of Contents About This Toolkit.............................................................................................................03 Know History, Know Racism: A Brief History of Anti-AANHPI Racism............04 Exclusion and Colonization of AANHPI People.............................................04 AANHPI Panethnicity.............................................................................................07 Racism Resurfaced: COVID-19 and the Rise of Xenophobia...............................08 Continued Trends....................................................................................................08 Testimonies...............................................................................................................09 What Should I Do If I’m a Victim of a Hate Crime?.........................................10 What Should I Do If I Witness a Hate Crime?..................................................12 Navigating Unsteady Waters: Confronting Racism with your Parents..............13 On Institutional and Internalized Anti-Blackness..........................................14 On Institutionalized Violence...............................................................................15 On Protests................................................................................................................15 General Advice for Explaning Anti-Blackness to Family.............................15 Further Resources...................................................................................................15 -
The Invention of Asian Americans
The Invention of Asian Americans Robert S. Chang* Introduction ..................................................................................................................... 947 I. Race Is What Race Does ............................................................................................ 950 II. The Invention of the Asian Race ............................................................................ 952 III. The Invention of Asian Americans ....................................................................... 956 IV. Racial Triangulation, Affirmative Action, and the Political Project of Constructing Asian American Communities ............................................ 959 Conclusion ........................................................................................................................ 964 INTRODUCTION In Fisher v. University of Texas,1 the U.S. Supreme Court will revisit the legal status of affirmative action in higher education. Of the many amicus curiae (friend of the court) briefs filed, four might be described as “Asian American” briefs.2 * Copyright © 2013 Robert S. Chang, Professor of Law and Executive Director, Fred T. Korematsu Center for Law and Equality, Seattle University School of Law. I draw my title from THEODORE W. ALLEN, THE INVENTION OF THE WHITE RACE, VOL. 1: RACIAL OPPRESSION AND SOCIAL CONTROL (1994), and THEODORE W. ALLEN, THE INVENTION OF THE WHITE RACE, VOL. 2: THE ORIGIN OF RACIAL OPPRESSION IN ANGLO AMERICA (1997). I also note the similarity of my title to Neil Gotanda’s -
Uncovering Nodes in the Transnational Social Networks of Hispanic Workers
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Uncovering nodes in the transnational social networks of Hispanic workers James Powell Chaney Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Social and Behavioral Sciences Commons Recommended Citation Chaney, James Powell, "Uncovering nodes in the transnational social networks of Hispanic workers" (2013). LSU Doctoral Dissertations. 3245. https://digitalcommons.lsu.edu/gradschool_dissertations/3245 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. UNCOVERING NODES IN THE TRANSNATIONAL SOCIAL NETWORKS OF HISPANIC WORKERS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography & Anthropology by James Powell Chaney B.A., University of Tennessee, 2001 M.S., Western Kentucky University 2007 December 2013 ACKNOWLEDGEMENTS As I sat down to write the acknowledgment for this research, something ironic came to mind. I immediately realized that I too had to rely on my social network to complete this work. No one can achieve goals without the engagement and support of those to whom we are connected. As we strive to succeed in life, our family, friends and acquaintances influence us as well as lend a much needed hand. -
The Making and Unmaking of Ethnic Boundaries: a Multilevel Process Theory1
