The Trouble We''re In: Privilege, Power, and Difference

Total Page:16

File Type:pdf, Size:1020Kb

The Trouble We''re In: Privilege, Power, and Difference The Trouble Were In: Privilege, Power, and Difference Allan G. Johnson Thetroublearounddifferenceisreallyaboutprivilegeandpowertheexistenceofprivilege andthelopsideddistributionofpowerthatkeepsitgoing.Thetroubleisrootedinalegacyweall inherited,andwhilewerehere,itbelongstous.Itisntourfault.Itwasntcausedbysomethingwedid ordidntdo.Butnowitsallours,itsuptoustodecidehowweregoingtodealwithitbeforewe collectivelypassitalongtothegenerationsthatwillfollowours. Talkingaboutpowerandprivilegeisnteasy,whichiswhypeoplerarelydo.Thereasonforthis omissionseemstobeagreatfearofanythingthatmightmakewhitesormalesorheterosexuals uncomfortableorpitgroupsagainsteachother,1eventhoughgroupsarealreadypittedagainstone anotherbythestructuresofprivilegethatorganizesocietyasawhole.Thefearkeepspeoplefrom lookingatwhatsgoingonandmakesitimpossibletodoanythingabouttherealitythatliesdeeper down,sothattheycanmovetowardthekindofworldthatwouldbebetterforeveryone. Difference Is Not the Problem Ignoringprivilegekeepsusinastateofunreality,bypromotingtheillusionthedifferenceby itselfistheproblem.Insomeways,ofcourse,itcanbeaproblemwhenpeopletrytoworktogether acrossculturaldividesthatsetgroupsuptothinkanddothingstheirownway.Buthumanbeingshave beenovercomingsuchdividesforthousandsofyearsasamatterofroutine.Therealillusionconnected todifferenceisthepopularassumptionthatpeoplearenaturallyafraidofwhattheydontknowor understand.Thissupposedlymakesitinevitablethatyoullfearanddistrustpeoplewhoarentlikeyou and,inspiteofyourgoodintentions,youllfinditallbutimpossibletogetalongwiththem. Forallitspopularity,theideathateveryoneisnaturallyfrightenedbydifferenceisacultural myththat,morethananything,justifieskeepingoutsidersontheoutsideandtreatingthembadlyif theyhappentogetin.Themerefactthatsomethingisneworstrangeisntenoughtomakeusafraidof it.WhenEuropeansfirstcametoNorthAmerica,forexample,theywerentterriblyafraidofthepeople theyencountered,andthetypicalNativeAmericanresponsewastowelcometheseastonishingly differentpeoplewithopenarms(muchtotheirlaterregret).Scientists,psychotherapists,inventors, novelists(andtheirfans),explorers,philosophers,spiritualists,anthropologists,andthejustplain curiousarealldrawntothemysteryofwhattheydontknow.Evenchildrenprobablythemost vulnerableformthatpeoplecomeinseemtolovetheunknown,whichiswhyparentsarealways worryingaboutwhattheirtoddlerhasgottenintonow. Thereisnothinginherentlyfrighteningaboutwhatwedontknow.Ifwefeelafraid,itisntwhat wedontknowthatfrightensus,itswhatwethinkwedoknow.Theproblemisourideasaboutwhat wedontknowwhatmighthappennextorwhatslurkingbehindtheunopeneddoororinthemindof thestrangelookingguysittingacrossfromusonthenearlyemptytrain.Andhowwethinkabout suchthingsisntsomethingwerebornwith.Welearntodoitlikewelearntotieourshoes,talk,and justabouteverythingelse.Ifwetakedifferenceanddiversityasreasonsforfearandoccasionsfor trouble,itsbecausewevelearnedtothinkabouttheminwaysthatmakeforfearandtrouble. Mapping Difference: Who Are We? 1White,MaleandWorried,BusinessWeek,January31,1994,pp.55 Issuesofdifferencecoveralargeterritory.Ausefulwaytoputitinperspectiveiswiththe diversitywheeldevelopedbyMarilynLodenandJudyRosener.2Inthehubofthewheelaresixsocial characteristics:age,race,ethnicity,gender,physicalabilityandqualities(left/righthandedness,height, andsoon),andsexualorientation.Aroundtheouterringareseveralothers,includingreligionmarital status,whetherwereparents,andsocialǦclassindicatorssuchaseducation,occupationandincome. Anyonecandescribethemselvesbygoingaroundthewheel.Startinginthehub,Immale, EnglishǦNorwegian(asfarasIknow),white(alsoasfarasIknow),fiftyǦfouryearsold,heterosexual,and physicallyable(sofar).Intheouterring,Immarried,afather,andamiddleǦclassprofessionalwitha