ABSTRACT Arab American Racialization and Its Effect
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Systemic Classism, Systemic Racism: Are Social and Racial Justice Achievable in the United States?
Systemic Classism, Systemic Racism: Are Social and Racial Justice Achievable in the United States? THOMAS KLEVEN† I. INTRODUCTION The thesis of this article is that the United States is systemically a highly classist and racist society, that classism and racism are interrelated and overlapping phenomena, and that the achievement of a non- classist/non-racist society requires a mass movement of working-class people of all ethnicities for social and racial justice for all. By systemic classism/racism I mean that the political and economic institutions of the society are structured and operate to systematically disadvantage working-class people in general, and ethnic minorities in particular, and to systematically advantage a relatively small and largely white upper elite class, and a rather substantial and predominantly white upper middle class. By systemic advantage/disadvantage I mean that the opportunities to succeed in life are unequally distributed along class and racial lines, and that society’s institutions produce and perpetuate this class/race hierarchy. The discussion of race focuses primarily on African Americans and Hispanics, both of whom have been systematically disadvantaged on account of ethnicity.1 As the society’s largest disadvantaged minorities, † Professor of Law, Thurgood Marshall School of Law, Texas Southern University. I would like to thank my colleagues who attended and made helpful comments on an earlier draft of the article presented at a Faculty Quodlibet at the law school in November, 2007. I would especially like to thank Asmara Tekle-Johnson for suggestions on how better to organize the article, and Jon Levy for pointing out errors in and suggesting sources for the historical parts of the article. -
Is Integration a Discriminatory Purpose?
Yeshiva University, Cardozo School of Law LARC @ Cardozo Law Articles Faculty 2011 Is Integration a Discriminatory Purpose? Michelle Adams Benjamin N. Cardozo School of Law, [email protected] Follow this and additional works at: https://larc.cardozo.yu.edu/faculty-articles Part of the Law Commons Recommended Citation Michelle Adams, Is Integration a Discriminatory Purpose?, 96 Iowa Law Review 837 (2011). Available at: https://larc.cardozo.yu.edu/faculty-articles/308 This Article is brought to you for free and open access by the Faculty at LARC @ Cardozo Law. It has been accepted for inclusion in Articles by an authorized administrator of LARC @ Cardozo Law. For more information, please contact [email protected], [email protected]. Is Integration a Discriminatory Purpose? Michel/,e Adams* ABSTRACT: Is integration a form of discrimination? Remarkably, recent Supreme Court doctrine suggests that the answer to this question may well be yes. In Ricci v. DeStefano, the Court characterizes-for the very first time-government action taken to avoid disparate-impact liability and to integrate the workplace as "race-based, " and then invalidates that action under a heightened /,evel of judicial review. Consequently, Ricci suggests that the Court is open to the "equiva/,ence doctrine, " which posits that laws intended to racially integrate are morally and constitutionally equiva/,ent to laws intended to racially separate. Under the equiva/,ence doctrine, integration is simply another form of discrimination. The Court has not yet fully embraced this view. Ricci contains a significant limiting princip!,e: To be actionab/,e, the government's action must create racial harm, i.e., sing/,e out individuals on the basis of their race for some type of adverse treatment. -
Racial Critiques of Mass Incarceration: Beyond the New Jim Crow
RACIAL CRITIQUES OF MASS INCARCERATION: BEYOND THE NEW JIM CROW JAMES FORMAN, JR.* In the last decade, a number of scholars have called the American criminal justice system a new form of Jim Crow. These writers have effectively drawn attention to the injustices created by a facially race-neutral system that severely ostracizes offenders and stigmatizes young, poor black men as criminals. I argue that despite these important contributions, the Jim Crow analogy leads to a distorted view of mass incarceration. The analogy presents an incomplete account of mass incarceration’s historical origins, fails to consider black attitudes toward crime and punishment, ignores violent crimes while focusing almost exclusively on drug crimes, obscures class distinctions within the African American community, and overlooks the effects of mass incarceration on other racial groups. Finally, the Jim Crow analogy diminishes our collective memory of the Old Jim Crow’s particular harms. INTRODUCTION In the five decades since African Americans won their civil rights, hundreds of thousands have lost their liberty. Blacks now make up a larger portion of the prison population than they did at the time of Brown v. Board of Education, and their lifetime risk of incarceration has doubled. As the United States has become the world’s largest jailerand its prison population has exploded, black men have been particularly affected. Today, black men are imprisoned at 6.5 times the rate of white men. While scholars have long analyzed the connection between race and America’s criminal justice system, an emerging group of scholars and advocates has highlighted the issue with a provocative claim: They argue that our growing penal system, with its black tinge, constitutes nothing less than a new form of Jim Crow. -
