Racism As a Global Ill
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A Legal Analysis
Maya Hertig Randall Catherine Imbeck Professor Doctoral research Faculty of Law fellow University of Geneva Faculty of Law University of Geneva The IHRA working definition of antisemitism: a legal analysis 6 November 2020 Legal opinion provided at the request of the Service for Combating Racism at the Federal Department of Home Affairs This legal analysis expresses the personal opinions of the authors and does not reflect the position of any other person or organisation. Mandate and context ............................................................................................................................................ 2 I. Executive summary ........................................................................................................................................... 3 II. Analysis of the working definition .................................................................................................................. 6 A. Introductory remarks .......................................................................................................................... 6 B. Structure of the broad definition ............................................................................................................ 7 C Core definition ..................................................................................................................................... 8 D. Examples ........................................................................................................................................... -
Blacks and Asians in Mississippi Masala, Barriers to Coalition Building
Both Edges of the Margin: Blacks and Asians in Mississippi Masala, Barriers to Coalition Building Taunya Lovell Bankst Asians often take the middle position between White privilege and Black subordination and therefore participate in what Professor Banks calls "simultaneous racism," where one racially subordinatedgroup subordi- nates another. She observes that the experience of Asian Indian immi- grants in Mira Nair's film parallels a much earlier Chinese immigrant experience in Mississippi, indicatinga pattern of how the dominantpower uses law to enforce insularityamong and thereby control different groups in a pluralistic society. However, Banks argues that the mere existence of such legal constraintsdoes not excuse the behavior of White appeasement or group insularityamong both Asians and Blacks. Instead,she makes an appealfor engaging in the difficult task of coalition-buildingon political, economic, socialand personallevels among minority groups. "When races come together, as in the present age, it should not be merely the gathering of a crowd; there must be a bond of relation, or they will collide...." -Rabindranath Tagore1 "When spiders unite, they can tie up a lion." -Ethiopian proverb I. INTRODUCTION In the 1870s, White land owners recruited poor laborers from Sze Yap or the Four Counties districts in China to work on plantations in the Mis- sissippi Delta, marking the formal entry of Asians2 into Mississippi's black © 1998 Asian Law Journal, Inc. I Jacob A. France Professor of Equality Jurisprudence, University of Maryland School of Law. The author thanks Muriel Morisey, Maxwell Chibundu, and Frank Wu for their suggestions and comments on earlier drafts of this Article. 1. -
Minority Rights
Fact Sheet No.18 (Rev.1), Minority Rights Contents: o Introduction o Provisions for the Promotion and Protection of the Rights of Persons belonging to Minorities o The Implementation of Special Rights and the Promotion of further Measures for the Protection of Minorities o Complaints Procedures o Early Warning Mechanisms o Role of Non-Governmental Organizations o The Way Ahead Annex I: Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (Adopted by General Assembly resolution 47/135 of 18 December 1992) Introduction "... The promotion and protection of the rights of persons belonging to national or ethnic, religious and linguistic minorities contribute to the political and social stability of States in which they live" (Preamble of the United Nations Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities) (1) Almost all States have one or more minority groups within their national territories, characterized by their own ethnic, linguistic or religious identity which differs from that of the majority population. Harmonious relations among minorities and between minorities and majorities and respect for each group's identity is a great asset to the multi-ethnic and multi-cultural diversity of our global society. Meeting the aspirations of national, ethnic, religious and linguistic groups and ensuring the rights of persons belonging to minorities acknowledges the dignity and equality of all individuals, furthers participatory development, and thus contributes to the lessening of tensions among groups and individuals. These factors are a major determinant etc. of stability and peace. The protection of minorities has not, until recently, attracted the same level of attention as that accorded other rights which the United Nations considered as having a greater urgency. -
