Thematische Bibliographien / Online racial conversations

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Auswahl der wissenschaftlichen Literatur zum Thema „Online racial conversations“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "Online racial conversations"

Garrett-Walker, Ja’Nina, Sonja Martin Poole, Sienna L. Williams, Caleb J. Banks, Justine A. Stallings, Kristian R. Balgobin und Dylan P. Moore. „Racial Color-Blindness and Privilege Awareness in Relation to Interest in Social Justice among College Students“. JCSCORE 4, Nr. 2 (07.03.2019): 38–63. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.2.38-63.

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An online survey examining racial color-blindness, privilege awareness, and social justice was administered to a sample of 381 college students (Mage = 20.53, SD = 4.35). Using multiple regression, increases in heterosexual and class privilege awareness predicted increases in student interest in social justice while increased levels of racial color-blindness predicted decreases in student interest in social justice. These findings suggest that racial color-blindness may serve as a barrier to engagement in social justice while heterosexual and class privilege awareness may buffer the aforementioned barrier. Professors and university administration should consider ways in which they infuse conversations around diversity, privilege, and racial color-blindness into their curriculum.

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Tran, Tony. „Imagining the Perfect Asian Woman Through Hate: Michelle Phan, Anti-Phandom, and Asian Diasporic Beauty Cultures“. Communication, Culture and Critique 13, Nr. 3 (15.05.2020): 349–66. http://dx.doi.org/10.1093/ccc/tcz057.

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Abstract This article examines the predominately Asian American “Anti-Phandom” community on GuruGossiper.com to explore how anti-fans of YouTube star Michelle Phan engage with ideologies of beauty cultures within Asian diasporic contexts. For many, Anti-Phandom provides an online space where personal concerns about female Asian beauty standards can be negotiated through Michelle Phan. Within these conversations, I argue Anti-Phans display forms of resistance to Phan's postfeminist forms of female empowerment on racial and ethnic terms. However, these counters to Phan's notions of beauty also produce a rubric of the beautiful Asian woman which renders difference as ugly, creating idealized definitions of racial beauty and Asian/American cultures based on essentialized categories that police diasporic women.

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Hunt, Whitney. „Negotiating new racism: ‘It’s not racist or sexist. It’s just the way it is’“. Media, Culture & Society 41, Nr. 1 (04.10.2018): 86–103. http://dx.doi.org/10.1177/0163443718798907.

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Comic books are being adapted into film and television series, encouraging underrepresented voices to become more prominent in comic book culture. White men continue to dominate the culture as creators and principle characters. Yet, women and people of color are consuming comic books and films at increasing rates prompting fans to use social media outlets and online forums to engage in conversations about race in pop culture. Employing a qualitative content analysis of an online forum tailored to comic book culture, this research investigates how fans negotiate their continued fandom of comics amid claims that the industry is discriminatory toward people of color. Findings reveal forum discussion is adopting framings of new racism when accounting for a lack of diversity in comic book films. Specifically, this research shows how fans rely on White racial framings throughout discussion. Central themes indicate most forum participants suggest only overt discrimination implies that race matters and minimize the effects of historical processes. Moreover, few fans challenge traditional representations normalizing White dominance. This study contributes to research on new racism and the prevalence of White racial framings in contemporary American society.

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Clark, Meredith D. „Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy“. Communication, Culture and Critique 13, Nr. 2 (01.06.2020): 222–41. http://dx.doi.org/10.1093/ccc/tcaa017.

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Abstract Between 2014 and 2017, the creation of hashtag syllabi—bricolage iterations of reading lists created by or circulated among educators on Twitter—emerged as a direct response for teaching about three highly publicized incidents of racial violence in the United States. Educators used hashtags as a means of sharing resources with their networks to provide non-normative literatures from marginalized scholars for teaching to transgress in the wake of Mike Brown’s slaying in Ferguson, Missouri; the massacre of nine congregants at Emmanuel AME Church in Charleston, South Carolina; and the fatal car attack on anti-fascist protestors in Charlottesville, Virginia. Acting on Chakravartty et al.’s provocation to center scholars of color in course syllabi as a pedagogical strategy to disrupt the reification of white supremacy in communication and media studies, I consider the creation of three hashtag syllabi related to these events as a form of critical resistance praxis in the emerging framework of digital intersectionality theory. I present a brief textual analysis of the aforementioned syllabi, triangulated with data from online conversations linked to them via their hashtags and derivative works produced by their creators and users to map two social media assisted strategies for doing critical public pedagogy.

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Melo, Glenda Cristina Valim de. „PERFORMATIVITY OF RACE INTERSECTED BY GENDER AND SEXUALITY IN A CONVERSATION CIRCLE AMONG BLACK WOMEN“. Trabalhos em Linguística Aplicada 60, Nr. 1 (April 2021): 6–15. http://dx.doi.org/10.1590/010318139557711520210309.

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ABSTRACT In this article, I intend to mobilize the concept of race performativity intersected by gender and sexuality and to analyze this in the interaction of black women in an online conversation circle. To reach this goal, I analyze an online conversation circle with me and six other black women through Messenger and I base my analysis on the concept of performativity from Austinian and Butlerian studies, and on the concepts of race articulated with other discursive-bodily markers indicated by hooks (1995), Bento (2002), Mbembe (2014, 2018), Pacheco (2013), among others. In the analysis of the conversation circle, I used the linguistic indexes suggested by Silverstein (2003). The analysis shows the participants intersecting racial performativity with gender and sexuality in the process of understanding the peculiarities of their own existences in different contexts and moments of their lives.