Notes on Middle East for Government 35, World Politics
Notes on Middle East for Government 35, World Politics 1. Important to note that there is much more diversity of opinion regarding Palestine in Israel than there is in the United States. For example, according to Haaretz, a leading English language newspaper’s recent poll, 64% of Israelis believe direct negotiations with Hamas should be undertaken, which is contrary to the opinion of the Israeli and U.S. governments. a. Decades ago, articles by noted Jewish intellectuals Hans Morgenthau and Hannah Arendt, in Commentary Magazine, argued that the consistency of American Jews’ support for Israel was based upon guilt that they lived in a relatively peaceful America, while Israeli’s peaceful existence was under the constant threat of war and terrorism. Then, the magazine was considered an organ of the American Jewish Committee. Now, Commentary Magazine’s website, http://www.commentarymagazine.com/, lists its importance to the neoconservative movement in American politics. 2. The main lobbying organization for Israel over the years has been the American Israel Public Affairs Committee, which some believe was initially funded by Mossad, the Israeli intelligence service, although not so today so far as we know. a. The site can be found at: http://www.aipac.org/ i. (You can note that it lists itself as “America’s Pro-Israel Lobby.”) 3. Recently, another group has been formed to counter some of the influence of AIPAC: Jstreet a. The site can be found at: http://www.jstreet.org/ i. (You can note that it lists itself as “A new pro-peace, pro-Israel political voice.”) 4. -
Helping to Shape the Policy Discourse on Palestine
Helping to Shape the Policy Discourse on Palestine Al-Shabaka in 2016 and into 2017 Al-Shabaka, The Palestinian Policy Network, is an independent, non- partisan, and non-profit organization whose mission is to educate and foster public debate on Palestinian human rights and self- determination within the framework of international law. Contents Letter from the Executive Director 1 1. Policy Insights and Options 2 2. Fielding the Policy Team in Strategic Locations 5 3. Expanding the Global Palestinian Think Tank 9 4. Outreach & Engagement 11 5. Financial Report and List of Donors 13 6. List of Publications 2010 - 2016 15 7. List of Al-Shabaka Analysts 22 Letter from the Executive Director With key anniversaries for Palestine and The network has grown by 30% since the Palestinians on the calendar in 2017 2015, with new policy members reinforcing and 2018, Israel’s aim to consolidate its existing areas of expertise as well as occupation went into overdrive. Over the providing coverage in additional geographic past year this has included a ramped- areas (see Section 3). Al-Shabaka’s reach up effort to erase the use of the term has also expanded through well-placed op- “occupation” from the public discourse eds in both the Arabic and English media, while multiplying settlement activity; the increased use of English and Arabic social drive to occupy key positions on United media, speaking engagements in many Nations committees while violating different locales, and translation of policy international law; and cracking down on free content into French and Italian, among speech and non-violent activism. -
Practical Difficulties and Theoretical Hurdles Facing the Fair Housing Act Online
Case Western Reserve Law Review Volume 60 Issue 2 Article 8 2010 The Internet is for Discrimination: Practical Difficulties and Theoretical Hurdles Facing the Fair Housing Act Online Matthew T. Wholey Follow this and additional works at: https://scholarlycommons.law.case.edu/caselrev Part of the Law Commons Recommended Citation Matthew T. Wholey, The Internet is for Discrimination: Practical Difficulties and Theoretical Hurdles Facing the Fair Housing Act Online, 60 Case W. Rsrv. L. Rev. 491 (2010) Available at: https://scholarlycommons.law.case.edu/caselrev/vol60/iss2/8 This Note is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Law Review by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. THE INTERNET IS FOR DISCRIMINATION: PRACTICAL DIFFICULTIES AND THEORETICAL HURDLES FACING THE FAIR HOUSING ACT ONLINE Everyone's a little bit racist, it's true. But everyone is just about as racistas you! The song Everyone's a Little Bit Racist from the popular Broadway musical Avenue Q proclaims, axiomatically, that "[elveryone makes judgments . based on race. [n]ot big judgments, like who to hire or who to buy a newspaper from ... just little judgments like thinking that Mexican busboys should learn to speak . English !",2 It teaches a troubling lesson that, despite superficial equality of opportunity, structural racism remains embedded in our society. The show takes a farcical view of the dilemma, and it proposes a solution: "If we all could just admit that we are racist a little bit, and everyone stopped being so P.C., maybe we could live in-harmony!"3 The comedic song likely does not purport to make a serious policy statement addressing American racism; nonetheless, the message it sends is problematic. -
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. -
White People's Choices Perpetuate School and Neighborhood
