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Perspectives of White UCT Students on Social Transformation Initiatives
Perspectives of white UCT students on Social Transformation Initiatives Zenzile Molo Student Number: MLXZEN001 University of Cape Town Supervisor: Dr Wahbie Long Co-Supervisor: Dr Taryn van Niekerk Word Count: Abstract: 175 Main body:8181 Abstract In a post-apartheid South Africa, scholars across all disciplines have contributed to the study of transformation, race and ‘rainbowism’. Although a substantial amount of this literature features the voices of the marginalised majority, there are only a handful of studies that are focused on privileged white South Africans. This research begins to address this gap, by investigating the understanding and constructs of social transformation initiatives amongst white undergraduate students at the University of Cape Town. Three focus groups, each consisting of six participants, were conducted. A thematic analysis demonstrates that white students understand transformation as accessibility, equality and opportunity for other racial groups to climb the ladder and be equivalent to whites. Furthermore, while some students understand challenges to white privilege as critical to social and racial transformation initiatives, others employ strategies to resist ideas that counter white privilege. The paper concludes by arguing that this tension provides an opportunity for further exploration around constructions of transformation initiatives amongst young white South Africans. Keywords: accessibility; equality; opportunities; privileges; justice; transformation; education; language; apartheid; land; FeesMustFall Introduction In 2015, young black South African students stood in solidarity against injustices, inequalities and colonial images of the past calling for transformation, such as the #RhodesMustFall movement (Chaudhuri, 2016) which led to the #FeeMustFall campaign (Raju, 2017). These black students sound a call for a free decolonised education and a call to dismantle the legacy of colonialism and apartheid. -
Anthropology of Race 1
Anthropology of Race 1 Knowing Race John Hartigan What do we know about race today? Is it surprising that, after a hun- dred years of debate and inquiry by anthropologists, not only does the answer remain uncertain but also the very question is so fraught? In part, this reflects the deep investments modern societies have made in the notion of race. We can hardly know it objectively when it constitutes a pervasive aspect of our identities and social landscapes, determining advantage and disadvantage in a thoroughgoing manner. Yet, know it we do. Perhaps mis- takenly, haphazardly, or too informally, but knowledge claims about race permeate everyday life in the United States. As well, what we understand or assume about race changes as our practices of knowledge production also change. Until recently, a consensus was held among social scientists—predi- cated, in part, upon findings by geneticists in the 1970s about the struc- ture of human genetic variability—that “race is socially constructed.” In the early 2000s, following the successful sequencing of the human genome, counter-claims challenging the social construction consensus were formu- lated by geneticists who sought to support the role of genes in explaining race.1 This volume arises out of the fracturing of that consensus and the attendant recognition that asserting a constructionist stance is no longer a tenable or sufficient response to the surge of knowledge claims about race. Anthropology of Race confronts the problem of knowing race and the challenge of formulating an effective rejoinder both to new arguments and sarpress.sarweb.org COPYRIGHTED MATERIAL 3 John Hartigan data about race and to the intense desire to know something substantive about why and how it matters. -
Discussion Guide for Educators
DISCUSSION GUIDE FOR EDUCATORS Guide by Valeria Brown, MEd Beacon Press | beacon.org/whitefragility WHY SHOULD EDUCATORS READ WHITE FRAGILITY? White Fragility is a must-read for all educators because racial disparities in access and opportunity continue to be an urgent issue in our schools. An educator’s belief system can and does significantly impact how they approach teaching and learning.1 Therefore, in a school system in which the teaching population remains primarily white and the student population continues to become more racially diverse, it is necessary for ed- ucators to develop the skills to engage in conversations about bias, race, and racism—especially their own.2 Additionally, despite an educator’s best efforts, it is impossible to shield students from the hate-based violence they are exposed to on a national level. A report by the Southern Poverty Law Center, found that the rhetoric used by Donald Trump and his supporters, before and during the presidential campaign, had a significant impact on school climate.3 Teachers reported an increase in verbal harassment of students, the use of slurs and derogatory language, and instances involving swastikas, Nazi salutes, and Confederate flags. Eight in ten teachers reported heightened anxiety from students in marginalized groups, including immigrants, Muslims, African Americans, and LGBTQ youth. Each month, Teaching Tolerance, a project of SPLC, tracks and publishes hate incidents at US schools. The latest report, from November 2018, found that there were 59 reported incidents in classrooms, at school events, and on social media.4 Regrettably, stu- dents are living with hate in their midst at school, too, and it is imperative that educators take action. -
Questioning Whiteness: “Who Is White?”