Reactionary Postmodernism? Neoliberalism, Multiculturalism, the Internet, and the Ideology of the New Far Right in Germany
University of Vermont ScholarWorks @ UVM UVM Honors College Senior Theses Undergraduate Theses 2018 Reactionary Postmodernism? Neoliberalism, Multiculturalism, the Internet, and the Ideology of the New Far Right in Germany William Peter Fitz University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/hcoltheses Recommended Citation Fitz, William Peter, "Reactionary Postmodernism? Neoliberalism, Multiculturalism, the Internet, and the Ideology of the New Far Right in Germany" (2018). UVM Honors College Senior Theses. 275. https://scholarworks.uvm.edu/hcoltheses/275 This Honors College Thesis is brought to you for free and open access by the Undergraduate Theses at ScholarWorks @ UVM. It has been accepted for inclusion in UVM Honors College Senior Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. REACTIONARY POSTMODERNISM? NEOLIBERALISM, MULTICULTURALISM, THE INTERNET, AND THE IDEOLOGY OF THE NEW FAR RIGHT IN GERMANY A Thesis Presented by William Peter Fitz to The Faculty of the College of Arts and Sciences of The University of Vermont In Partial Fulfilment of the Requirements For the Degree of Bachelor of Arts In European Studies with Honors December 2018 Defense Date: December 4th, 2018 Thesis Committee: Alan E. Steinweis, Ph.D., Advisor Susanna Schrafstetter, Ph.D., Chairperson Adriana Borra, M.A. Table of Contents Introduction 1 Chapter One: Neoliberalism and Xenophobia 17 Chapter Two: Multiculturalism and Cultural Identity 52 Chapter Three: The Philosophy of the New Right 84 Chapter Four: The Internet and Meme Warfare 116 Conclusion 149 Bibliography 166 1 “Perhaps one will view the rise of the Alternative for Germany in the foreseeable future as inevitable, as a portent for major changes, one that is as necessary as it was predictable. -
Race and Membership in American History: the Eugenics Movement
Race and Membership in American History: The Eugenics Movement Facing History and Ourselves National Foundation, Inc. Brookline, Massachusetts Eugenicstextfinal.qxp 11/6/2006 10:05 AM Page 2 For permission to reproduce the following photographs, posters, and charts in this book, grateful acknowledgement is made to the following: Cover: “Mixed Types of Uncivilized Peoples” from Truman State University. (Image #1028 from Cold Spring Harbor Eugenics Archive, http://www.eugenics archive.org/eugenics/). Fitter Family Contest winners, Kansas State Fair, from American Philosophical Society (image #94 at http://www.amphilsoc.org/ library/guides/eugenics.htm). Ellis Island image from the Library of Congress. Petrus Camper’s illustration of “facial angles” from The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. Inside: p. 45: The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. 51: “Observations on the Size of the Brain in Various Races and Families of Man” by Samuel Morton. Proceedings of the Academy of Natural Sciences, vol. 4, 1849. 74: The American Philosophical Society. 77: Heredity in Relation to Eugenics, Charles Davenport. New York: Henry Holt &Co., 1911. 99: Special Collections and Preservation Division, Chicago Public Library. 116: The Missouri Historical Society. 119: The Daughters of Edward Darley Boit, 1882; John Singer Sargent, American (1856-1925). Oil on canvas; 87 3/8 x 87 5/8 in. (221.9 x 222.6 cm.). Gift of Mary Louisa Boit, Julia Overing Boit, Jane Hubbard Boit, and Florence D. Boit in memory of their father, Edward Darley Boit, 19.124. -
Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case Liav Orgad