Ph.D.IvelivedinNewEnglandformostofmylife,butIvealsolivedinothercountries.Ihavea vaguelyChristianbackground,butifIhadtoidentifymyspirituallifewithaparticulartradition,Idlean moretowardZenBuddhismthananythingelse.IservedabriefstintintheArmyreserves. ItwouldbeusefulifyoustoppedreadingforamomentandowhatIjustdid.Goaroundthe diversitywheelandgetasenseofyourselfintermsofit. Asyoureflectontheresultsofthisexercise,itmightoccurtoyou(asitdidtome)thatthewheel doesntsatmuchabouttheuniqueindividualyouknowyourselftobe,yourpersonalhistory,the contentofyourcharacter,whatyoudreamandfeel.Itdoes,however,sayalotaboutthesocialreality thatshapeseveryoneslifeinpowerfulways. Imagine,forexample,thatyouwokeuptomorrowmorningandfoundthatyourracewas differentfromwhatitwaswhenyouwenttobed(theplotofa1970moviecalledWatermelonMan).Or imaginethatyourgenderorsexualorientationhadchanged(ashappenedtothecentralcharacterin VirginiaWoolfsnovelOrlando).Howwouldthataffecthowpeopleperceiveyouandtreatyou?How woulditaffecthowyouseeyourself?Howwoulditchangethematerialcircumstancesofyourlife,such aswhereyouliveorhowmuchmoneyyouhave?Inwhatwayswouldthechangemakelifebetter? Worse? 2BasedonTheDiversityWheel.FromWorkforceAmericabyM.LodenandJ.Rosener,McGrawǦHill,1991. Inansweringthesequestions,trytogobeyondtheobviousconsequencestoseetheonesthat areperhapsmoresubtle.Ifyoureheterosexualnow,forexample,andwakeupgayorlesbian,your sexualfeelingsaboutwomenandmenwouldbedifferent.Butwhatabouthowpeopleperceiveyou andtreatyouinwaysunrelatedtosex?Wouldpeopletreatyoudifferentlyatschoolorwork?Would friendstreatyoudifferently?Parentsandsiblings?Wouldyoufeellessincludedamongfriends?In similarways,whatchangeswouldyouexperienceinswitchingfromfemaletomaleorfrommaleto female,fromwhitetoAfricanAmerican,fromAsianorLatino/atoAnglo,orfromphysicallyabletousing awheelchair?Again,focusonthesocialconsequences,onhowpeopleperceiveyouandtreatyouif suchathinghappenedtoyou.Whatopportunitieswouldopenorclose?Whatrewardswouldor wouldntcomeyourway? Formostpeople,shiftingonlyafewpartsofthediversitywheelwouldbeenoughtochange theirlivesdramatically.Eventhoughthecharacteristicsinthewheelmaynottelluswhoweas individualsareintheprivacyofourheartsandsouls,theymatteragreatdealinoursocietybecause theylocateusinrelationtootherpeopleandtheworldinwaysthathavehugeconsequences. Thetroublearounddiversity,then,isntjustthatpeopledifferfromoneanother.Thetroubleis producedbyaworldorganizedinwaysthatencouragepeopletousedifferencetoincludeorexclude, rewardorpunish,creditordiscredit,elevateoroppress,valueordevalue,leavealoneorharass. Thisisespeciallytrueofthecharacteristicsinthecenterofthewheel,whichhavetheadded qualityofbeingalmostimpossibletochange.ItstruethatsexǦchangesurgeryisavailableandthatits possibleforsomepeopletopassforaraceorsexualorientationthatisotherthanwhattheyknow themselvestobe.Butthisisquitedifferentfrombeingmarriedonedaydivorcedthenext,orgettinga newjobthatsuddenlyelevatesyourclassposition.Unliketheouterportionofthewheel,theinner portionconsistsofcharacteristicsthat,onewayoranother,wemustlearntolivewithregardlessof howwechoosetorevealourselvestoothers. Peoplesperceptionsaredifficulttocontrol,however,fortheytendtoassumetheycanidentify characteristicssuchasraceandgendersimplybylookingatsomeone.Weroutinelyformquick impressionsofrace,gender,age,orsexualorientation.Sometimestheseimpressionsarebasedon blanketassumptionsthateveryone,forexample,isheterosexualuntilprovenotherwise.Orifthey lookwhite,theyarewhite.Peopleusuallyformsuchimpressionswithoutthinking,andtheyrelyon theminordertoseetheworldasanorganizedandpredictableplacefromonemomenttothenext. Wemaynotrealizehowroutinelyweformsuchimpressionsuntilwerunintosomeonewho doesntfitneatlyintooneofourcategories,especiallygenderorsexualorientation.Passsomeoneon thestreetwhomyoucantidentifyasclearlymaleorfemale,forexample,anditcanjoltyourattention andnagyouuntilyouvefigureditout.Ourcultureallowsforonlytwogenders(comparedtoother