人間生活文化研究 Int J Hum Cult Stud. No. 29 2019 Questioning Whiteness: “Who is white?” ―A case study of Barbados and Trinidad― Michiru Ito1 1International Center, Otsuma Women’s University 12 Sanban-cho, Chiyoda-ku, Tokyo, Japan 102-8357 Key words:Whiteness, Caribbean, Barbados, Trinidad, Oral history Abstract This paper seeks to produce knowledge of identity as European-descended white in the Caribbean islands of Barbados and Trinidad, where the white populations account for 2.7% and 0.7% respectively, of the total population. Face-to-face individual interviews were conducted with 29 participants who are subjectively and objectively white, in August 2016 and February 2017 in order to obtain primary data, as a means of creating oral history. Many of the whites in Barbados recognise their interracial family background, and possess no reluctance for having interracial marriage and interracial children. They have very weak attachment to white hegemony. On contrary, white Trinidadians insist on their racial purity as white and show their disagreement towards interracial marriage and interracial children. The younger generations in both islands say white supremacy does not work anymore, yet admit they take advantage of whiteness in everyday life. The elder generation in Barbados say being white is somewhat disadvantageous, but their Trinidadian counterparts are very proud of being white which is superior form of racial identity. The paper revealed the sense of colonial superiority is rooted in the minds of whites in Barbados and Trinidad, yet the younger generations in both islands tend to deny the existence of white privilege and racism in order to assimilate into the majority of the society, which is non-white. -
And the Hamitic Hypothesis
religions Article Ancient Egyptians in Black and White: ‘Exodus: Gods and Kings’ and the Hamitic Hypothesis Justin Michael Reed Department of Biblical Studies, Louisville Presbyterian Theological Seminary, Louisville, KY 40205, USA; [email protected] Abstract: In this essay, I consider how the racial politics of Ridley Scott’s whitewashing of ancient Egypt in Exodus: Gods and Kings intersects with the Hamitic Hypothesis, a racial theory that asserts Black people’s inherent inferiority to other races and that civilization is the unique possession of the White race. First, I outline the historical development of the Hamitic Hypothesis. Then, I highlight instances in which some of the most respected White intellectuals from the late-seventeenth through the mid-twentieth century deploy the hypothesis in assertions that the ancient Egyptians were a race of dark-skinned Caucasians. By focusing on this detail, I demonstrate that prominent White scholars’ arguments in favor of their racial kinship with ancient Egyptians were frequently burdened with the insecure admission that these ancient Egyptian Caucasians sometimes resembled Negroes in certain respects—most frequently noted being skin color. In the concluding section of this essay, I use Scott’s film to point out that the success of the Hamitic Hypothesis in its racial discourse has transformed a racial perception of the ancient Egyptian from a dark-skinned Caucasian into a White person with appearance akin to Northern European White people. Keywords: Ham; Hamite; Egyptian; Caucasian; race; Genesis 9; Ridley Scott; Charles Copher; Samuel George Morton; James Henry Breasted Citation: Reed, Justin Michael. 2021. Ancient Egyptians in Black and White: ‘Exodus: Gods and Kings’ and Religions the Hamitic Hypothesis. -
Racial Equity Plan
RED WING'S RACIAL EQUITY PLAN D R A F T : 2 0 2 1 Table of Contents Page 2: ............ Table of Contents Page 3: ............ City Mission and Vision Page 4: ............ Our Commitment to Racial Justice Page 5: ............ Acknowledgement of Harm Page 6: ............ Definitions: Working Toward Racial Justice Pages 7-8: ....... Why We Need to Do Better Page 9: ............ Timeline of Racial Equity Work P#ag2es 10-13: ..... Racial Equity Plan Draft Page 14-15: ...... How We Will Plan & Evaluate Progress W W W . R E D - W I N G . O R G 2 Red Wing's Vision Red Wing thrives as a vibrant, creative river town that values its natural environment, welcomes all people, and unlocks opportunity for everyone. Red Wing's Mission We strive to create a sustainable, healthy, accessible, resilient, and equitable community where every person #2 feels at home. How We'll Act We will create and maintain strong partnerships, be responsive to residents, and foster an active, healthy community where everyone feels welcomed, connected, represented, and encouraged to shape Red Wing's future. W W W . R E D - W I N G . O R G 32 Our Commitment to Racial Justice We seek to build a culture of inclusion and equity in Red Wing because all residents are vital to the spirit and success of our community. We desire to become a place where people of all races, ages, abilities, incomes, and backgrounds thrive and feel heard and connected. We will work so our city will be a place We now commit to acknowledging that where our elected and appointed pain and improving city policies and officials, city staff, schools, businesses, practices to consider the intended and nonprofits, boards, and other decision- unintended impacts that affect making entities all reflect the residents’ quality of life. -