The Making and Unmaking of Ethnic Boundaries: A Multilevel Process Theory1 Andreas Wimmer University of California, Los Angeles Primordialist and constructivist authors have debated the nature of ethnicity “as such” and therefore failed to explain why its charac- teristics vary so dramatically across cases, displaying different de- grees of social closure, political salience, cultural distinctiveness, and historical stability. The author introduces a multilevel process theory to understand how these characteristics are generated and trans- formed over time. The theory assumes that ethnic boundaries are the outcome of the classificatory struggles and negotiations between actors situated in a social field. Three characteristics of a field—the institutional order, distribution of power, and political networks— determine which actors will adopt which strategy of ethnic boundary making. The author then discusses the conditions under which these negotiations will lead to a shared understanding of the location and meaning of boundaries. The nature of this consensus explains the particular characteristics of an ethnic boundary. A final section iden- tifies endogenous and exogenous mechanisms of change. TOWARD A COMPARATIVE SOCIOLOGY OF ETHNIC BOUNDARIES Beyond Constructivism The comparative study of ethnicity rests firmly on the ground established by Fredrik Barth (1969b) in his well-known introduction to a collection 1 Various versions of this article were presented at UCLA’s Department of Sociology, the Institute for Migration Research and Intercultural Studies of the University of Osnabru¨ ck, Harvard’s Center for European Studies, the Center for Comparative Re- search of Yale University, the Association for the Study of Ethnicity at the London School of Economics, the Center for Ethnicity and Citizenship of the University of Bristol, the Department of Political Science and International Relations of University College Dublin, and the Department of Sociology of the University of Go¨ttingen. -
Predicting Ethnic Boundaries Sun-Ki Chai
European Sociological Review VOLUME 21 NUMBER 4 SEPTEMBER 2005 375–391 375 DOI:10.1093/esr/jci026, available online at www.esr.oxfordjournals.org Online publication 22 July 2005 Predicting Ethnic Boundaries Sun-Ki Chai It is increasingly accepted within the social sciences that ethnic boundaries are not fixed, but contingent and socially constructed. As a result, predicting the location of ethnic boundaries across time and space has become a crucial but unresolved issue, with some scholars arguing that the study of ethnic boundaries and predictive social science are fun- damentally incompatible. This paper attempts to show otherwise, presenting perhaps the first general, predictive theory of ethnic boundary formation, one that combines a coher- ence-based model of identity with a rational choice model of action. It then tests the the- ory’s predictions, focusing in particular on the size of populations generated by alternative boundary criteria. Analysis is performed using multiple datasets containing information about ethnic groups around the world, as well as the countries in which they reside. Perhaps the best-known innovation in contemporary encompassing all ascriptively-based group boundaries, theories of ethnicity is the idea that ethnic boundaries including those based upon race, religion, language, are not predetermined by biology or custom, but malle- and/or region. Characteristics such as religion, language, able and responsive to changes in the surrounding social and region are viewed as ascriptive rather than cultural environment. Ethnicity is seen to be socially con- because they are typically defined for purposes of ethnic- structed, and the nature of this construction is seen to ity to refer not to the current practice or location of indi- vary from situation to situation.1 This in turn has linked viduals, but rather to their lineage, the customs of their to a more general concern with the contruction of social ancestors. -
De-Conflating Latinos/As' Race and Ethnicity
UCLA Chicana/o Latina/o Law Review Title Los Confundidos: De-Conflating Latinos/As' Race and Ethnicity Permalink https://escholarship.org/uc/item/9nx2r4pj Journal Chicana/o Latina/o Law Review, 19(1) ISSN 1061-8899 Author Sandrino-Glasser, Gloria Publication Date 1998 DOI 10.5070/C7191021085 Peer reviewed eScholarship.org Powered by the California Digital Library University of California LOS CONFUNDIDOS: DE-CONFLATING LATINOS/AS' RACE AND ETHNICITY GLORIA SANDRmNO-GLASSERt INTRODUCTION ......................................................................................71 I. LATINOS: A DEMOGRAPHIC PORTRAIT ..............................................75 A. Latinos: Dispelling the Legacy of Homogenization ....................75 B. Los Confundidos: Who are We? (Qui6n Somos?) ...................77 1. Mexican-Americans: The Native Sons and D aughters .......................................................................77 2. Mainland Puerto Ricans: The Undecided ..............................81 3. Cuban-Americans: Last to Come, Most to Gain .....................85 II. THE CONFLATION: AN OVERVIEW ..................................................90 A. The Conflation in Context ........................................................95 1. The Conflation: Parts of the W hole ..........................................102 2. The Conflation Institutionalized: The Sums of All Parts ...........103 B. The Conflation: Concepts and Definitions ...................................104 1. N ationality ..............................................................................104 -
