73Th REGULAR SESSION OEA/Ser.Q August 4 –14, 2008 CJI/Doc.312/08 Rio De Janeiro, Brazil August 14, 2008 Original: Spanish

Total Page:16

File Type:pdf, Size:1020Kb

73Th REGULAR SESSION OEA/Ser.Q August 4 –14, 2008 CJI/Doc.312/08 Rio De Janeiro, Brazil August 14, 2008 Original: Spanish 73th REGULAR SESSION OEA/Ser.Q August 4 –14, 2008 CJI/doc.312/08 Rio de Janeiro, Brazil August 14, 2008 Original: Spanish CJI/doc.312/08 THE STRUGGLE AGAINST DISCRIMINATION AND INTOLERANCE (presented by Dr. Hyacinth Evadne Lindsay) INTRODUCTION The fight against racism, racial discrimination, xenophobia and related intolerance is a fundamental issue of human rights and freedoms and the preservation and promotion of cultural diversity is linked to the security, respect for and participation of all members of society.1 The United Nations Commission on Human Rights defined discrimination as “…. any distinction, exclusion, restriction or preference which is based on any ground such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, which has the purpose or effect of nullifying or impairing the recognition, enforcement or exercise by all persons on an equal footing of all rights and freedoms”.2 Discrimination is multi-dimensional as aptly illustrated in the following statement “….discrimination takes on as many forms as the biases, prejudices, stereotyping, scapegoating, bigotry and hatreds of individual people do. Discrimination can be passive, as in failure to extend the benefits of society to groups of certain ethnic origins or beliefs. Discrimination also takes the form of some of the most brutal violence in recorded history”.3 [There can be no doubt that the trans-Atlantic slave trade would fall in this latter category]. Intolerance, which is demonstrated by a lack of respect for the practices or beliefs of others and can mean “that people are not treated fairly because of their religious beliefs, their sexuality or even their clothes and hairstyle…” and “lies at the basis of racism, anti-Semitism, xenophobia and discrimination in general. It can often lead to violence”.4 In many societies discrimination and intolerance are not confined to race and certain persons are victims on the basis of age, sexual orientation, lifestyle, religious beliefs, immigration status, health status (as in the case of persons living with HIV) and people who are mentally or physically challenged. An individual may also suffer discrimination on more than one level, as for example, a woman who suffers discrimination on the basis of her gender and also her ethnic origin. 1 Publication entitled Canada’s approach to the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance: Preliminary suggestions for the draft declaration and Plan of Action. 2 UN Compilation of General Comments and General Recommendations adopted by the Human Rights Bodies. 1HR/GEN/51 Rev2 of 29 march 1996, p.27. 3 Article entitled “Won’t you Help Fight Discrimination?”, published by Jacob Blaustein, Institute for the Advancement of Human Rights of the American Jewish Committee, Revised Sept. 02, 1998. 4 UNITED FOR INTERCULTURAL ACTION, European network against nationalism, racism fascism and in support of migrants and refugees. Information Leaflet NO. 17: Resistance against intolerance. Available at: www.unitedagainstracism.org/pages/info17.htm. The international community has been very active in the struggle against all forms of discrimination, as evidenced by the conventions and other action which seek to provide a means of counteracting or even eliminating such discrimination. RACIAL DISCRIMINATION The International Convention on the Elimination of all Forms of Racial Discrimination describes racist ideologies as being “scientifically false, morally condemnable, socially unjust and dangerous and economically devastating”. Racial discrimination differentiates between individuals on the basis of real or perceived racial differences. A statement on the history of the struggle against racism includes the observation that the first cases of resistance against racism can be traced back to the opposition of native peoples of Africa, the Americas and Asia to the European colonial yoke of slavery. The fact that the oppressed peoples maintained their native cultures and identities despite attempts at uprooting whole ethnic groups is also described as another form of resistance.5 The primary objective of the international community as outlined at the World Conference on Human Rights held in June, 1993 was the elimination of racism, racial discrimination, in particular their institutionalized forms such as apartheid or resulting from doctrines of racial superiority or excess or contemporary forms and manifestations of racism. The principle of non-discrimination is enshrined in paragraph (1) of Article 3 of the OAS Charter whereby the American States proclaim the fundamental rights of the individual without distinction as to race, nationality, creed or sex. Action by the OAS in relation to the Second Summit of the Americas in sustainable development, 1996, includes the following: • The development of a series of criteria and suggestions for strengthening the system for the promotion and protection of human rights; • The work of the Unit for Social Development and Education in creating a forum for discussion and dialogue in relation to public policy in the fight against poverty and discrimination, resulting in the “Inter-American Programme for Overcoming Poverty and Discrimination” and the Plan of Action for anti-discrimination programmes. This was approved by Ministers and Officials. The International Trade Union Congress (ITUC) and the International Labour Organization held a joint seminar in Geneva on December 4-7, 2007, which was aimed at developing a trade