The Possessive Investment in Whiteness
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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 ........................................................................................................................................... -
CRITICAL THEORY and AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism
CDSMS EDITED BY JEREMIAH MORELOCK CRITICAL THEORY AND AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism edited by Jeremiah Morelock Critical, Digital and Social Media Studies Series Editor: Christian Fuchs The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for in- ternet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy. Editorial Board Thomas Allmer, Mark Andrejevic, Miriyam Aouragh, Charles Brown, Eran Fisher, Peter Goodwin, Jonathan Hardy, Kylie Jarrett, Anastasia Kavada, Maria Michalis, Stefania Milan, Vincent Mosco, Jack Qiu, Jernej Amon Prodnik, Marisol Sandoval, Se- bastian Sevignani, Pieter Verdegem Published Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and Habermas in the Age of the Internet Christian Fuchs https://doi.org/10.16997/book1 Knowledge in the Age of Digital Capitalism: An Introduction to Cognitive Materialism Mariano Zukerfeld https://doi.org/10.16997/book3 Politicizing Digital Space: Theory, the Internet, and Renewing Democracy Trevor Garrison Smith https://doi.org/10.16997/book5 Capital, State, Empire: The New American Way of Digital Warfare Scott Timcke https://doi.org/10.16997/book6 The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Edited by Marco Briziarelli and Emiliana Armano https://doi.org/10.16997/book11 The Big Data Agenda: Data Ethics and Critical Data Studies Annika Richterich https://doi.org/10.16997/book14 Social Capital Online: Alienation and Accumulation Kane X. -
White by Law---Haney Lopez (Abridged Version)
White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia. -
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. -
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. -
ECRI Annual Report 2019
Photos: Shutterstock @ECRI_CoE www.coe.int/ecri Strasbourg, March 2020 Preface ............................................................................5 Main trends ......................................................................7 ECRI's activities in 2019 ................................................ 16 1. Country-by-country approach .............................. 16 2. Work on general themes ..................................... 18 3. Relations with civil society .................................. 18 4. ECRI’s 25th Anniversary High-level Conference . 20 5. Cooperation with equality bodies to combat racism and racial discrimination ............................................ 22 6. Other activities .................................................... 22 7. Communication strategy ..................................... 23 Co-operation with relevant bodies of the Council of Europe and other international organisations ................ 25 Appendix I – Membership of ECRI ................................. 31 Appendix II – Secretariat of ECRI .................................. 39 Appendix III - Meetings held by ECRI in 2019 .............. 41 Appendix IV - List of publications ................................... 43 3 Preface The European Commission against Racism and Intolerance (ECRI) is a mechanism which was established by the first Summit of Heads of State and Government of the Council of Europe member states. The decision to establish ECRI is contained in the Vienna Declaration adopted by the first Summit on 9 October 1993. On -
White Racial Identity Development Model for Adult Educators
Kansas State University Libraries New Prairie Press Adult Education Research Conference 2009 Conference Proceedings (Chicago, IL) White Racial Identity Development Model for Adult Educators Carole L. Lund Alaska Pacific University Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Lund, Carole L. (2009). "White Racial Identity Development Model for Adult Educators," Adult Education Research Conference. https://newprairiepress.org/aerc/2009/papers/38 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. White Racial Identity Development Model for Adult Educators Carole L. Lund, Ed.D. Alaska Pacific University, USA Abstract: The white racial identity development model has implications for educators wishing to address racism. There are six pathways an adult educator might explore to understand where they are in the white racial identity development process—status quo to ally. Inadequacy in addressing racism paralyzes many from taking any action. The white racial identity development process leads one to progress from the status quo to become an advocate or ally. Frow and Morris (2000) addressed the identity of scholars: “Questions of identity and community are framed not only by issues of race, class, and gender but by a deeply political concern with place, cultural memory, and the variable terms of these scholars’ access to an ‘international’ space of debate” (p. -
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. -
“Whiteness”: Its Place in the Historiography of Race and Class
“Whiteness”: Its Place in the Historiography of Race and Class in the United States Paper prepared for conference on The Burden of Race: “Whiteness” and “Blackness” in Modern South Africa University of the Witswatersrand, Johannesburg July 5 – 8, 2001 Peter Rachleff [email protected] Professor of History phone: 651-696-6371 Macalester College fax: 651-696-6498 St. Paul, Minnesota 55105 USA I am delighted to be able to participate in this conference. As an historian of the American working class and a teacher, and as a white American who has been concerned with the role of race in the construction of U.S. society since my childhood, I have wrestled in many ways with the themes being addressed here. While my participation in this conference reflects my hopefulness that I might provide some useful ideas for discussion here, I am especially eager to learn from all of you here, both in terms of your own ideas about race and in terms of your criticisms of my ideas. In the past decade, the articulation of concepts of “whiteness” has prompted a paradigm shift in the study of race in the United States. From my research work to my teaching, it has changed the ways I think about class, gender, and ethnicity, as well as the ways I analyze relationships between white workers and workers of color, not just African Americans but also Mexican Americans and Asian Americans. It has also impacted my analysis of relationships between different groups of color (that is, without white workers present) and among white workers (that is, without workers of color present). -
