The Meanings of Racism
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ABSTRACT Arab American Racialization and Its Effect
ABSTRACT Arab American Racialization and its Effect oniAmerican Islamophobiaa in the United States Catherine Haseman Director: Dr. Lisa Lacy, Ph.D. Over the past few years, anti-Muslim and anti-Arab rhetoric and discrimination has surged. Prejudice against Arabs and Muslims has moved from the fringes of American society to the mainstream. The American Islamophobic discourse is so deeply rooted in U.S. history, culture, and society that we often misunderstand its origins as well as its manifestations. This paper proposes a critical dialogue about how to understand one contested concept (Islamophobia) by using another contested one (racialization). This paper seeks to understand if--and if so, to what extent--racialization is central to understanding America’s pernicious brand of Islamophobia. In addition to reviewing the historical connection between racialization and Islamophobia, this paper analyzes the results of a survey of Texans’ views of Islam and Muslims. The survey results are used to understand how racialized conceptions of Arab Muslims correspond with Islamophobic tropes. APPROVED BY DIRECTOR OF HONORS THESIS: ____________________________________________ Dr. Lisa Lacy, Department of History APPROVED BY THE HONORS PROGRAM: __________________________________________________ Dr. Elizabeth Corey, Director DATE: _________________________________ ARAB AMERICAN RACIALIZATION AND ITS EFFECTS ON AMERICAN ISLAMOPHOBIA A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program -
Family Language Policy in Bilingual Finnish and Swedish Families in Finland
FAMILY LANGUAGE POLICY IN BILINGUAL FINNISH AND SWEDISH FAMILIES IN FINLAND Austin Huhta Master’s Thesis Applied Linguistics Department of Language and Communication Studies University of Jyväskylä Fall 2020 UNIVERSITY OF JYVÄSKYLÄ Faculty Department Humanities and Social Sciences Department of Language and Communication Studies Author Austin Huhta Title Family Language Policy in Bilingual Finnish and Swedish Families in Finland Subject Level Applied Language Studies Master’s Thesis Month and year Number of pages December 2020 30 Abstract In Finland families are only allowed to choose one language for their child to be the child’s L1 even if the family is bilingual. With both Finnish and Swedish being national languages of Finland this thesis looked into which language a family chose, why they chose it, and how they helped their child maintain it. Looking at their perspective on this can allow us to get further insight into family language policy in Finland. The research method used here is a case study, with semi-structured interviews for the data collection and interpretive phenomenological analysis for the data analysis. This thesis interviewed a bilingual family with a Finn and a Swedish Swede and their one child. It found that while their initial language choice was Swedish, that their family language policy was dynamic. Over time the child was switched from Swedish medium education to Finnish medium education; however, at home multiple family language policies worked together to help maintain his Swedish language skills. The findings demonstrated that the right combination of family language policies and more formal educational settings can work together to help children grow up to be bilingual even if the minority language is mainly used at home. -
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Journal of Balkan and Black Sea Studies Year 4, Issue 6, June 2021, pp. 155-212. Bulgaria’s Secret Empire: An Ultimatum to North Macedonia Tomasz Kamusella Abstract: In the summer of 2019, 30 years after the end of communism in Europe, Bulgaria began to forward the way of Skopje numerous onerous demands as a salient precondition for opening European Union (EU) accession negotiation talks with North Macedonia. All of these demands are dictated by ethnolinguistic nationalism that underlies the Bulgarian national master narrative. On 9 October 2019, the Bulgarian government officially adopted these demands in the form of an ultimatum, bar the term. Sofia did not have to deploy this ultimatum to stop the talks, since earlier Paris temporarily blocked the pending accession negotiations with Albania and North Macedonia. It appears that in the face of economic and political problems at home, Bulgarian politicians tend to use nationalism (and populism) to divert citizens’ attention. The Bulgarian government seems to emulate the Kremlin’s policy of the “Russian World,” which on the basis of ethnolinguistic nationalism claims for Russia all the territories inhabited by Russian-speakers. After the fall of communism, a similar policy of “Bulgarian World” (Bılgarski sviat) has been pursued by Sofia from Moldova to North Macedonia and Albania, clamouring for recognizing all the Slavic-speakers in this wide area as members of Ph.D., Reader in Modern History, University of St Andrews, Scotland, ORCID ID: 0000-0003-3484-8352; e-mail: [email protected] Submitted: 21.12.2020, Accepted: 16.06.2021 TOMASZ KAMUSELLA the Bulgarian nation. -