University of Minnesota Law School Scholarship Repository Constitutional Commentary 2010 Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case Liav Orgad Theodore Ruthizer Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Orgad, Liav and Ruthizer, Theodore, "Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case" (2010). Constitutional Commentary. 635. https://scholarship.law.umn.edu/concomm/635 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. Article RACE, RELIGION AND NATIONALITY IN IMMIGRATION SELECTION: 120 YEARS AFTER THE CHINESE EXCLUSION CASE Liav Orgad* Theodore Ruthizer** INTRODUCTION 120 years ago, in May 1889, the U.S. Supreme Court ruled that "the power of exclusion of foreigners being an incident of sovereignty ... cannot be granted away or restrained. "1 Sixty years later, in January 1950, at the height of the Cold War, the U.S. Supreme Court reaffirmed the plenary power doctrine by holding that "it is not within the province of any court, unless expressly authorized by law, to review the determination of the political branch of the Government to exclude a given alien."2 Another sixty years have passed and more recently, in February 2009, the U.S. Court of Appeals for the D.C. Circuit held that "a nation-state has the inherent right to exclude or admit foreigners * Radzyner School of Law. -
RACIAL EQUALITY BILL: JAPANESE PROPOSAL at PARIS PEACE CONFERENCE: DIPLOMATIC MANOEUVRES; and REASONS for REJECTION by Shizuka
RACIAL EQUALITY BILL: JAPANESE PROPOSAL AT PARIS PEACE CONFERENCE: DIPLOMATIC MANOEUVRES; AND REASONS FOR REJECTION By Shizuka Imamoto B.A. (Hiroshima Jogakuin University, Japan), Graduate Diploma in Language Teaching (University of Technology Sydney, Australia) A thesis submitted for the degree of Master of Arts (Honours) at Macquarie University. Japanese Studies, Department of Asian Languages, Division of Humanities, College of Humanities and Social Sciences, Macquarie University, Sydney Australia. 2006 DECLARATION I declare that the present research work embodied in the thesis entitled, Racial Equality Bill: Japanese Proposal At Paris Peace Conference: Diplomatic Manoeuvres; And Reasons For Rejection was carried out by the author at Macquarie Japanese Studies Centre of Macquarie University of Sydney, Australia during the period February 2003 to February 2006. This work has not been submitted for a higher degree to any other university or institution. Any published and unpublished materials of other writers and researchers have been given full acknowledgement in the text. Shizuka Imamoto ii TABLE OF CONTENTS DECLARATION ii TABLE OF CONTENTS iii SUMMARY ix DEDICATION x ACKNOWLEDGEMENT xi INTRODUCTION 1 1. Area Of Study 1 2. Theme, Principal Question, And Objective Of Research 5 3. Methodology For Research 5 4. Preview Of The Results Presented In The Thesis 6 End Notes 9 CHAPTER ONE ANGLO-JAPANESE RELATIONS AND WORLD WAR ONE 11 Section One: Anglo-Japanese Alliance 12 1. Role Of Favourable Public Opinion In Britain And Japan 13 2. Background Of Anglo-Japanese Alliance 15 3. Negotiations And Signing Of Anglo-Japanese Alliance 16 4. Second Anglo-Japanese Alliance 17 5. Third Anglo-Japanese Alliance 18 Section Two: Japan’s Involvement In World War One 19 1. -
A Partial Historical Timeline of Slavery and Structural Racism in Amherst
A PARTIAL HISTORICAL TIMELINE OF SLAVERY AND STRUCTURAL RACISM IN AMHERST An appendix in support of A RESOLUTION AFFIRMING THE TOWN OF AMHERST’S COMMITMENT TO END STRUCTURAL RACISM AND ACHIEVE RACIAL EQUITY ____________________________________________________________________________ AUTHORING STATEMENT This timeline represents only a small sampling of Amherst’s history of white supremacy, anti-Black racism, and racial inequity. It was compiled by Reparations for Amherst, with research by Amherst resident Mattea Kramer. Cynthia Harbeson, Jones Library Special Collections, and Aaron Rubinstein, Special Collections and University Archives, University of Massachusetts, provided research assistance. This document was created in order to prepare and present evidence and factual information related to historic and contemporary instances where the Town of Amherst might have facilitated, participated, stood neutral, or enacted acts of segregative and discriminatory practices in all aspects of engagement with the Amherst Black community. The intention of this report is to compile, in one cohesive document, published facts from various works, studys, surveys, articles, recordings, policies, and resources that are freely available for public consumption. The authors have worked to compile this information and have cited materials in order to assist others in locating the document’s sources. This report is in progress and will have periodical updates when new information presents itself. VERSION UPDATES October7, 2020 Start date November 6, 2020 Review -
Ethnicity, Confession and Intercultural Dialogue at the European Union's