Primary Education Kit
Primary Education Kit VISITING THE AUSTRALIAN MUSEUM BRIEFING A Museum staff member will be on hand to greet your group when you arrive. They will brief your groups about how to move around the Museum and direct you to areas of the Museum you intend to visit. BAG STORAGE There is limited bag storage available on site. It is recommended that students just bring a small carry bag with the essentials for the day, however if required, storage can be provided depending on availability. EXHIBITIONS In addition to any booked educator-led sessions, students and teachers may explore the Museum’s exhibitions in their own time. Some special exhibitions may incur an additional charge. It is suggested that students visit the galleries in small groups to prevent overcrowding. LUNCH AND BREAKS It is recommended that students bring their recess and lunch and eat in Hyde Park or Cook & Phillip Park, both of which are across the road from the Museum. Alternative arrangements will be provided in the case of wet weather. BYOD AND PHOTOGRAPHY Students are encouraged to bring their own devices to take photos, video and/or audio to record their excursion. Some temporary exhibitions do not allow photography but you will be advised of this on arrival. FREE WIFI The Museum offers free Wi-fi for onsite visitors. It is available in 30 minute sessions. Students and teachers can log on for more than one session. PHOTOCOPYING Please photocopy the following materials for students and accompanying adults prior to your visit. SUPERVISION Teachers and supervising adults are required to stay with their groups at all times. -
Stress Biomarkers and Latinos' Exposure to the United States
Stress biomarkers and Latinos’ exposure to the United States by Nicole Louise Novak A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Epidemiological Science) in the University of Michigan 2016 Doctoral Committee: Dean Ana V. Diez Roux, Drexel University, Co-Chair Professor Philippa J. Clarke, Co-Chair Professor Arline T. Geronimus Assistant Professor Belinda L. Needham Associate Professor Brisa N. Sánchez © Nicole L. Novak 2016 DEDICATION For my family: Tom Novak and Louise Wolf-Novak Daniel Novak, Sheila Hager Novak, Bridget Novak and Kurt Novak Hager Tom and Carol Novak Hugo and Agnes Wolf …and Ethan Forsgren ii ACKNOWLEDGMENTS I am humbled as I look back on the many individuals and communities who have supported me in pursuing this degree. I am grateful for the time, patience, critical thought, and love that so many have shared with me—this dissertation and the ideas it contains are far from mine alone. I am especially grateful to my mentors and committee co-chairs, Ana Diez Roux and Philippa Clarke, who have supported and encouraged me from the very beginning. Looking back at my application essay to Michigan’s PhD program in Epidemiology, I listed research interests as diverse as agricultural health, Foucauldian biopolitics and epigenetics! I am grateful for their bravery in taking me on, and for their patience, trust and guidance as my interests eventually became focused research questions that continue to ignite me. I am endlessly impressed by Ana’s dedication as a mentor and her generosity with her time and expertise even from afar. -
Drum Languages and Their Messages Redacted for Privacy Abstract Approved
AN ABSTRACT OF THE THESIS OF Susan E. Jewett for the degree of Master of Arts in Interdisciplinary Studies: Anthropology, English and Education Presented on June 9, 1977 Title: Drum Languages and Their Messages Redacted for privacy Abstract Approved:. 6/- With over 800 languages spoken on the continent of Africa, inter-cultural communication has always been dif- ficult. In addition, many of the peoples of Africa have experienced colonial oppression. Various powers have sought to interfere with intra-cultural dialogues and the free flow of information. Their effectiveness, however, was limited because of the talking drums. These drums are speech surrogates. Messages are relayed on them in a codal form. This form is based on the tonal language of the specific speech community. The premise of this paper is that the form is a. language. The language is poetic in style, but restric- tive in nature. It can be analyzed and components of various speech events can be investigated. With this information, one can better understand how aspeech com- munity categorizes its experiences. DRUM LANGUAGES AND THEIR MESSAGES by Susan E. Jewett A THESIS submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Arts Completed June 9, 1977 Commencement June 1978 ii APPROVED: Redacted for privacy AssocWe Professor of Anthropology Redacted for privacy) Chairperson of Department /W Anthropology Redacted for privacy Dean of Graduate School Date thesis is presented: June 9, 1977 Typed by Delores Rooney for: Susan E. Jewett ACKNOWLEDGEMENTS I'd like to personally thank John Dunn, Richard Daniels, Ed Anderson, Ray Verzasconi and numerous friends and acquaintances for sup- porting me on this endeavor. -