Jim Crow Racism and the Mexican Americans of San Antonio, Texas
ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL May 2018 Copyright by Rebecca Dominguez-Karimi, 2017 ii ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi This dissertation was prepared under the direction of the candidate's dissertation advisor, Dr. Sandra Norman, Comparative Studies Program, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the Dorothy F. Schmidt College of Arts and Letters and was accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. SUPERVISORY COMMnTEE: ~~o..... .:i N1~"" Sandra Norman, Ph.D. ~~Susan Love Brown, Ph. 'S:"..,;ae~.~~o~ JosephinBeoku-Betts, Ph.D. Directo , mparative St ilies Pro? MiC11aeliOfSWclD.~-# Dean, Dorothy F. Schmidt College of Arts andn:ers . 5"", "Zo/g "~~2.~~ ' iii ACKNOWLEDGMENTS The author offers her sincerest thanks and gratitude to members of her committee (past and present-Dr. Robin Fiore, Dr. Marta Cruz-Janzen, Dr. Sandra Norman, Dr. Susan Love Brown, and Dr. Josephine Beoku-Betts) for their guidance, input, and support in bringing this manuscript to fruition. She wishes to especially thank her dissertation advisor, Dr. Sandra Norman, for her patience, advice, and inspiration during the composition of this manuscript. -
Language Perceptions and Practices in Multilingual Universities
Language Perceptions and Practices in Multilingual Universities Edited by Maria Kuteeva Kathrin Kaufhold Niina Hynninen Language Perceptions and Practices in Multilingual Universities Maria Kuteeva Kathrin Kaufhold • Niina Hynninen Editors Language Perceptions and Practices in Multilingual Universities Editors Maria Kuteeva Kathrin Kaufhold Department of English Department of English Stockholm University Stockholm University Stockholm, Sweden Stockholm, Sweden Niina Hynninen Department of Languages University of Helsinki Helsinki, Finland ISBN 978-3-030-38754-9 ISBN 978-3-030-38755-6 (eBook) https://doi.org/10.1007/978-3-030-38755-6 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
Talking Race” in University Classes: a Discourse Analytical Approach
Language Research Bulletin, 23 , ICU, Tokyo “Talking Race” in University Classes: A Discourse Analytical Approach James W. Tollefson Mai Yamagami Many university classes introduce issues of race and racism – topics that are difficult for some people to discuss openly. The ICU ELP Program, for example, includes challenging readings on race and racism as a focus for class discussion and writing assignments. In this article, we discuss an approach to the analysis of race and racism that can help students apply their critical thinking skills to this important topic. We argue that focusing on the discourse of race offers rich opportunities for class discussion and student writing. Specifically, we summarize critical discourse analysis, particularly its understanding of the concept of “racism,” and we provide suggestions and examples for its use in class. University classes at ICU and elsewhere address profound social, political, cultural and economic issues of race and racism. The ICU English Language Program (ELP), for example, includes six thematic units that form the basis for lessons in reading and writing. The six units are: educational values and critical thinking; reading literature; culture, perception and communication; issues of race; bioethics; and visions of the future. The ELP Reader (ICU English Language Program, 2007) includes core readings for each of these topics. Lessons for the readings focus on content as well as a wide range of reading and writing skills. In this article, we discuss the thematic unit “issues of race” in order to identify some of the challenges facing classes in which race is a major topic. We distinguish explicit (“old”) and implicit (“new”) forms of racism, arguing that implicit forms of racism require a discourse analytical approach to analyzing race. -
Performative Allyship
Let’s Talk: How to be Actively Anti-Racist Session Overview • Explore key terms and definitions related to Anti-Racism work. • Explore the contemporary significance of racism within a Canadian context and explore how we as individuals can commit to anti- racism work. • Conversation: Questions and Answers. 2 Guidelines for Anti-Racism Conversations 1. Acknowledge and accept the fact that racism exists. 2. Take risks and lean into discomfort 3. Avoid making assumptions and generalizations about other people or groups of people. 4. Take accountability for your behaviour and be open to critical self-reflection. 5. Give Yourself Permission to make mistakes. 