Dr. Bhagat Singh Biography by Chapman
Doctorji: An Exhibit on the Life of Dr. Bhagat Singh Thind Exhibit Dates: November 17, 2016 – January 15, 2016 Dr. Bhagat Singh Thind was born on October 3, 1892 into a well-known military Kamboj Sikh Thind family in the village Taragarh/Talawan in District Amritsar, Punjab. His father S. Buta Singh Thind was retired as a Subedar Major from the British Indian Army. His mother Icer Kaur died when Dr. Thind was only a child, but left an indelible mark on him. Dr. Thind’s ancestors had served in the Sikh army of Maharaja Ranjit and before that, in the Marjeewra Sikh fauj of the 10th Lord and earned a reputation as a warrior family. S. Buta Singh Thind and his family and relations were very dedicated Sikhs and actively participated in Sikh Morcha for possession of lands belonging to Gurudwara Pheru, at Lahore in 1924 and earlier in Nankana Sahib Morcha in 1921, where out of eighty-six Singh Shaheeds, thirty-two were the Kamboj Singhs. S. Buta Singh Thind was jailed for several years and lost his military pension as a consequence. In this Gurudwara Morcha, S. Buta Singh also persuaded several other Kamboj Singhs, if Shekhupuru, to actively participate in the movement. Dr. Bhagat Singh Thind had clearly inherited his love for Sikhism and humanity from his devoted Sikh parents and relatives. After his high school graduation in 1908, Dr. Thind attended Khalsa College, Amritsar and obtained his College Degree. While a student at Khalsa College, Dr. Thind studied American history and the literature of Emerson, Whitman, and Thoreau. -
Intersectionality, Social Locations of Privilege and Conceptions of Women’S Oppression
Intersectionality, social locations of privilege and conceptions of women’s oppression. By Lee MacLean Assistant Professor, Political Science Carleton University, Ottawa, On Prepared for the CPSA meeting, May 2009, Carleton University Email: [email protected] Please do not quote or cite. If we think of privilege simply as appearing in individuals rather than being in lodged in ways of thinking, we focus on what privilege feeds but not on what sustains it. - Elizabeth Spelman, Inessential Woman. (1988, 4) I am not making a culturalist argument about ethnocentrism, I am trying to uncover how ethnocentric universalism is produced in certain analyses. - Chandra Talpade Mohanty, “Under Western Eyes.”(1993, 55) Feminist theory is in a time of transition and of real promise. Over the past several decades, feminists have articulated a necessary critique of false universalization in feminist theorizing. Feminist generalizations about women misnamed or ignored the 2 experience of too many women, often eliding or crushing out vital information that stemmed from differences of class, race, ethnicity, sexual orientation, religion, age and ability. In the wake of this important critique, feminists have begun to forge new tools to help identify and avoid false universalization, tools which will allow for more accurate theorizations of women’s situations, their subordination and the possibilities of their liberation. One such tool is the concept of intersectionality, which holds that forms of oppression interact and modify one another. Another tool is the growing feminist literature on privileged social locations and their epistemological limitations. This paper analyzes the relationship between intersectionality and the sorts of the perceptions and misperceptions of women’s oppression that are facilitated by situations of social group privilege. -
"Priceless Possession" of Citizenship: Race, Nation and Naturalization in American Law, 1880-1930
Duquesne Law Review Volume 43 Number 3 Article 4 2005 The "Priceless Possession" of Citizenship: Race, Nation and Naturalization in American Law, 1880-1930 J. Allen Douglas Follow this and additional works at: https://dsc.duq.edu/dlr Part of the Law Commons Recommended Citation J. A. Douglas, The "Priceless Possession" of Citizenship: Race, Nation and Naturalization in American Law, 1880-1930, 43 Duq. L. Rev. 369 (2005). Available at: https://dsc.duq.edu/dlr/vol43/iss3/4 This Article is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Duquesne Law Review by an authorized editor of Duquesne Scholarship Collection. The "Priceless Possession" of Citizenship: Race, Nation and Naturalization in American Law, 1880- 1930 J. Allen Douglas' I. INTRODUCTION In 1921, as restrictive immigration policy in the United States quickened, the federal district court in Washington State consid- ered the plea of N. Nakatsuka to lease land for agricultural devel- opment in the face of the state's newly implemented "Anti-Alien Land Law."' Writing for the court, Judge Cushman noted that, as an alien resident, Nakatsuka could neither lease nor own land in the state, as that was a privilege limited to American citizens.' 1. Law Clerk to the Hon. Robert B. Krupansky, U.S. Court of Appeals, Sixth Circuit, JD Cornell Law School, M.A., Ph.D. American History, Rutgers University. For their con- tributions, ideas and advice on this article I thank Jim Livingston, Stan Katz, Jackson Lears, Joan Scott, David Lyons, and Caroline Goeser. For their support I also thank the Woodrow Wilson National Fellowship Foundation and the Center for the Critical Analysis of Contemporary Culture at Rutgers University. -
