Racial Equity Resource Guide
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A Silent Crisis in Congo: the Bantu and the Twa in Tanganyika
CONFLICT SPOTLIGHT A Silent Crisis in Congo: The Bantu and the Twa in Tanganyika Prepared by Geoffroy Groleau, Senior Technical Advisor, Governance Technical Unit The Democratic Republic of Congo (DRC), with 920,000 new Bantus and Twas participating in a displacements related to conflict and violence in 2016, surpassed Syria as community 1 meeting held the country generating the largest new population movements. Those during March 2016 in Kabeke, located displacements were the result of enduring violence in North and South in Manono territory Kivu, but also of rapidly escalating conflicts in the Kasaï and Tanganyika in Tanganyika. The meeting was held provinces that continue unabated. In order to promote a better to nominate a Baraza (or peace understanding of the drivers of the silent and neglected crisis in DRC, this committee), a council of elders Conflict Spotlight focuses on the inter-ethnic conflict between the Bantu composed of seven and the Twa ethnic groups in Tanganyika. This conflict illustrates how representatives from each marginalization of the Twa minority group due to a combination of limited community. access to resources, exclusion from local decision-making and systematic Photo: Sonia Rolley/RFI discrimination, can result in large-scale violence and displacement. Moreover, this document provides actionable recommendations for conflict transformation and resolution. 1 http://www.internal-displacement.org/global-report/grid2017/pdfs/2017-GRID-DRC-spotlight.pdf From Harm To Home | Rescue.org CONFLICT SPOTLIGHT ⎯ A Silent Crisis in Congo: The Bantu and the Twa in Tanganyika 2 1. OVERVIEW Since mid-2016, inter-ethnic violence between the Bantu and the Twa ethnic groups has reached an acute phase, and is now affecting five of the six territories in a province of roughly 2.5 million people. -
Ethnicity and Its Issues and Perspectives: a Critical Study
European Journal of Molecular & Clinical Medicine ISSN 2515-8260 Volume 07, Issue 07, 2020 Ethnicity And Its Issues And Perspectives: A Critical Study Sanjay Kumar1, Dr. Gowher Ahmad Naik2 1Research Scholar, Lovely Professional University, Phagwara, Department of English 2Assistant Professor Lovely Professional University, Phagwara, Department of English. Abstract: Ethnicity is a complex phenomenon. It is a highly controversial, disputable, problematic term that does not have any fixed meaning and is used as a less emotive term for a race. Ethnicity is a social construct like race, but the main difference is that race refers to phenotypical differences, whereas ethnicity refers to cultural differences. Ethnicity helps an individual to identify with a larger group, and one’s ethnicity may identify an individual. Too many writers like Max Weber, Michael Brown, Wsevolod Isajiw, etc. have discussed many features to define 'ethnicity.' To explain and outline an apparent meaning for ethnicity, authors like Fredrik Barth, Abner Cohen, Michael Hechter, etc. have postulated different approaches such as primordialism, instrumentalism, materialism and constructivism. Robert E. Park has contributed to the theory of ethnicity by focusing on assimilation theory. Authors like Omi and Vinant have openly opposed this theory and considered the immigrant as the basis of ethnicity. The chief motive of this paper is to discuss the shifting meanings of ethnicity and to depict the purpose behind the divisions based on ethnicity. Keywords: Race, Ethnicity, Classification, Primordialism, Instrumentalism. 1. INTRODUCTION Categorization is part of life. We classify people to gain access to them and to identify them quickly. Without classification, it would be difficult to define and identify worldly objects and human beings. -
Sovereign Invulnerability: Sexual Politics and the Ontology of Rape
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Sovereign Invulnerability: Sexual Politics and the Ontology of Rape A Dissertation Presented by Jane Clare Jones to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Philosophy Stony Brook University December 2016 Copyright by Jane Clare Jones 2016 ii Stony Brook University The Graduate School Jane Clare Jones We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Dissertation Advisor – Dr. Edward S Casey Distinguished Professor, Department of Philosophy Chairperson of Defense – Dr. Megan Craig Associate Professor, Department of Philosophy Internal Reader – Dr. Eva Kittay Distinguished Professor, Department of Philosophy External Reader – Dr. Fiona Vera-Gray Durham Law School, Durham University, UK This dissertation is accepted by the Graduate School Charles Taber Dean of the Graduate School iii Abstract of the Dissertation Sovereign Invulnerability: Sexual Politics and the Ontology of Rape by Jane Clare Jones Doctor of Philosophy in Philosophy Stony Brook University 2016 As Rebecca Whisnant has noted, notions of “national…and…bodily (especially sexual) sovereignty are routinely merged in -
The Ethnic Security Dilemma and Ethnic Violence: an Alternative Empirical Model and Its Explanatory Power