union strategy to fight racial discrimination and xenophobia. A report of the seminar concluded inter alia, that: • Despite ratification of ILO conventions by a large majority of governments, millions of working men and women suffer discrimination based on colour, cultural differences ethnic or national origin; they are prey to racism, xenophobia, intolerance, ethnic and religious tensions in the workplace and in society. • The action programme against racism and xenophobia will be equipped with an international monitoring implementation and assessment mechanism. • Legal instruments were essential in the fight against discrimination but it is also necessary to take measures to prevent prejudice and intercommunity tensions which could result in discriminatory or racist acts, o both. The measures will be accompanied by educational campaigns and efforts to promote intercultural relations. 5 Ibid, op. cit. The IUTC Deputy General Secretary noted that migrants in particular are often exposed to racism and that the greatest failure of the global economy is its inability to create sufficient jobs there where people live.6 The participation by the United Nations in the struggle for the elimination of all forms of discrimination has been described as “a very important element in the efforts of the international community to assure full implementation and observance of human rights”. 7 Relevant resolutions conventions and declarations adopted by the UN include the following: • The Convention on the Prevention and Punishment of the Crime of Genocide 1948; • The Declaration on the Elimination of All forms of Racial Discrimination, 1963; • The International Convention on the Elimination of All forms of Racial Discrimination, 1965, • The International Convention on the Suppression and Punishment of the Crime of Apartheid, 1973. Another very significant achievement is the adoption in the framework of the three Decades for Action to Combat Racism and Racial Discrimination, the First 1873-1982, the Second 1983-1992 and the Third 1994-2003. Resolution 1996/21 outlines measures to combat contemporary forms of racism racial discrimination, xenophobia and related intolerance. However, at its 1996 session, the Commission on Human Rights expressed grave concern at the continuing instances of hatred and intolerance. States were urged to ensure that their constitutional and legal systems provide effective guarantees of freedom of thought and conscience and to all without discrimination, including the provision of effective remedies in cases involving violation of the right to freedom of religion or belief. The United Nations World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance, held in Durban, South Africa 31/08/2001 to 7/09/2001, marked a very significant milestone in the struggle. The Conference was authorized by General Assembly Resolution 52/111, 1997, with the aim of exploring effective methods to eradicate racial discrimination and to promote awareness in the global struggle against intolerance. The Conference ended with a condemnation of racism, racial discrimination, xenophobia and related intolerance and a call for action by the international community to eradicate them wherever they may be found. Declaration and Programme of Action was adopted that commits Member States to undertake a wide range of measures to combat discrimination at the international, regional and national levels. States are urged to: • enhance measures to fulfill the right of everyone to enjoy the highest attainable standard of physical or mental health, with a view to eliminating disparities in health status that might have resulted from racial discrimination. • implement policies and measures designed to prevent and eliminate discrimination on the basis of religion or belief that many of African descent experience. • ensure full and effective access to the justice system for all individuals particularly those of African descent.
Recommended publications
  • Vine Racial Comedy As a Sociopolitical Discourse Genre
    ! UNIVERSITY OF CALIFORNIA Santa Barbara “What, a Black man can’t have a TV?”: Vine Racial Comedy as a Sociopolitical Discourse Genre A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Linguistics by Kendra Nicole Calhoun Committee in charge: Professor Mary Bucholtz, Chair Professor Stephanie Leigh Batiste Professor John W. Du Bois December 2016 ! ! The thesis of Kendra Nicole Calhoun is approved. _____________________________________________ Stephanie Leigh Batiste _____________________________________________ John W. Du Bois _____________________________________________ Mary Bucholtz, Committee Chair December 2016 ! ! “What, a Black man can’t have a TV?”: Vine Racial Comedy as a Sociopolitical Discourse Genre Copyright © 2016 by Kendra Nicole Calhoun iii! ! ABSTRACT “What, a Black man can’t have a TV?”: Vine Racial Comedy as a Sociopolitical Discourse Genre by Kendra Nicole Calhoun This thesis analyzes the generic features and social significance of Vine racial comedy, a genre of sociopolitical humor on the video-sharing social media platform Vine. Comedy is the most popular category of videos on the platform, and for the majority of Vine’s existence since its launch in 2013, comedy has been dominated by King Bach (pronounced “batch”). Andrew Bachelor, the actor and producer behind the King Bach persona, is a 28-year-old Black comedian with more than 16 million Vine followers (as of October 2016), making him the most followed comedy Viner and the most followed Viner overall. King Bach has created a dominant form of Vine racial comedy, a unique style of audio-visual comedy that incorporates features of both face-to-face and online discourse genres and adapts them to the affordances of the Vine platform.