Lancini Jen-Hao Cheng [email protected]
Lancini Jen-hao Cheng [email protected] Ens.hist.teor.arte Afiliación institucional Investigador Independiente Lancini Jen-hao Cheng, “Native Terminology and Classification of Taiwanese Musical Instruments”, Lancini Jen-hao Cheng, nacido en Ensayos. Historia y teoría del arte, Bogotá, D. C., Taiwan finalizó sus estudios de PhD en Universidad Nacional de Colombia, Vol. XIX, el Department of Music, University of No. 28 (enero-junio 2015), pp. 65-139. Otago de Nueva Zelanda en Agosto de 2015. Obtuvo también el grado M.Litt. en ABSTRACT Ethnología y Folklore en el Elphinstone This study aims to be a comprehensive investigation into Institute, University of Aberdeen, Escocia, the native terminology and classification of Taiwanese aboriginal musical instruments based on ethnographic Reino Unido. Además, se ha desempeñado fieldwork. Its main result is new information concerning por espacio de catorce años como profesor indigenous instruments and taxonomic schemes and above de música y artes y humanidades en su all the discovery of many unknown musical instruments país. Sus principales intereses investigativos from different aboriginal groups (Bunun, Kavalan, Pazih- son la etnomusicología y la organología Kahabu, Puyuma, Rukai, Sakizaya, Siraya and Tsou). Concluding, many factors influence Taiwanese native así como la exploración de contextos classifications of musical instruments and they include interpretativos en la música tradicional. linguistic factors, playing techniques, materials used in their construction, performance contexts, as well as gender, social status and religion. Key Words Taiwan, Classification, Native terminology, musical instruments TÍtulo Terminología local y clasificación de los instrumentos musicales de Taiwan RESUMEN Este estudio intenta ser una investigación exhaustiva de la terminología y sistemas de clasificación de los instrumentos musicales de los aborígenes de Taiwan con base en trabajo etnográfico de campo. -
A Lifespan Model of Ethnic-Racial Identity
Research in Human Development, 00: 1–31, 2020 Copyright © 2020 Taylor & Francis Group, LLC ISSN: 1542-7609 print / 1542-7617 online DOI: https://doi.org/10.1080/15427609.2020.1831882 A Lifespan Model of Ethnic-Racial Identity Chelsea Derlan Williams Virginia Commonwealth University Christy M. Byrd North Carolina State University Stephen M. Quintana University of Wisconsin-Madison Catherine Anicama West Coast Children’s Clinic Lisa Kiang Wake Forest University Adriana J. Umaña-Taylor Harvard University Esther J. Calzada University of Texas at Austin María Pabón Gautier St. Olaf College Kida Ejesi Boston Children’s Hospital/Harvard Medical School Nicole R. Tuitt University of Colorado Stefanie Martinez-Fuentes Arizona State University Address correspondence to Chelsea D. Williams, Department of Psychology, Developmental Program, Virginia Commonwealth University, Richmond, VA 23284-2018. E-mail: [email protected] 2 WILLIAMS ET AL. Lauren White University of Michigan Amy Marks Suffolk University Leoandra Onnie Rogers Northwestern University Nancy Whitesell University of Colorado The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, indivi dual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions. -
Cook Islands Identity Through Staged Performances
Dance encounters Exploring Cook Islands identity through staged performances. Camilla Aasmundsen Jensen Thesis submitted in partial fulfilment of the M.A. degree, Department of Social Anthropology, University of Bergen, December 2012 Cover photo: Blondie’s Photography 2011, with the permission from Director and photographer, Regina Potini. ii Contents Acknowledgements .................................................................................................................... v List of illustrations ................................................................................................................... vii Prologue ..................................................................................................................................... 1 Chapter one: ‘Dancing is who I am’- an invitation .................................................................... 5 Theme ..................................................................................................................................... 6 Contexts .................................................................................................................................. 8 Anthropology and dance ......................................................................................................... 9 Understanding dance ......................................................................................................... 11 Theoretical framework ........................................................................................................