3 “Many of [us] are trapped in a history which [we] do not understand and “ until [we] understand it, [we] cannot be released by it. “ James Baldwin 4 Common Terms and Concepts Colonization Definition: “Colonization is a process of establishing foreign control over target territories of people by creating colonies and possibly by settling them.” 6 Settler Colonialism Definition: “Settler Colonialism is a form of colonization that seeks to replace the original population of the colonized territory with a new society of settlers. As with all forms of colonialism, it is based on exogenous domination, typically organized by an imperial authority.” 7 Key Features 1. Settler colonizers come to stay. 2. It is a structural system, not an event in history. 3. It denies the existence of indigenous people and the legitimacy to claims to land. 4. It claims to vanish indigenous peoples and replace them with settlers. 8 Key Features 5. Its logic of elimination requires the removal of indigenous peoples of a territory, child abduction, religious conversion, reprogramming (via missions or boarding schools; and myriad forms of assimilation. -
Leading for Racial Equity Glossary
one needs to be anti-racist, • Awareness of environment, including structurally and inone order needs to pursue to be anti-racist, racial justice, systemically activated benefits and disadvantages; in order to pursue racial • Knowledge, language, strategies, and skills to connect andjustice, achieve and liberation. achieve liberation. with others and cultivate equity in order to realize shared goals and thrive mutually. The terms in this glossary have been adapted The terms in this glossary have been fromadapted several from sources, several and sources, form the and common form Diversity: Difference, not “different.” Fundamentally, language chosen by the Leading for Racial differences are neutral. The value that society ascribes to the common language chosen by the differences is not neutral. Diversity includes the wide range of EquityLeading and for KIPP Racial CARE Equity Teams. and The KIPP work CARE of human characteristics used to make or identify individual and transformational change and social justice group identities. While quantifiable, diversity does not represent Teams. The work of transformational an identity. Moreover, diversity should not represent a proxy beginschange with and the social examination justice begins of self/self- with the for historically marginalized groups (e.g. “we are 28% diverse”). awarenessexamination and of the self/self-awareness adoption of commonly and Diversity does not equal equity nor racial justice. understood and aligned language. the adoption of commonly understood Equity: A condition that balances two dimensions: and aligned language. fairness and inclusion. As a function of fairness, equity implies ensuring people have what they need to participate in school life and to reach their full potential (flourish). -
The Four “I”S of Oppression
The Four “I”s of Oppression Ideological • The very intentional ideological development of the …isms Examples: dominant narratives, “Othering” Any oppressive system has at its core the idea that one group is somehow better than another, and in some measure has the right to control the other group. This idea gets elaborated on in many ways—more intelligent, harder working, stronger, more capable, nobler, more deserving, more advanced, chosen, superior, and so on. The dominant group holds this idea about itself. And, of course, the opposite qualities are attributed to the other group—stupid, lazy, weak, incompetent, worthless, less deserving, backward, inferior and so on. Institutional • Is demonstrated in how institutions and systems reinforce and manifest ideology Examples: media, medical, legal, education, religion, psychiatry, banking/financial The idea that one group is better than another and has the right to control the other gets embedded in the institutions of the society, the laws, the legal system and police practice, the education system, hiring practices, public policy, housing development, media images, political power, etc. When a woman makes 2/3 of what a man makes, it is institutionalized sexism, when 1 out of 4 African American men are in jail or on probation, it is institutionalized racism, etc. Consider that dominant culture also controls the language itself used to describe all groups in society and can make things visible or invisible when necessary. Other examples/things to consider are the “War on Drugs” instead of “War on Poverty,” as well as an expanded definition of violence and how violence towards targeted groups happens at a systemic level. -
The Race Issue