    [Show full text]
  • We Been Knowin: Toward an Antiracist Language & Literacy
    Journal of Language and Literacy Education Vol. 16 Issue 1—Spring 2020 We Been Knowin: Toward an Antiracist Language & Literacy Education April Baker -Bell Abstract: This essay asserts the importance for English/Language Arts educators to become conversant with the features of Black Language and the cultural, and historical foundations of this speech genre as a rule-bound, grammatically consistent pattern of speech. These features go beyond grammar to include such conventions as a reliance on storytelling as a means& of communicating ideas. The author proposes a set of issues for educators to consider so that they may produce antiracist scholarship, praxis, and knowledge that work toward transformation and social change in service of addressing racial, cultural, and linguistic inequities in language and literacy education. The essay concludes with ten framing ideas for generating an antiracist Black Language Pedagogy in order to produce a society founded on respect and appreciation for the historical, cultural, political, and racial underpinnings of Black Language. Keywords: anti-Black linguistic racism, antiracist critical media literacies, anti-racist pedagogies, Black Language, White Mainstream English Dr. April Baker-Bell is Assistant Professor of Language, Literacy, and English Education in the Department of English and African American and African Studies department at Michigan State University. Her research interrogates the intersections of sociolinguistics, anti-black racism, and anti- racist pedagogies; and is concerned with anti-racist writing pedagogies, critical media literacies, Black feminist-womanist storytelling, and the health & wellness needs of women of color in academia, with an emphasis on early career Black women. The root of her research stems from her experience being ill- prepared to address her Black students’ language and literacy needs when she worked as a high school English teacher in Detroit.
    [Show full text]
  • African American Vernacular English: Affirming Spaces For
    AFRICAN AMERICAN VERNACULAR ENGLISH: AFFIRMING SPACES FOR LINGUISTIC IDENTITY WITHIN THE COMPOSITION CLASSROOM by REGINA LATONYA GOLAR LUKE NIILER, COMMITTEE CHAIR CATHERINE E. DAVIES DOVEANNA FULTON-MINOR MICHELLE BACHELOR ROBINSON AMY DAYTON-WOOD A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2011 Copyright Regina Latonya Golar 2011 ALL RIGHTS RESERVED ABSTRACT This dissertation, “African American Vernacular English: Affirming Spaces for Linguistic Identity within the Composition Classroom,” presents the findings of an IRB- approved case study on African American female identity within the first-year composition classroom. The goals of my research are to interrogate the privilege awarded to Standard American English, advocate equality among all cultural dialects, and affirm pedagogical spaces for students’ linguistic identities. My research addresses the links between African American females’ language and identity. The first portion of the case study involves the students’ academic identities. Based on the results of the study, I argue that in order to succeed within academia, African American female students must overcome a silencing of the African American voice as well as their personal insecurities involving language. The second portion of the study involves the students’ societal identities. I argue that incorporating new waves of technology that reflect students’ interests provides students an outlet to explore facets of their identity that fall outside the scope of academic discourse. Within my research, I demonstrate concrete ways to apply the Conference on College Composition and Communication’s position statement Student’s Right to Their Own Language.