culturesthatrecognizeseveral),andanyonewhodoesntfitclearlyoneortheotherisinstantly perceivedasanoutsider.Thisiswhybabiesbornwithamixtureofsexcharacteristicsareroutinely alteredsurgicallytofittheculturallydefinedcategoriesoffemaleandmale.Mostofourwaysof thinkingaboutsexualityarealsobasedonsocialconstruction.Whetherhomosexualbehavioris regardedasnormalordeviant,forexample,dependsontheculturalcontext,asdoesthelarger questionofwhethersexualorientationisperceivedasdefiningthekindofhumanbeingyouareandthe wayyouliveyourlife. Sothecharacteristicsatthecenterofthewheelareveryhardtochange,aretheobjectofquick andfirmimpressions,andcanprofoundlyaffectourlives.Clearly,diversityisntjustaboutthevariety thatthewordsuggests.Diversitycouldjustbeaboutthat,butonlyinsomeotherworld.3 3ThesectionsthatfollowareorganizedaroundtypesofbehaviorthatarediscussedintermsofracismbyJoeR.Feaginand MelvinP.Sykes,LivingwithRacism:TheBlackMiddleǦclassExperience(Boston:BeaconPress,1994)pp21Ǧ22.Iapplythem morebroadly. The Social Construction of Difference ThegayAfricanAmericannovelistJamesBaldwinoncewroteanessayinwhichheofferedthe provocativeideathatthereisnosuchthingaswhiteness,orforthatmatter,blacknessor,more generally,race.Nooneiswhitebeforehe/shecametoAmerica,hewrote,Ittookgenerationsanda vastamountofcoercion,beforethisbecameawhitecountry.4 WhatdidBaldwinmean?Inthesimplestsense,hewaspointingtoabasicaspectofsocial reality:mostofwhatweexperienceas"real"isaculturalcreation.Inotherwords,it'smadeup,even thoughwedon'texperienceitthatway. Takerace,forexample.Baldwinisntdenyingtherealitythatskinpigmentationvariesfromone persontoanother.Whatheissayingisthatunlessyouliveinaculturethatrecognizesthose differencesassignificantandmeaningful,theyaresociallyirrelevantandthereforedonotexist.A blackwomaninAfrica,therefore,whohasnotexperiencedwhiteracism,doesnotthinkofherselfas blackorexperienceherselfasblack,nordothepeoplearoundher.African,yes;awoman,yes.Butnot
Recommended publications
  • Overlooking Sexism: How Diversity Structures Shape Women's
    Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura M. Brady A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science University of Washington 2013 Committee: Cheryl Kaiser Janxin Leu Program Authorized to Offer Degree: Psychology ©Copyright 2013 Laura M. Brady Acknowledgements This research was conducted under the guidance of Cheryl Kaiser and Brenda Major and was supported by a National Science Foundation Graduate Research Fellowship awarded to Laura Brady and by National Science Foundation grants 1053732 & 1052886 awarded collaboratively to Brenda Major and Cheryl Kaiser. University of Washington Abstract Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura Michelle Brady Chair of the Supervisory Committee: Cheryl Kaiser, PhD Psychology Two experiments test the hypothesis that the mere presence (vs. absence) of diversity structures makes it more difficult for women to detect sexism. In Experiment 1, women who learned that a company required diversity training for managers thought the company was more procedurally just for women and was less likely to have discriminated against a female employee compared to women who learned the company offered general non-diversity related training for managers. Experiment 2 used a similar design, but also gave women evidence that the company had indeed discriminated against women in hiring practices. Again, compared to the control condition, women who learned that the company offered diversity training believed the company was more procedurally just for women, which led them to be less supportive of sexism related litigation against the company. To the extent that diversity structures legitimize the fairness of organizations, they may also make it more difficult for members of underrepresented groups to detect and remedy discrimination.
