Common Racist Attitudes and Behaviors 28 That Indicate a Detour Or Wrong Turn Into White Guilt, Denial Or Defensiveness
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
White Privilege: Exploring the (In)Visibility of Pakeha Whiteness
White Privilege: Exploring the (in)visibility of Pakeha whiteness A thesis submitted in partial fulfilment of the requirements for the Degree of Masters of Arts in Human Services at the University of Canterbury By Claire Frances Gray Human Services Programme School of Social and Political Sciences University of Canterbury 2012 Contents Acknowledgements .......................................................................................................................................... 1 Abstract ................................................................................................................................................................. 2 Chapter 1 .............................................................................................................................................................. 3 Introduction ........................................................................................................................................................ 3 A New Zealand Context ............................................................................................................................. 5 Adoption of a Critical Stance ................................................................................................................... 7 Thesis Overview ........................................................................................................................................... 8 A Note on Writing Style ......................................................................................................................... -
Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising -
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. -
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). -
Uncovering the White Place: Whitewashing at Work Reitman, Meredith
www.ssoar.info Uncovering the white place: whitewashing at work Reitman, Meredith Preprint / Preprint Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Reitman, M. (2006). Uncovering the white place: whitewashing at work. Social & Cultural Geography, 7(2), 267-282. https://doi.org/10.1080/14649360600600692 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-NC-ND Lizenz This document is made available under a CC BY-NC-ND Licence (Namensnennung-Nicht-kommerziell-Keine Bearbeitung) zur (Attribution-Non Comercial-NoDerivatives). For more Information Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden see: Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/deed.de Diese Version ist zitierbar unter / This version is citable under: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-379226 Social & Cultural Geography, Vol. 7, No. 2, April 2006 Uncovering the white place: whitewashing at work Meredith Reitman Department of Geography, University of Wisconsin–Milwaukee, PO Box 413, Milwaukee, WI 53201, USA, [email protected] Recent work exploring the racialization of place tends to focus on the racialization of marginalized group space. This paper shifts attention toward the racialization of dominant group space, namely, the creation and maintenance of white places. Using the case study of the software workplace, I argue that white places are formed through a process of whitewashing, which simultaneously denies race and superimposes white culture. Whitewashing wields language and invisibility to deny race and promote a particular kind of multiculturalism, while cloaking the workplace in a culture of informality and business politics. -
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. -
82 PAKEHA IDENTITY and WHITENESS: What Does It Mean to Be White? Claire Gray, Nabila Jaber & Jim Anglem Introduction Whitene
sites: new series · vol 10 no 2 · 2013 DOI: http://dx.doi.org/10.11157/sites-vol10iss2id223 – article – PAKEHA IDENTITY AND WHITENESS: What does it mean to be White? Claire Gray, Nabila Jaber & Jim Anglem abstract This article is concerned with a critical examination of whiteness among those who self identify as Pakeha within a New Zealand context. Through in-depth interviews with 15 men and women we explored the proposition that the adop- tion of a Pakeha identity may preclude an understanding of the ways that whiteness and privilege operate. Employing thematic and discourse analysis, four major themes were identified within the data; a Pakeha relationship with Maori, the reification of whiteness, a disengagement from privilege and a sepa- ration from other white people. The functionality and organisation of language were considered in order to examine participants’ detachment from dominant white culture. This article suggests that the assumption of a Pakeha self-iden- tity may allow the bearer to discursively obscure both the cultural capital that whiteness provides and the privileges afforded by this capital. Ultimately, this research draws attention to the intersection of privilege and whiteness within New Zealand and offers an explanation for the persistence of white hegemony. introduction Whiteness emerged as a field of study during the 1990s largely in the United States and to a lesser extent in Britain and Australia. In one of the most influen- tial pieces of scholarship on the subject, Peggy McIntosh (1988) examined the advantages available to her on account of her whiteness outlining 46 assets she believed she had accrued solely on this basis. -
And Minorities in Post-Apartheid South Africa: a Case Study of Indian South Africans
‘Positive Discrimination’ and Minorities in Post-apartheid South Africa: A Case Study of Indian South Africans Anand Singh Abstract There are numerous ways in which people attempt to make sense of the transformation that is taking place in contemporary South Africa, especially with respect to ‘positive discrimination’ and ‘affirmative action’ – often used interchangeably as synonyms1. Against the background of its racialised past, characterised by the highest privileges for Whites and a narrowing of privileges for Coloureds, Indians and Africans (in this order) – during apartheid, reference to changes is often made in the context of a continuation in discriminatory policies that resembles institutionalised patterns of ‘reverse discrimination’, a somewhat grim reminder of the Apartheid era. As people (Indian respondents) refer to this they often bring up a sense of turgidity in at least 3 issues such as ‘positive discrimination’, ‘affirmative action’, and ‘Black Economic Empowerment’. In a similar vein, their references to these being forms of xenophobia, ethnocentrism, ethnic nepotism, collective narcissism, or sheer racism in reverse, shows the lack of clarity that the lay person often has about the academic contexts of these concepts. This article argues that while they may not be accurate, as people often tend to use them interchangeably, the terms often overlap in definitions and they do have one thing in common i.e. reference to institutionalised forms of discrimination and polarisation. While South African Indians often feel that the alienation brought about by affirmative action/positive discrimination is harsh and reverse racism, the evidence herein suggests that ethnic nepotism is a more 1 For the purposes of this article both words will be taken as synonyms.