SPECIAL EDITION Serving the San Jose State University community since 1934 Volume 150 No. 37 Thursday, April 26, 2018 SPARTAN DAILY sjsunews.com/spartan_daily THE RACE ISSUE Culture, history and perspectives in our community Racial composition of SJSU 3.2 % African-American 17.7 % 9.7 % White Other 0.4% Pacifi c Islander 0.1% 27.5 % Native American Hispanic 41.4 % Asian According to SJSU’s Institution of Effectiveness and Analytics, there were 33,409 students enrolled in fall 2017. The largest groups were Asians at 41.4 percent, Hispanics at 27.5 percent and whites at 17.7 percent. SOURCE: SJSU INSTITUTION OF EFFECTIVENESS AND ANALYTICS, INFOGRAPHIC BY MARCI SUELA | SPARTAN DAILY News Opinion Sports Trump administration We should be aware SJSU recruited black immigration policies that racism will student athletes felt in San Jose always exist before pro leagues Page 3 Page 11 Page 13 sjsunews.com/spartan_daily 2 THURSDAY, APRIL 26, 2018 NEWS EDITOR’S NOTE I was really nervous local communities in ride, and he was sitting one of those times. I am proud of them to write this note. the past and present right next to me. I would rather have for pushing forward to I acknowledge the and how they may play But the port my diverse staff tell initiate conversations fact that I am a white out in the future. authority officers the stories that need to about race and tell woman writing about I believe it’s true that asked him for his be told and tackle race stories that our why our newsroom when we are young, documents, not me. -
The Complex Construction of Multilingual Identity: a Comparative Study in Three European Contexts of L3+ Learning
The Complex Construction of Multilingual Identity: A comparative study in three European contexts of L3+ learning Harper Staples Corpus Christi College Faculty of Education, University of Cambridge June 2020 This thesis is submitted for the degree of Doctor of Philosophy Declaration This thesis is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the preface and specified in the text. It is not substantially the same as any work that has already been submitted before for any degree or other qualification except as declared in the preface and specified in the text. It does not exceed the prescribed word limit for the Education Degree Committee. Harper Staples, 28/05/2020 2 Abstract The commonly-cited phrase that bi- and multilingualism are no longer exceptions but rather the rule in most parts of the world is often-cited. This plurilingual reality has profound effects on the daily lives of many, and thus also represents a common experience of a considerable proportion of today’s students in compulsory education. Despite this wide recognition, there remains still a paucity of studies that examine the impact that the acquisition of multiple languages has upon a learner’s sense of self, and moreover, studies that consider methods though which we might evaluate and model these constructions of complex self-concept. A greater understanding of such processes of identification has potential social and educational implications. This PhD study has explored the phenomenon of adolescent multilingual language learner identity development via a mixed-methods, comparative context approach at three school sites based in Finland, France & England. -
Looking Beyond Scores a Study of Rater Orientations and Ratings of Speaking
Looking Beyond Scores A Study of Rater Orientations and Ratings of Speaking Linda Borger DEPARTMENT OF EDUCATION AND SPECIAL EDUCATION © LINDA BORGER, 2014 Licentiate thesis in Subject Matter Education at the Department of Education and Special Education, Faculty of Education, University of Gothenburg. The licentiate thesis is available for full text download at Gothenburg University Publications Electronic Archive (GUPEA): http://hdl.handle.net/2077/38158 This licentiate thesis has been carried out within the framework of the Graduate School in Foreign Language Education “De främmande språkens didaktik” (FRAM). The Graduate School, leading to a licentiate degree, is a collaboration between the universities of Gothenburg, Lund, Stockholm and Linnaeus University, and is funded by the Swedish Research Council (project number 729-2011-5277). Abstract Title: Looking Beyond Scores – A Study of Rater Orientations and Ratings of Speaking Author: Linda Borger Language: English with a Swedish summary GUPEA: http://hdl.handle.net/2077/38158 Keywords: Performance assessment, paired speaking test, rater orientations, rater variability, inter-rater reliability, The Common European Framework of Reference for Languages (CEFR), Swedish national tests of English The present study aims to examine rater behaviour and rater orientations across two groups of raters evaluating oral proficiency in a paired speaking test, part of a mandatory Swedish national test of English. Six authentic conversations were rated by (1) a group of Swedish teachers of English (n = 17), using national performance standards, and (2) a group of external raters (n = 14), using scales from the Common European Framework of Reference for Languages (CEFR), the latter to enable a tentative comparison between the Swedish foreign language syllabus for English and the CEFR.