    [Show full text]
  • Debunking the Myth of Universal Male Privilege
    University of Michigan Journal of Law Reform Volume 49 2016 Debunking the Myth of Universal Male Privilege Jamie R. Abrams University of Louisville Louis D. Brandeis School of Law Follow this and additional works at: https://repository.law.umich.edu/mjlr Part of the Law and Gender Commons, Law and Society Commons, and the Military, War, and Peace Commons Recommended Citation Jamie R. Abrams, Debunking the Myth of Universal Male Privilege, 49 U. MICH. J. L. REFORM 303 (2016). Available at: https://repository.law.umich.edu/mjlr/vol49/iss2/1 This Article is brought to you for free and open access by the University of Michigan Journal of Law Reform at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in University of Michigan Journal of Law Reform by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. DEBUNKING THE MYTH OF UNIVERSAL MALE PRIVILEGE Jamie R. Abrams* Existing legal responses to sexual assault and harassment in the military have stagnated or failed. Current approaches emphasize the prevalence of sexual assault and highlight the masculine nature of the military’s statistical composition and institutional culture. Current responses do not, however, incorporate masculinities theory to disentangle the experiences of men as a group from men as individuals. Rather, embedded within contestations of the masculine military culture is the un- stated assumption that the culture universally privileges or benefits the individual men that operate within it. This myth is harmful because it tethers masculinities to military efficacy, suppresses the costs of male violence to men, and positions women as perpetual outsiders.
    [Show full text]
  • MIAMI UNIVERSITY the Graduate School
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Bridget Christine Gelms Candidate for the Degree Doctor of Philosophy ______________________________________ Dr. Jason Palmeri, Director ______________________________________ Dr. Tim Lockridge, Reader ______________________________________ Dr. Michele Simmons, Reader ______________________________________ Dr. Lisa Weems, Graduate School Representative ABSTRACT VOLATILE VISIBILITY: THE EFFECTS OF ONLINE HARASSMENT ON FEMINIST CIRCULATION AND PUBLIC DISCOURSE by Bridget C. Gelms As our digital environments—in their inhabitants, communities, and cultures—have evolved, harassment, unfortunately, has become the status quo on the internet (Duggan, 2014 & 2017; Jane, 2014b). Harassment is an issue that disproportionately affects women, particularly women of color (Citron, 2014; Mantilla, 2015), LGBTQIA+ women (Herring et al., 2002; Warzel, 2016), and women who engage in social justice, civil rights, and feminist discourses (Cole, 2015; Davies, 2015; Jane, 2014a). Whitney Phillips (2015) notes that it’s politically significant to pay attention to issues of online harassment because this kind of invective calls “attention to dominant cultural mores” (p. 7). Keeping our finger on the pulse of such attitudes is imperative to understand who is excluded from digital publics and how these exclusions perpetuate racism and sexism to “preserve the internet as a space free of politics and thus free of challenge to white masculine heterosexual hegemony” (Higgin, 2013, n.p.). While rhetoric and writing as a field has a long history of examining myriad exclusionary practices that occur in public discourses, we still have much work to do in understanding how online harassment, particularly that which is gendered, manifests in digital publics and to what rhetorical effect.