Res Publica - Journal of Undergraduate Research Volume 17 Issue 1 Article 9 July 2012 The Ethnic Security Dilemma and Ethnic Violence: An Alternative Empirical Model and its Explanatory Power Jiaxing Xu Illinois Wesleyan University Follow this and additional works at: https://digitalcommons.iwu.edu/respublica Part of the Political Science Commons Recommended Citation Xu, Jiaxing (2012) "The Ethnic Security Dilemma and Ethnic Violence: An Alternative Empirical Model and its Explanatory Power," Res Publica - Journal of Undergraduate Research: Vol. 17 Available at: https://digitalcommons.iwu.edu/respublica/vol17/iss1/9 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of Res Publica and the Political Science Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. The Ethnic Security Dilemma and Ethnic Violence: An Alternative Empirical Model and its Explanatory Power Abstract Beginning in the 1990s, a trend of using the security dilemma to explain ethnic violence has emerged. However, previous research mainly focuses on individual cases with large-scale violence; whether ethnic security dilemma theory is a sound approach to explain less violent ethnic conflict remains unclear. -
2.13. La Llei Dels Drets Civils I Del Dret a Vot 13
Facultat de Ciències de la Comunicació Treball de fi de grau Títol Autor/a Tutor/a Grau Data Universitat Autònoma de Barcelona Facultat de Ciències de la Comunicació Full Resum del TFG Títol del Treball Fi de Grau: Autor/a: Tutor/a: Any: Titulació: Paraules clau (mínim 3) Català: Castellà: Anglès: Resum del Treball Fi de Grau (extensió màxima 100 paraules) Català: Castellà: Anglès Universitat Autònoma de Barcelona “The story of the Negro in America is the story of America. It is not a pretty story.” James Baldwin Agraïments A Cristina Cifuentes i a Bob l’Estatut 1. INTRODUCCIÓ 4 2. MARC TEÒRIC 5 2.1. L’ESCLAVISME 5 2.2. LA GUERRA DE SECESSIÓ 5 2.3. LA RECONSTRUCCIÓ 6 2.4. L’IMPERI JIM CROW 7 2.5. L’ESTIU VERMELL DE 1919 8 2.6. LA GRAN DEPRESSIÓ 9 2.7. LA SEGONA GUERRA MUNDIAL 9 2.8. DESPRÉS DE LA II GUERRA MUNDIAL 10 2.9. L’INCIPIENT MOVIMENT 11 2.10. EL MOVIMENT I LA NO-VIOLÈNCIA 11 2.11. EL MOVIMENT ES CONSOLIDA 12 2.12. LA MARXA SOBRE WASHINGTON 13 2.13. LA LLEI DELS DRETS CIVILS I DEL DRET A VOT 13 2.14. EL PODER NEGRE 14 2.15. L’ASSASSINAT DEL LÍDER 16 2.16. L’ORFANDAT 17 3. METODOLOGIA 18 3.1. OBJECTE D’ESTUDI 18 3.2. OBJECTIUS 18 3.3. PREGUNTES D’INVESTIGACIÓ 18 3.4. MÈTODE 18 3.5. MOSTRA 21 3.6. LIMITACIONS 22 4. INVESTIGACIÓ 23 4.1. ANÀLISI MOSTRA GENERAL 23 4.2. -
The Demise of the Nation-State: Towards a New Theory of the State Under International Law
The Demise of the Nation-State: Towards a New Theory of the State Under International Law By James D. Wilets* I. INTRODUCTION It may seem premature to speak of the demise of the nation-state' when the last decade has seen the proliferation of ever-smaller nation-states throughout Eastern Europe and Asia and the demand for secession from national move- ments in countries as diverse as Canada, Yugoslavia, Sri Lanka, Indonesia, Rus- sia, Spain and India. Nevertheless, the seemingly contradictory centrifugal forces of nationalism and the centripetal forces of confederation and federation are simply different stages of the same historical process that have been occur- ring since before the 17th century. 2 This historical process has consisted of * Assistant Professor of International Law, Nova Southeastern University, Shepard Broad Law Center; Executive Director, Inter-American Center for Human Rights. J.D., Columbia Univer- sity School of Law, 1987; M.A., Yale University, 1994. Consultant to the National Democratic Institute, 1994; the International Human Rights Law Group, 1992; and the United Nations in its Second Half Century, a project proposed by UN Secretary-General Boutros-Ghali and funded by the Ford Foundation. I would like to thank Sir Michael Howard and Michael Reisman for their valuable comments on the first drafts. I would also like to thank Johnny Burris, Tony Chase, Douglas Donoho, Kevin Brady, Carlo Corsetti, Luis Font, Marietta Galindez, Rhonda Gold, Elizabeth Iglesias, Jose Rodriguez, Stephen Schnably and the entire library staff at the NSU Law Center for their enormously valuable comments, input, assistance and support. Any and all errors in fact are entirely mine. -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Viewer's Guide
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
Twenty Films on Race Relations Accessible Online Through the Digital Resources of Cary Library
June 1, 2020 Twenty Films on Race Relations Accessible Online through the Digital Resources of Cary Library DOCUMENTARY FILMS A People Uncounted: the untold story of the Roma from hoopla A journey into the world of the Roma - a people who have endured centuries of intolerance and persecution. (2014) Alternative Facts: the lies of Executive Order 9066 from Kanopy A documentary film about the false information and political influences which led to the World War II incarceration of Japanese Americans. (2018) America After Ferguson from Kanopy This PBS town hall meeting, moderated by Gwen Ifill, explores events following Michael Brown's death in Ferguson, Missouri. (2014) American Promise from Overdrive Set against the backdrop of a persistent educational achievement gap that dramatically affects African-American boys at all socioeconomic levels across the country, the film captures the stories of Idris and his classmate Seun as their families navigate their way through 13 years of the American education system. (2013) Dare Not Walk Alone from Overdrive An emotional march from past to present combining rarely seen news footage from 1964 with present-day testimony to tell the true story of troubled times in the historic tourist town of St. Augustine, Florida. (2006) I Am Not Your Negro from hoopla and Kanopy An Oscar-nominated documentary narrated by Samuel L. Jackson that explores the continued peril America faces from institutionalized racism. (2017) Olympic Pride, American Prejudice from hoopla In 1936, 18 African American athletes, dubbed the "black auxiliary" by Hitler, participated in the Berlin Olympic Games, defying Nazi Aryan Supremacy and Jim Crow Racism. -