    [Show full text]
  • An Analysis of Black Lives Matter Literature by Kayli Bland a Thesis Submitted to Sonoma
    “Blackness is Not Probable Cause”: An Analysis of Black Lives Matter Literature by Kayli Bland A thesis submitted to Sonoma State University In partial fulfillment of the requirements for the degree of MASTER OF ARTS in English Committee Members: Dr. Kim Hester-Williams Dr. Megan McIntyre May 18, 2021 Copyright 2021 By Kayli Bland ii Authorization for Reproduction of Master’s Thesis I grant permission for the print or digital reproduction of this thesis [project] in its entirety, without further authorization from me, on the condition that the person or agency requesting reproduction absorb the cost and provide proper acknowledgment of authorship. Date: ____5/14/2021____________ Name: _______ iii “Blackness is Not Probable Cause”: An Analysis of Black Lives Matter Literature Thesis by Kayli Bland ABSTRACT: The recent death of George Floyd sparked civil unrest and protest in every major city across the United States as well as internationally. The American people called for justice, not only for Floyd but for all the Black men, women, and children wrongfully executed by police. Beginning with the death of Trayvon Martin in 2013, the Black Lives Matter movement has become a fundamental part of our history and public discourse which has forced us to talk about and face racism. This project seeks to understand how the murder of George Floyd reveals how systemic racism functions in America and is, importantly, understood, articulated, and resisted in Black vernacular discourse and contemporary Black literary texts. My thesis will focus strictly on Black authors, such as Kiese Laymon and Claudia Rankine, with references to Frantz Fanon, James Baldwin, Vershawn Ashanti Young, and Frank B.
    [Show full text]
  • Structural Racism
    Chronic Disparity: Strong and Pervasive Evidence of Racial Inequalities POVERTY OUTCOMES Structural Racism By Keith Lawrence, Aspen Institute on Community Change and Terry Keleher, Applied Research Center at UC Berkeley For the Race and Public Policy Conference 2004 Structural Racism Definition: Structural Racism in the U.S. is the normalization and legitimization of an array of dynamics – historical, cultural, institutional and interpersonal – that routinely advantage whites while producing cumulative and chronic adverse outcomes for people of color. It is a system of hierarchy and inequity, primarily characterized by white supremacy – the preferential treatment, privilege and power for white people at the expense of Black, Latino, Asian, Pacific Islander, Native American, Arab and other racially oppressed people. Scope: Structural Racism encompasses the entire system of white supremacy, diffused and infused in all aspects of society, including our history, culture, politics, economics and our entire social fabric. Structural Racism is the most profound and pervasive form of racism – all other forms of racism (e.g. institutional, interpersonal, internalized, etc.) emerge from structural racism. Indicators/Manifestations: The key indicators of structural racism are inequalities in power, access, opportunities, treatment, and policy impacts and outcomes, whether they are intentional or not. Structural racism is more difficult to locate in a particular institution because it involves the reinforcing effects of multiple institutions and cultural norms, past and present, continually producing new, and re-producing old forms of racism. Individual Racism: Individual or internalized racism lies within individuals. These are private manifestations of racism that reside inside the individual. Examples include prejudice, xenophobia, internalized oppression and privilege, and beliefs about race influenced by the dominant culture.
    [Show full text]
  • Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School" (2013)
    University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2013 Teachers and Staff 's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School Ximena Soza University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Soza, Ximena, "Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School" (2013). Theses and Dissertations. 377. https://dc.uwm.edu/etd/377 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. TEACHERS AND STAFF´S PERCEPTIONS OF THE IMPLEMENTATION OF AN ANTIRACIST AND DUAL LANGUAGE BILINGUAL PROGRAM AT AN URBAN SCHOOL by Ximena Soza Vergara A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Urban Education at The University of Wisconsin-Milwaukee December, 2013 ABSTRACT TEACHERS AND STAFF´S PERCEPTIONS OF THE IMPLEMENTATION OF AN ANTIRACIST AND DUAL LANGUAGE BILINGUAL PROGRAM AT AN URBAN SCHOOL by Ximena Soza Vergara The University of Wisconsin-Milwaukee, 2013 Under the supervision of Dr Rene Antrop- González and Dr Raji Swaminathan This study was conducted in an urban school in the Midwestern region of the United States that implements a two-way bilingual (English- Spanish) and an antiracist program. The focus of the study was to learn about the teachers and staff´s perceptions of these two programs.
    [Show full text]
  • Language Policy As a Tool for Marginalization: the Influence of the English-Only Movement in Today’S United States Marc Deneire
    Language Policy as a tool for marginalization: the influence of the English-only movement in today’s United States Marc Deneire Introduction In this article, I will argue that the English-Only movement that has been very active in the US in the last 25 years has little to do with language, but instead, is motivated by symbolic and linguistic racism in an effort to further exclude groups of people who already live in the margins of American society. With 82 % of the population speaking English only, and less than 8% speaking English “less than very well” in 20071, one finds it hard to understand how this rapidly assimilating population might represent a danger to the country’s unity. Similarly, the 3.5 % illegal immigration hardly justifies the stigmatization of immigrants by politicians, the press, and the numerous local radio talk shows. The discussion around the status of the English language in the construction of the Union started in the early stages of the American colony. Writing in the Federalist papers in 1788, John Jay expressed the following view: [P]rovidence has been pleased to give this one connected country to one united people-a people descended from the same ancestors, speaking the same language, professing the same religion, attached to the same principles of government, very similar in their manners and customs. (my emphasis)2 In his efforts to create a language Academy, John Adams also proposed to make English an official language for both the Union and Individual states, arguing that “the form of government has an influence upon language, and language in its turn influences not only the form of government, but the temper, sentiments of the people.”3 1 H.B.Shin et R.A.