    [Show full text]
  • What Works? an Evaluation of the Effectiveness of Anti-Racism Strategies
    Anti-Racism – What Works? An evaluation of the effectiveness of anti-racism strategies Prepared by the: Centre for Social Change & Social Equity Murdoch University For the: Office of Multicultural Interests March 2003 Anti-Racism – What works? An evaluation of the effectiveness of anti-racism strategies Prepared for the Office of Multicultural Interests Anne Pedersen, Iain Walker, Mark Rapley, & Mike Wise School of Psychology Murdoch University South Street Murdoch, Western Australia Telephone: (08) 9360 2186 2. CONTENTS Page no 1. Executive Summary 4 2. Background, definition of terms, and overview of report 6 2.1 What are anti-racism strategies? 8 2.2 Why are anti-racism strategies needed? 9 3. Method 9 4. Overview of evaluations of anti-racism strategies 10 4.1 Individual Strategies 12 - Providing knowledge about cultural issues 12 - Dissonance 13 - Empathy 13 4.2 Interpersonal Strategies 15 - Intergroup contact 15 - Providing consensus information 17 - Dialogue 17 - Advertising campaigns 18 5. Description of reviews 21 6. Methodological adequacy 24 7. Broader issues 26 8. Summary, conclusions, and implications 28 9. References 30 10. Endnotes 36 11. Appendices Appendix A. Annotated bibliography: Anti-racism and related strategies 37 Appendix B. A summary evaluation of strategies 78 3. “Laws in this area will not change the hearts of men [sic], they can only restrain the actions of the heartless” (Martin Luther King, Jr.) 1. Executive Summary This report, for the Office of Multicultural Interests, provides a review of the literature on anti-racism strategies, and incorporates evidence from various key researchers and policy workers from around Australia. Although serious methodological limitations restrict the generalisability of much of this literature, a number of key findings consistently emerge.
    [Show full text]
  • Diversity Training Curriculum
    Diversity and Inclusion Training Presented by: Office of Institutional Equity Office for Diversity and Inclusion Training Team • Office of Institutional Equity - Elizabeth Conklin (she/her/hers) Associate Vice President and Title IX Coordinator, - Sarah Chipman (she/her/hers) Director of Investigations and Deputy Title IX Coordinator - Bob Camilleri, (he/him/his) Associate Director of Investigations - Jamila Goolgar (she/her/hers) EEO Investigator - Katherine Kenyon (she/her/hers) EEO and Search Compliance Specialist • Office for Diversity and Inclusion – Elsie Gonzalez (she/her/hers), Director, Diversity and Inclusion Programming Initiatives – Kelsey O’Neil (they/them/theirs), Director, Rainbow Center – Angela Rola (she/her/hers), Director, Asian-American Cultural Center – Willena K. Price, (she/her/hers) Director, African-American Cultural Center 2 Basics Cell Phones Laptops/iPads Questions & Breaks Late Entry/Early Exit 3 Agenda Understanding Diversity and Its Definition Stereotypes, Bias, and Microaggressions Prejudice, Discrimination, Privilege, and Oppression Applicable Federal and State Laws & University Policies Remedies Available to Victims of Discrimination and Hate Crimes Your Rights, Responsibilities & Obligations 4 GRADUATE STUDENT CONTEXT Graduate • Positions of authority within the scope Students have of teaching and research assistant roles. two intersecting • Subordinate positions within the scope roles: of graduate student role. We will discuss both roles today, with a focus on your roles when acting in positions of authority. 5 Policy Against Discrimination, Affirmative Action & Equal Harassment, and Related Employment Opportunity Interpersonal Violence Policy Applicable University Policies Policy Statement: People Non-Retaliation Policy With Disabilities 6 Commitment to Diversity “…encompasses the presence and participation of people who differ by age, color, ethnicity, gender, national origin, race, religion, and sexual orientation; and includes those with disabilities and from various socio-economic backgrounds.