Munich Personal RePEc Archive Ethnicity, Confession and Intercultural Dialogue at the European Union’s East Border Brie, Mircea and Horga, Ioan and Şipoş, Sorin University of Oradea, Romania 2011 Online at https://mpra.ub.uni-muenchen.de/44082/ MPRA Paper No. 44082, posted 31 Jan 2013 05:28 UTC ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER Mircea BRIE Ioan HORGA Sorin ŞIPOŞ (Coordinators) Debrecen/Oradea 2011 This present volume contains the papers of the international conference Ethnicity, Confession and Intercultural Dialogue at the European Union‟s East Border, held in Oradea between 2nd-5th of June 2011, organized by Institute for Euroregional Studies Oradea-Debrecen, University of Oradea and Department of International Relations and European Studies, with the support of the European Commission and Bihor County Council. CONTENTS INTRODUCTORY STUDIES Mircea BRIE Ethnicity, Religion and Intercultural Dialogue in the European Border Space.......11 Ioan HORGA Ethnicity, Religion and Intercultural Education in the Curricula of European Studies .......19 MINORITY AND MAJORITY IN THE EASTERN EUROPEAN AREA Victoria BEVZIUC Electoral Systems and Minorities Representations in the Eastern European Area........31 Sergiu CORNEA, Valentina CORNEA Administrative Tools in the Protection and Promotion of the Rights of Ethnic Minorities .............................................................................................................47 -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
Complementary International Standards First Session Geneva, 11-22 February 2008
UNITED NATIONS A General Assembly Distr. GENERAL A/HRC/AC.1/1/CRP.4 18 February 2008 Original: ENGLISH ONLY HUMAN RIGHTS COUNCIL Ad Hoc Committee on the Elaboration of Complementary International Standards First session Geneva, 11-22 February 2008 COMPLEMENTARY INTERNATIONAL STANDARDS COMPILATION OF CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY BY THE FIVE EXPERTS ON THE CONTENT AND SCOPE OF SUBSTANTIVE GAPS IN THE EXISTING INTERNATIONAL INSTRUMENTS TO COMBAT RACISM RACIAL DISCRIMINATION, XENOPHOBIA AND RELATED INTOLERANCE A/HRC/AC.1/1/CRP.4 Page 2 I. CONCLUSIONS AND RECOMMENDATIONS ON THE CONTENT AND SCOPE OF SUBSTANTIVE GAPS ON COMPLEMENTARY INTERNATIONAL STANDARDS WITH REGARD TO POSITIVE OBLIGATIONS OF STATES PARTIES Assessment and recommendations 1. The role of human rights education 29. The DDPA underlines the importance of human rights education as a key to changing attitudes and behaviour and to promoting tolerance and respect for diversity in societies1 and, therefore as crucial in the struggle against racism, racial discrimination, xenophobia and related intolerance.2 The importance of human rights education is also underlined in several other human rights documents. The Vienna Declaration and Programme of Action assert that “human rights education, training and public information are essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace.”3 The World Programme for Human Rights Education identifies the promotion of understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups as one of the constitutive elements of human rights education that aims at building a universal culture of human rights.4 The 2005 World Summit Outcome calls for the implementation of the World Programme for Human Rights Education and encourages all States to develop initiatives in this regard.5 30. -
Exploring Race and Privilege
Exploring Race and Privilege Exploring Race and Privilege presents materials on culturally responsive supervision from the second of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐ Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, and other materials to provide field supervisors with a scaffolded experience to improve their ability for culturally responsive supervision. The following materials build on the trust and community developed through the first set of activities The Power of Identity. Exploration of race and concepts such as white privilege will necessitate shared understanding of language and norms for conversation. 1. Understanding the Language of Race and Diversity 2. Ground Rules for Conversation 3. Color Line Instructions 4. Color Line Handout 5. White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Understanding the Language of Race and Diversity Terms we all need to know: PREJUDICE Pre‐judgment, bias DISCRIMINATION Prejudice + action OPPRESSION Discrimination + systemic power. (Systemic advantage based on a particular social identity.) Racism = oppression based race‐ the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere. racism‐ the conscious or unconscious, intentional or unintentional, enactment of racial power, grounded in racial prejudice, by an individual or group against another individual or group perceived to have lower racial status. Types of racism: Internalized Racism Lies within individuals. Refers to private beliefs and biases about race and racism.