    [Show full text]
  • Race and Language Teaching Making the Case for Anti-Racist Practices in EFL\ESL Classrooms
    Master’s Degree programme in Scienze del Linguaggio Second Cycle (D.M. 270/2004) Final Thesis Race and Language Teaching Making The Case For Anti-Racist Practices in EFL\ESL Classrooms Supervisor Ch. Prof. Carmel Mary Coonan Assistant supervisor Ch. Prof. Graziano Serragiotto Graduand Marco Stevanin Matriculation Number 859183 Academic Year 2017 / 2018 1 ABSTRACT The compilation thesis “Race and Language Teaching: Making the case for Anti-Racist Practices in EFL\ESL Classrooms” is configured as a review of the available literature on issues of racism and otherization in the EFL\ESL classroom. The thesis will analyze the complex relations between language, language teaching and the categories of race, ethnicity and nativeness through a feminist and post-structuralist lens. The first chapter introduces the concept of Critical Race Theory and its key elements; The second chapter analyzes how racism and white supremacy are profoundly embedded in the field of TESOL and Linguistics; The third chapter presents a review of the available methodologies of language education, highlighting best and worst practices related to anti-racism. 2 INDEX INTRODUCTION 4 1. KEY ELEMENTS OF CRTICAL RACE THEORY 8 1. An Introduction to CRT 8 2. Origin and History of CRT 9 3. Tenets of CRT 10 4. The Social Constructivist Nature of Race, Ethnicity and Whiteness 14 i. Race 14 ii. Ethnicity and Culture 16 iii. Whiteness and White Identity 17 1. Whiteness and Class Struggle in Britain 18 2. Whiteness in America 19 3. From Whiteness to White Supremacy 23 5. Conclusion 26 2. RACE AND LANGUAGE LEARNING 33 1. Introduction 33 2.
    [Show full text]
  • Vanidestine Final Dissertation 12-2-2015
    The Conceptualization of Race and Racism in the Discourse Addressing Racial and Ethnic Health Inequities Item Type dissertation Authors Vanidestine, Todd J. Publication Date 2015 Abstract The conceptualization of race, racism, and Whiteness through language and discourse influences policy agendas to eliminate racial and ethnic health disparities/inequities. The manner in which these terms are conceptualized within health promotion age... Keywords racial health disparities; Critical discourse analysis; Qualitative research; Racism Download date 07/10/2021 10:26:25 Link to Item http://hdl.handle.net/10713/5062 Curriculum Vitae Todd J. Vanidestine [email protected] EDUCATION PhD Anticipated December 2015, University of Maryland, School of Social Work (Baltimore, MD) MSW 2007, Silberman School of Social Work at Hunter College (New York, NY) MHR* 2000, University of Oklahoma (Norman, OK) (*Master’s in Human Relations) BGS* 1997, University of Nebraska (Omaha, NE) (*Bachelor of General Studies, Sociology) AAS* 1995, Community College of the Air Force (Montgomery, AL) (*Associate of Avionic Systems) RESEARCH INTERESTS Community Organization Maternal and Child Health Racial and Ethnic Health Equity Qualitative Methods Social Policy Discourse Social Work Education TEACHING INTERESTS Foundation Macro Practice Social Justice/Structural Social Work Community Organization Health Disparities Social Policy Qualitative Research FELLOWSHIPS AND AWARDS Maternal and Child Health Bureau/Human Resources Services Administration (HRSA) Maternal and Child
    [Show full text]
  • CLEMONS-DISSERTATION-2021.Pdf
    Copyright by Aris Moreno Clemons 2021 The Dissertation Committee for Aris Moreno Clemons Certifies that this is the approved version of the following Dissertation: Spanish people be like: Dominican ethno-raciolinguistic stancetaking and the construction of Black Latinidades in the United States Committee: Almeida Jacqueline Toribio, Supervisor Belém López Jossianna Arroyo Martinez Jonathan Daniel Rosa Spanish people be like: Dominican ethno-raciolinguistic stancetaking and the construction of Black Latinidades in the United States by Aris Moreno Clemons Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2021 Dedication To Nancy Preston, my very first translator and friend. Acknowledgements They say it takes a village, and if completing this dissertation is any indication of my village, I am truly blessed. First, I could not imagine arriving to this place without the unconditional and unwavering support of my mentor and advisor Almeida Jacqueline Toribio. I have the deepest gratitude to Jacqueline for allowing me to explore language in a way that made sense to me and in a way that celebrated our shared Caribbean heritage. Thank you for our friendship, your mentorship, for being my biggest cheerleader, and thank you for inviting me into your family when I needed one so much. At least the pandemic has taught us that we can keep up Sunday brunches and life catch-ups online, though I imagine I’ll be back for visits and Pablo cuddles. I would also like to express my gratitude to my other committee members, each of whom has significantly impacted my thinking and understandings of language, race, and identity.