    [Show full text]
  • Stay Woke: Creating a Path Towards Critical Consciousness and Self-Awareness Florcy Romero Clark University, [email protected]
    Clark University Clark Digital Commons International Development, Community and Master’s Papers Environment (IDCE) 5-2016 Stay Woke: Creating a Path Towards Critical Consciousness and Self-Awareness Florcy Romero Clark University, [email protected] Follow this and additional works at: https://commons.clarku.edu/idce_masters_papers Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, and the Educational Assessment, Evaluation, and Research Commons Recommended Citation Romero, Florcy, "Stay Woke: Creating a Path Towards Critical Consciousness and Self-Awareness" (2016). International Development, Community and Environment (IDCE). 11. https://commons.clarku.edu/idce_masters_papers/11 This Research Paper is brought to you for free and open access by the Master’s Papers at Clark Digital Commons. It has been accepted for inclusion in International Development, Community and Environment (IDCE) by an authorized administrator of Clark Digital Commons. For more information, please contact [email protected], [email protected]. Stay Woke: Creating a Path Towards Critical Consciousness and Self-Awareness for Young Women of Color Florcy Romero MAY 2016 A MASTER’S RESEARCH PAPER Submitted to the faculty of Clark University, Worcester, Massachusetts, in partial fulfillment of the requirements for the degree of Master of Arts in the department of International Development, Community, and Environment And accepted on the recommendation of Laurie Ross, Chief Instructor i ABSTRACT Stay Woke: Creating a Path Towards Critical Consciousness and Self-Awareness for Young Women of Color Florcy Romero This paper examines a social justice based curriculum that was designed to promote a process towards critical consciousness and self-awareness in youth of color. This was done through a participatory paradigm infused with observational data.
    [Show full text]
  • Implementation of a Cultural Diversity Program in an Urban Catholic Male High School
    Rowan University Rowan Digital Works Theses and Dissertations 4-12-2004 Implementation of a cultural diversity program in an urban Catholic male high school Diane Casey Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Casey, Diane, "Implementation of a cultural diversity program in an urban Catholic male high school" (2004). Theses and Dissertations. 1125. https://rdw.rowan.edu/etd/1125 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. IMPLEMENTATION OF A CULTURAL DIVERSITY PROGRAM IN AN URBAN CATHOLIC MALE HIGH SCHOOL By Diane Casey A Thesis Submitted in partial fulfillment of the requirement of the Master of Arts Degree of The Graduate School at Rowan University May, 2004 Approved-by- Professor/ Date Approved gj4i j J D ABSTRACT Diane Casey IMPLEMENTATION OF A CULTURAL DIVERITY PROGRAM IN A URBAN CATHOLIC MALE HIGH SCHOOL 2003/04 Dr. Theodore Johnson Master of Art in School Administration The purpose of this study is to create and implement a cultural diversity team of high school students. These students with a faculty leader will spearhead student activities and events around the topic of diversity. The students will be selectively chosen by the intern to be involved in the leadership and implementation of this project. This program is intended to increase cultural awareness of students; staff, faculty and administration so that they can put into practice the skills to confront prejudice and discriminatory behavior in themselves and others.
    [Show full text]
  • Modern Antisemitism in Progressive Circles?
    Denison University Denison Digital Commons Denison Student Scholarship 2021 Modern Antisemitism in Progressive Circles? Jacob Dennen Follow this and additional works at: https://digitalcommons.denison.edu/studentscholarship Modern Antisemitism in Progressive Circles? Jacob Dennen Dr. Paul A. Djupe, Advisor Senior Honors Research Abstract In recent years, anti-Zionism and anti-Israel rhetoric have become hallmarks of the American Left. Moreover, many on the Left have downplayed or denied the severity of antisemitism. This paper seeks to determine how widespread overt and latent antisemitism are among the Left. More specically, it seeks to determine if there is a double standard applied to antisemitism that could be indicative of latent antisemitism as well as if the anti-Zionist rhetoric is the result of latent antisemitism. To do so, respondents in a nationally-representative survey were given questions designed to determine overt antisemitism, as well as two dierent experiments designed to elicit latent antisemitism. The results showed that latent antisemitism does not appear for any of the ideological groups on the Left in the context of ghting discrimination. However, it does appear among Liberals as it relates to self-determination and Progressives when Israel is mentioned. These ndings help illuminate how the Left views antisemitism, the relationship between anti-Zionism and the Left, as well as how widespread latent and overt antisemitism are among the Left. 1 Introduction Where the Right ghts for freedom and liberty, the Left ghts for equality and egalitarianism. The Left has been actively involved in feminism, anti-racism, and the ght for LGBTQ rights and equality. Although each movement comes and goes in intensity and scope with the current focus on anti-racism, the Left readily calls out sexism, homophobia/transphobia, racism, and other forms of prejudice when they appear.