White Privilege and Cultural Racism Effects on the Counselling Process
2 White Privilege and Cultural Racism Effects on the Counselling Process Nia Addy Abstract White privilege is an insidious and elusive concept that, when discussed, often generates strong reactions of denial, guilt, shame, discomfort, and defensiveness (Arminio, 2001). This article attempts to provide a précis of what is meant by white privilege and how it manifests in New Zealand society. White privilege and cultural racism are then examined in relation to the counselling process. The necessity is discussed for white counsellors to develop an awareness of their own racial identity in order to better understand and address the impact of race issues on both their sense of self and their work. Most White people, in my experience, tend not to think of themselves in racial terms. They know they are White, of course, but mostly that translates into being not Black.… Whiteness, in and of itself, has little meaning. (Dalton, 2005, p. 15) The “invisible whiteness of being”, as described by D. W. Sue (2006, p. 15), creates a tangled and sticky web of racial dominance and cultural racism. In Western societies, white people are socialised into occupying a position of power and privilege, and by so being, there is little drive or incentive to address issues of white racial identity and the unearned advantages of having light skin (Dyer, 1997; Lago, 2006; Sue, 2006; Tuckwell, 2002, 2006). Thus whiteness is unquestioningly seen as the human norm, and race is something applied to non-white peoples. In other words, “Other people are raced, we are just people” (Dyer, 1997, p. -
White by Default: an Examination of Race Portrayed by Character Creation Systems in Video Games
White by Default: An Examination of Race Portrayed by Character Creation Systems in Video Games A thesis submitted to the Graduate School of the University of Cincinnati In partial fulfillment of the requirements for the degree of Master of Arts In the Department of Sociology of the College of Arts and Sciences By Samuel Oakley B.A. Otterbein University July 2019 Committee Chair: Dr. Littisha A. Bates, PhD Abstract Video games are utilized as a form of escapism by millions, thousands of hours are put in by multiple players every week. However, the opportunity to escape, and free oneself from societal scrutiny and biases like racism is limited within video games. Color-blind development and reaffirmation of gaming as a white male space limits the ability of players with marginalized identities to escape and enjoy games. A sample of character creation focused video games were analyzed to better understand if there was an impact of the White by Default character occurrence on the overall narrative, ludic (gameplay mechanics) and limitations or bonuses that could affect a player’s agency within a video game. This analysis includes The Sims 3 (freeform life simulator), Skyrim (fantasy roleplaying game), XCOM 2 (tactical science fiction), Tyranny (tactical fantasy), and South Park: The Fractured but Whole (science fiction roleplaying game) all of which allow character creations. My findings suggest that character creation did not limit a player’s agency through the usage of race in character creation, but instead offered a chance for players to self-insert or correct negative stereotypes of color-blind racism in the games narrative. -
Cultural Humility: Challenging Assumptions for Life-Long Learning
5/13/19 Cultural Humility: Challenging Assumptions for Life-Long Learning Azadeh Masalehdan Block, MSW, PhD Department of Social Work California University of PA Behavioral Expectations • Expect that your opinion may differ from others • Disagree with OPINIONS, not people • Use “I” statements to reflect your perspective on topics at hand • Treat everyone with respect and kindness. This is a learning environment and judgment has never had a positive impact on learning outcomes. Before we get started… a GROUP icebreaker • Get into groups of 8 • Identify 6 things you have in common (similarities) • This will likely require you to have a leader AND a note taker • Group will need to identify one person to share commonalities • Why is it important to identify similarities? 1 5/13/19 Goals • To be able to define cultural humility. • To increase knowledge of how to integrate cultural humility into work with constituencies (individuals, families, groups, organizations). • To be able to analyze current agency practices and perceptions and how these may be incompatible with the HUMBLE model of cultural humility. • To be able to define and identify microaggressions; and to apply self-evaluation to shift away from these practices. • To begin examining the role that whiteness (white privilege) and the centering dominant perspective have on agency policies or practices. First Exercise • PREJUDICE AND DISCRIMINATION EVALUATION - Complete the questionnaire independently; - Complete the discussion questions; - Process your answers with a partner - Group