EXECUTIVE OFFICE OF RESEARCH White People’s Choices Perpetuate School and Neighborhood Segregation What Would It Take to Change Them? Subtitle Here in Title Case Margery Austin Turner, Matthew M. Chingos, and Natalie Spievack April 2021 More than a century of public policies and institutional practices have built a system of separate and unequal schools and neighborhoods in the US. And a web of public policies—from zoning and land-use regulations and policing policies to school district boundaries and school assignment practices—sustain it today (Turner and Greene 2021). Substantial evidence documents the damage segregation inflicts on children of color and the potential benefits they can realize from racially integrated neighborhoods and schools (Chetty, Hendren, and Katz 2016; Johnson 2019; Sharkey 2013). Emerging evidence suggests that segregation may hurt white children as well, undermining their ability to live, work, and play effectively with people of color and thus their capacity to thrive in an increasingly multiracial society. White people’s choices about where to live and where to send their children to school are shaped by this entrenched and inequitable system. But their attitudes, preferences, and choices can also influence the policies that sustain the current system, either by defending policies that exclude people of color from well-resourced neighborhoods and schools or by supporting reforms that could advance greater inclusion and equity. Policymakers who want to advance neighborhood and school integration need to better understand the choices white people make to design initiatives that influence white families to make more prointegrative choices. Doing so could produce more diverse neighborhoods and schools in the near term and could expand white people’s support for more structural reforms to dismantle the separate and unequal system over the long term. -
Placing Jerusalemites in the History of Jerusalem: the Ottoman Census (Sicil-I Nüfūs) As a Historical Source
chapter 1 Placing Jerusalemites in the History of Jerusalem: The Ottoman Census (sicil-i nüfūs) as a Historical Source Michelle U. Campos Over a decade ago, the distinguished Palestinian historian Rashid Khalidi pub- lished “A Research Agenda for Writing the History of Jerusalem,” in which he identified a number of notable problems in the then-extant historiography of the city: historical unevenness, an imbalanced emphasis on some subjects and communities, and significant thematic gaps in intellectual, religious, legal, urban, and demographic history.1 Since then, there has been a wave of impor- tant works on Ottoman Jerusalem addressing some of Khalidi’s desiderata. However, there is still much work that can and should be done.2 One of the 1 Rashid I. Khalidi, “A Research Agenda for Writing the History of Jerusalem,” in Pilgrims, Lepers, and Stuffed Cabbage: Essays on Jerusalem’s Cultural History, ed. Issam Nassar and Salim Tamari (Jerusalem: Institute of Jerusalem Studies, 2005). 2 For recent works on the Ottoman period alone, see Bedross Der Matossian, Shattered Dreams of Revolution: From Liberty to Violence in the Late Ottoman Empire (Stanford: Stanford University Press, 2014); Vincent Lemire, Jérusalem 1900: La ville sainte à l’âge des possibles (Paris: Armand Colin, 2013); Abigail Jacobson, From Empire to Empire: Jerusalem between Ottoman and British Rule (Syracuse: Syracuse University Press, 2011); Michelle U. Campos, Ottoman Brothers: Muslims, Christians, and Jews in Early Twentieth Century Palestine (Stanford: Stanford University -
6TH MEETING of the ISTANBUL PROCESS a Cross-Regional Perspective on Best Practices and Policies for Promoting Religious Tolerance and Strengthening Resilience
MEETING REPORT 6TH MEETING OF THE ISTANBUL PROCESS A cross-regional perspective on best practices and policies for promoting religious tolerance and strengthening resilience 20-21 July 2016 - Singapore On 20-21 July 2016, the Government of Singapore hosted 2. 'Promoting an open, constructive and respectful the sixth meeting of the Istanbul Process, organised debate of ideas, as well as interfaith and intercultural CONTENTS in collaboration with the S. Rajaratnam School of dialogue at the local, national and international levels International Studies (RSIS). The meeting was entitled: 'A to combat religious hatred, incitement and violence,' cross-regional perspective on best practices and policies (panel discussion II); and for promoting religious tolerance and strengthening 3. 'Speaking out against intolerance, including resilience.' advocacy of religious hatred that constitutes This was the first Istanbul Process meeting to be held in incitement to discrimination, hostility or violence,' Southeast Asia, with a practitioner-centric focus. (also panel discussion II). Part I The workshop provided a platform for practitioners from a A final 'syndicated discussion' in small groups on the second Context and significance p. 2 cross-regional group of countries, civil society and academics day provided a platform for discussing 'future challenges, Part II to share best practices, practical policies and lessons learnt emerging trends, and ways forward' on these themes. in the promotion of religious tolerance and strengthening Overview of the discussion The session also included a community walk-about in resilience in the spirit of Human Rights Council resolution Singapore's heartlands, and a visit to an inter-faith Harmony Opening session p. -
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.