    [Show full text]
  • Social Change Or Status Quo: Approaches to Diversity Training
    ChangeWorks Consulting Transformation for a Better Future Social Change or Status Quo? APPROACHES TO DIVERSITY TRAINING By Patti DeRosa, needs of the type of organization where the training takes ChangeWorks Consulting, 2001 place, such as schools, businesses, social services, or health care institutions. iversity training” is an increasingly common Each training approach has strengths that should be “Dapproach that organizations are using to address recognized and encouraged. There are also limitations the realities and challenges of the diverse workforce and involved in each that are at times related to their underly- society. A 2001 industry report by Training Magazine ing philosophical systems. The focus of this discussion will (October 2001, Vol. 38, No. 10) documented that 75% of be specifically on diversity training approaches used in U.S. companies with 100 or more employees offered workplace settings. It will not directly address diversity diversity training. With so many companies offering planning strategies and multicultural organizational devel- diversity training, it is important to determine exactly opment nor will it discuss approaches to multicultural what is meant by this term. education or the broader issue of multiculturalism in aca- The term “diversity” has become commonplace, but demic institutions (although the models have application it is not often clear what is meant by it. Sometimes it is for these endeavors). I have arranged them alphabetically, used to include such a wide variety of personal human except for anti-racism, which I have placed at the end for differences that it seems that nothing is exempt from it's reasons that will become evident later in this article.
    [Show full text]
  • Song & Music in the Movement
    Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing.
    [Show full text]
  • Multidimensionality Is to Masculinities What Intersectionality Is to Feminism.” This Article Proceeds in Three Parts
    \\jciprod01\productn\N\NVJ\13-2\NVJ203.txt unknown Seq: 1 16-MAY-13 12:52 MULTIDIMENSIONALITY ISTO MASCULINITIES WHAT INTERSECTIONALITY IS TO FEMINISM Athena D. Mutua* This Article explores the intellectual history of the emergence and pairing of multidimensionality theory and masculinities theory in the legal academy as tools for analyzing men’s experiences, practices, powers, and lives.1 It argues that the pairing of these two theories—as opposed to a pairing of intersectional theory and masculinities theory—is largely a function of history, but one that responded to perceived limitations of intersectional theory. These limitations included the fact that intersectionality had primarily been applied to women’s lives but also included the very manner in which women’s lives were often seen and analyzed. The Article arises out of a debate that ensued at the conference on Mul- tidimensional Masculinities and Law: A Colloquium, held at the University of Nevada, Las Vegas, William S. Boyd School of Law in 2011.2 In terms of masculinities theory, as the title of the colloquium suggests, many of the collo- quium participants were multidimensionality theory enthusiasts. I am included in that group. In my conference presentation, I intimated that multidimensional- ity theory better captured the complexity of analyzing men’s lives as seen through masculinities theory because of its insistence on context. I was more specific in my paper,3 in which I praised the multidimensional turn in intersec- tional theory and sought to situate an earlier project on “progressive black mas- culinities” more deeply in it.4 I noted: I believe the multidimensional turn in intersectionality theory better situates mascu- line identities and practices within the matrix of socially constructed hierarchies, bet- ter explains the synergistic interplay between categories such as gender and race, and better explains the role context plays in that interaction.
    [Show full text]
  • Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University Michelle Lynn Hurley East Tennessee State University
    East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2012 Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University Michelle Lynn Hurley East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Social Control, Law, Crime, and Deviance Commons Recommended Citation Hurley, Michelle Lynn, "Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University" (2012). Electronic Theses and Dissertations. Paper 1492. https://dc.etsu.edu/etd/1492 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University __________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership __________________ by Michelle Lynn Hurley December 2012 __________________ Dr. Eric Glover, Chair Dr. Don Good Dr. James Lampley Dr. Leslie McCallister Keywords: diversity
    [Show full text]