EXPLAINING WHITE PRIVILEGE to a BROKE WHITE PERSON... Gina Crosley-Corcoran
EXPLAINING WHITE PRIVILEGE TO A BROKE WHITE PERSON... Gina Crosley-Corcoran Years ago, some feminist on the internet told me I was "Privileged." "WTH?!?" I said. I came from the kind of Poor that people don't want to believe still exists in this country. Have you ever spent a frigid northern Illinois winter without heat or running water? I have. At twelve years old, were you making ramen noodles in a coffee maker with water you fetched from a public bathroom? I was. Have you ever lived in a camper year round and used a random relative's apartment as your mailing address? We did. Did you attend so many different elementary schools that you can only remember a quarter of their names? Welcome to my childhood. So when that feminist told me I had "white privilege," I told her that my white skin didn't do shit to prevent me from experiencing poverty. Then, like any good, educated feminist would, she directed me to Peggy McIntosh's 1988 now-famous piece, "White Privilege: Unpacking the Invisible Knapsack." After one reads McIntosh's powerful essay, it's impossible to deny that being born with white skin in America affords people certain unearned privileges in life that people of another skin color simple are not afforded. For example: "I can turn on the television or open to the front page of the paper and see people of my race widely represented." "When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is." "If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race." "I can if I wish arrange to be in the company of people of my race most of the time." If you read through the rest of the list, you can see how white people and people of color experience the world in two very different ways. -
Race & Ethnicity in Independent Films
Race & Ethnicity in Independent Films: Prevalence of Underrepresented Directors and the Barriers They Face Katherine M. Pieper, Ph.D., Marc Choueiti, & Stacy L. Smith, Ph.D. Annenberg School for Communication & Journalism University of Southern California (working paper) This project was supported in part or in whole by an award from the Research: Art Works program at the National Endowment for the Arts: Grant# 13-3800-7017. The opinions expressed in this paper are those of the author(s) and do not necessarily represent the views of the Office of Research & Analysis or the National Endowment for the Arts. The NEA does not guarantee the accuracy or completeness of the information included in this report and is not responsible for any consequence of its use. 1 Race & Ethnicity in Independent Films: Prevalence of Underrepresented Directors and the Barriers They Face Katherine M. Pieper, Ph.D., Marc Choueiti, & Stacy L. Smith, Ph.D. Annenberg School for Communication & Journalism University of Southern California 3502 Watt Way, Suite 222-223 Los Angeles, CA 90089 @MDSCInitiative Executive Summary The purpose of this study was to assess the prevalence and experiences of directors from underrepresented racial/ethnic groups in film. To this end, the research involved three prongs. First, we examined race/ethnicity of all directors associated with U.S. dramatic and documentary films selected and screened at Sundance Film Festival (SFF) between 2002 and 2013. Using a modified version of U.S. Census categories, a total of 1,068 directors across more than 900 films were categorized into one or more racial/ethnic groups. Second, we assessed how diversity behind the camera was related to on screen diversity. -
The Punjabi Sikh Presence in Early American Yoga
UC Santa Barbara UC Santa Barbara Previously Published Works Title Rishis and Rebels: The Punjabi Sikh Presence in Early American Yoga Permalink https://escholarship.org/uc/item/5380w51m Journal Journal of Sikh & Punjab Studies, 23(1&2) Author Deslippe, Philip Roland Publication Date 2016 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Rishis and Rebels: The Punjabi Sikh Presence in Early American Yoga Philip Deslippe University of California, Santa Barbara This article examines the role played by five Punjabi Sikh immigrants as teachers of yoga in the United States during the early to mid-twentieth century: Wassan Singh (1882-1942), Bhagwan Singh Gyanee (1884-1962), Rishi Singh Gherwal (1889-1964), Bhagat Singh Thind (1892-1967), and Sadhu Balwant Singh Grewal (1899-1985). After placing them in the context of modern yoga and its early history in America, it is suggested that as yoga teachers these five are best understood as immigrants and merchants who occupied a unique and liminal position between the prevailing antagonisms against South Asian immigration and a fascination with an imagined “metaphysical Asia.” In addition to their political activities for rights within the United States and an independent Indian nation abroad, they are cast as a significant presence in both the history of yoga and the history of the Punjabi diaspora in America. Introduction In the June 1934 issue of The Missionary Review of the World dedicated to the question of “Orientals,” Reverend Theodore Fieldbrave offered readers a survey of a Christian missionary field that was in his words more “difficult… and yet more unique and far reaching” than any other: East Indians in the United States.