Reproductive Injustice Racial and Gender Discrimination in U.S
REPRODUCTIVE INJUSTICE RACIAL AND GENDER DISCRIMINATION IN U.S. HEALTH CARE Cover photo credit: Jennifer Whitney, jennwhitney.com. Cover photo caption: Pilar could not afford surgery in the U.S. to remove a tumor that developed after the birth of her last child. A last minute trip to a doctor in Mexico saved her life, but she was forced to risk her life once again to cross the border and be reunited with her children. Center for Reproductive Rights ReproductiveRights.org NuestroTexas.org For 20 years, the Center for Reproductive Rights has used the law to advance reproductive freedom as a fundamental human right that all governments are legally obligated to protect, respect, and fulfill. National Latina Institute for Reproductive Health LatinaInstitute.org NuestroTexas.org The National Latina Institute for Reproductive Health is the only national reproductive justice organization dedicated to building Latina power to advance health, dignity, and justice for 25 million Latinas, their families, and communities in the United States through leadership development, REPRODUCTIVE INJUSTICE community mobilization, policy advocacy, and strategic communications. SisterSong Women of Color Reproductive Justice Collective SisterSong.net RACIAL AND GENDER DISCRIMINATION SisterSong Women of Color Reproductive Justice Collective formed in 1997 as a national membership organization to build an effective network of IN U.S. HEALTH CARE individuals and organizations to improve institutional policies and systems that impact the lives of marginalized women. SisterSong’s mission is to A Shadow Report for the UN Committee on the Elimination of strengthen and amplify the collective voices of Indigenous women and women of color to achieve reproductive justice by eradicating reproductive Racial Discrimination oppression and securing human rights. -
Confronting & Critiquing White Privilege in Anti- Discrimination Enforcement
Confronting & Critiquing White Privilege in Anti-Discrimination Enforcement CONFRONTING & CRITIQUING WHITE PRIVILEGE IN ANTI- DISCRIMINATION ENFORCEMENT TABLE OF CONTENTS INTRODUCTION……………………………………………………………………….. 2 PART I: DEFINITIONS & FRAMEWORKS …………………………………………... 5 PART II: PERSONAL CONTEXT ……………………………………………………... 9 PART III: ANTI-DISCRIMINATION WORK & WHITE PRIVILEGE ……………... 13 Part III.A: Personal Obstacles ………………………………………………….. 13 Part III.B: Legal Obstacles ……………………………………………………... 16 PART IV: COMBATTING WHITE PRIVILEGE IN ANTI-DISCRIMINATION WORK……………………………………………………. 23 Part IV.A: Theoretical Techniques to Confronting White Privilege …………... 23 Part IV.B: The Importance of Confronting White Privilege …………………… 26 Part IV.C: Utilizing the MCAD & the ICHRC Techniques……………………. 29 PART V: CONCLUSION……………………………………………………………… 3 1 Confronting & Critiquing White Privilege in Anti-Discrimination Enforcement INTRODUCTION Approximately three months after I started working as a full-time compliance officer for the Massachusetts Commission Against Discrimination (the MCAD), I found myself in a situation that I had only passingly considered as a White, 23-year old woman: my White 1 privilege. I was the investigator assigned to conduct intake that day, meaning that if an individual came into the office and wanted to discuss an issue or, more likely, file a complaint of discrimination with the Commission, he or she met with me. It was approximately 4:30 p.m. and, as the office closes at 5:00 p.m. and intakes require between 45 minutes to two hours to conduct, it was past the time investigators usually begin interviews. When I was called to the front desk to speak with the person who had arrived, I met a tall, middle-aged African American woman who was dressed in traditional business attire. -
The Negative Impact of the Diversity Rationale on White Identity Formation, 89 N.Y.U
University of Miami Law School University of Miami School of Law Institutional Repository Articles Faculty and Deans 2014 White Like Me: The egN ative Impact of the Diversity Rationale on White Identity Formation Osamudia R. James University of Miami, [email protected] Follow this and additional works at: https://repository.law.miami.edu/fac_articles Part of the Education Law Commons, Law and Race Commons, and the Law and Society Commons Recommended Citation Osamudia R. James, White Like Me: The Negative Impact of the Diversity Rationale on White Identity Formation, 89 N.Y.U. L. Rev. 425 (2014). This Article is brought to you for free and open access by the Faculty and Deans at University of Miami School of Law Institutional Repository. It has been accepted for inclusion in Articles by an authorized administrator of University of Miami School of Law Institutional Repository. For more information, please contact [email protected]. NEW YORK UNIVERSITY LAW REVIEW VOLUME 89 MAY 2014 NUMBER 2 ARTICLES WHITE LIKE ME: THE NEGATIVE IMPACT OF THE DIVERSITY RATIONALE ON WHITE IDENTITY FORMATION OSAMUDIA R. JAMES* In several cases addressing the constitutionality of affirmative action admissions policies, the Supreme Court has recognized a compelling state interest in schools with diverse student populations. According to the Court and affirmative action proponents, the pursuit of diversity does not only benefit minority students who gain expanded access to elite institutions through affirmative action. Rather, diver- sity also benefits white students who grow through encounters with minority stu- dents, it contributes to social and intellectual life on campus, and it serves society at large by aiding the development of citizens equipped for employment and citizen- ship in an increasingly diverse country.