    [Show full text]
  • Definitions and Descriptions of Racism • WHITE
    Definitions and Descriptions of Racism • WHITE SUPREMACY: White supremacy is an historically based, institutionally perpetuated system of exploitation and oppression of continents, nations and peoples of color by white peoples and nations of the European continent; for the purpose of maintaining and defending a system of wealth, power and privilege. • WHITE (as in •white people”): The term white, referring to people, was created by Virginia slave owners and colonial rulers in the 17th century. It replaced terms like Christian and “Englishman” (sic) to distinguish European colonists from Africans and indigenous peoples. European colonial powers established white as a legal concept after Bacon’s Rebellion in 1676 during which indentured servants of European and African descent had united against the colonial elite. The legal distinction of white separated the servant class on the basis of skin color and continental origin. “The creation of ‘white’ meant giving privileges to some, while denying them to others with the justification of biological and social inferiority. (Margo Adair & Sharon Powell, The Subjective Side of Politics. SF: 1988. p.17.) • WHITE PRIVILEGE: A privilege is a right, favor, advantage, immunity, specially granted to one individual or group, and withheld from another. (Websters. Italics mine.) White privilege is an historically based, institutionally perpetuated system of: (1) Preferential prejudice for and treatment of white people based solely on their skin color and/or ancestral origin from Europe; and (2) Exemption from racial and/or national oppression based on skin color and/or ancestral origin from Africa, Asia, the Americas and the Arab world. U.S. institutions and culture (economic, legal, military, political, educational, entertainment, familial and religious) privilege peoples from Europe over peoples from the Americas, Africa, Asia and the Arab world.
    [Show full text]
  • Literatures of Language: a Literary History of Linguistics in Nineteenth-Century America
    Literatures of Language: A Literary History of Linguistics in Nineteenth-Century America by Korey B. Jackson A dissertation submitted in partial fulfillment of the degree requirements for the degree of Doctor of Philosophy (English Language and Literature) in the University of Michigan 2010 Doctoral Committee: Professor June M. Howard, Co-Chair Associate Professor Anne L. Curzan, Co-Chair Emeritus Professor Richard W. Bailey Associate Professor Benjamin W. Fortson Associate Professor Joshua L. Miller To my grandmother, Marjory Brokaw Warne, who never stopped reading ii Acknowledgements First, I am deeply grateful for the continuous support of my committee. Special thanks go to Anne Curzan, who helped me to realize that linguistics need not be a foreign language in the English department; to June Howard, who asked hard questions when they needed asking and was never satisfied with prepackaged literary categories; to Richard Bailey for his unflagging enthusiasm and his encyclopedic knowledge of nineteenth-century language scholarship; to Joshua Miller for pushing me to challenge the critical assumptions of US language politics; and to Benjamin Fortson for his attention to detail and his uncompromising skills as a reader of linguistic history. I would also like to extend thanks to friends and colleagues who helped in reading early drafts of the dissertation: Stephanie Batkie, Alex Beringer, Gavin Hollis, Mike Tondre, Brian Matzke, and Nate Mills. Their insights and their ability to tell the right move from the wrong one have meant not only a better piece of writing, but better scholarship overall. I am indebted to Martin Bickman, Anna Brickhouse, Douglas Burger, Jeffrey Robinson, and Reginald Saner for showing me that literary history is more than an academic subject—it is truly a rewarding, lifelong pursuit.
    [Show full text]