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Coble, Theresa G., Corinne Wohlford Mason, Lisa Overholser und William W. Gwaltney. „Opening Up to Hard History: Activating Anti-Racism in an Immersive Ed.D. Cohort Experience at Heritage Sites in Montgomery, Alabama“. Impacting Education: Journal on Transforming Professional Practice 5, Nr. 2 (17.07.2020): 26–32. http://dx.doi.org/10.5195/ie.2020.132.

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The Ed.D. program in Heritage Leadership for Sustainability, Social Justice, and Participatory Culture at the University of Missouri—St. Louis helps students cultivate the mindsets and skill sets required to sustain, pluralize, and enliven heritage in the public sphere. Although the program primarily meets synchronously online, the January 2020 “Wintercession” field trip to heritage sites in Montgomery, Alabama, provided an opportunity for face-to-face interactions, deep conversation, and reflection. Curricular, conversational, and collaborative inquiry deepened awareness and activated activism toward issues of racial justice. The use of high-impact practices (Kuh, 2008) allowed the cohort and faculty mentors to delve further into heritage leadership themes, including: confronting difficult emotions, recognizing sanctified space, facilitating group bonding and trust building, identifying models for activism, and moving forward in activism. We argue that the emergence of these themes demonstrates the value of immersing students and faculty in a shared, high-impact experience that focused on awareness, remembering, and wondering—the process of imagining the not yet (Keenan-Lechel et al., 2019)—as a means to “activate activism” in a cohort-based Ed.D. program.

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Kelly, Rachel, und Sandra Fruebing. „Whose futures need crafting? A collaborative evaluation of the British Council/Crafts Council Crafting Futures 5K grant scheme“. Art, Design & Communication in Higher Education 20, Nr. 1 (01.04.2021): 103–14. http://dx.doi.org/10.1386/adch_00032_1.

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Sandra Fruebing and Rachel Kelly were recipients of 2018‐19 British Council/Crafts Council Crafting Futures 5k grants. A dialogue between Fruebing and Kelly started when they both returned from their project work in Egypt and the Philippines respectively. Both participants related their experiences through their conversations and this led them to discuss and reflect through regular online exchanges stretching from 2019 to 2020. They both are now considering how their experiences of working with marginalized craft communities have become a position from which to consider the role of development in Art & Design Higher Education research and practice. The spectrum of collaboration and companionship that is emerging from their work, both individually and through online meetings and conversations, become like a radio signal, which is tuning and making audible their similar experiences and understandings.

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Mann, Bryan. „Whiteness and economic advantage in digital schooling: Diversity patterns and equity considerations for K-12 online charter schools“. education policy analysis archives 27 (09.09.2019): 105. http://dx.doi.org/10.14507/epaa.27.4532.

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Scholars and policymakers have yet to hold a robust conversation about diversity in K-12 online schools. This study builds on research that suggests online charter schools enroll higher percentages of White and economically advantaged students compared to national K-12 school enrollment averages. While these findings remain consistent, the study presented here employs techniques used in school segregation and diversity research to develop a more nuanced understanding of online charter school enrollment patterns. While more White and wealthy students attend online charter schools compared to other types of schools nationally, there are differences across states. Understanding the nature of these differences helps consider possibilities for moving online charter school enrollments toward increased diversity. While diversity in traditional schools has benefits, this article concludes with cautions about how to achieve equity through diversity in online spaces and if these goals are attainable. If online charter schools achieve racial and economic diversity, their leaders need to apply critical lenses in developing online programming to ensure diverse enrollments lead to equity.

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Bouchillon, Brandon C. „Patching the Melting Pot: Sociability in Facebook Groups for Engagement, Trust, and Perceptions of Difference“. Social Science Computer Review 37, Nr. 5 (14.08.2018): 611–30. http://dx.doi.org/10.1177/0894439318791241.

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The more racial or ethnic diversity a person lives around in America, the less likely they are to take part in civic life, or to profess feelings of trust for the average person. Differences have instead become reasons to pull back, prompting a mass erosion of social capital, by undermining social contact. The present study moves the conversation online, to the Facebook group setting in particular, as a means of highlighting shared interests while downplaying other differences at first. Results of a national web survey ( N = 1,005) indicate the use of Facebook groups for meeting new people relates to civic participation, along with added weak-tie discussions, which spill over to participation again indirectly. Sociability use of Facebook groups is also a source of bridging social capital, or having more active weak ties upon which to draw, and this contributes to trusting in people. Localized diversity becomes a reason to trust as well, but only for sociable Facebook group users. Less sociable users still mistrust at the sight of difference, but online social efforts appear to swing the direction of influence, for converting neighborhood-level racial and ethnic diversity into trust.

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Hanebutt, Rachel Ann. „What Pete Buttigieg—and all White Americans—Need to Understand About Racism“. Iris Journal of Scholarship 2 (12.07.2020): 174–77. http://dx.doi.org/10.15695/iris.v2i0.4832.

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It is essential that educators, particularly white educators, work to understand racial inequality within a prophetic framework, refuse to perpetuate inaccurate and racist images of black and brown youth, and actively deconstruct structural inequalities within the education system. Structural racism, especially that which has been institutionalized within and in perceptions about the education system, is an important issue for the field of education that was recently the central issue of the eye-catching hashtag, #PeteButtigiegisaLyingMF. This Voices opinion piece examines Michael Harriot’s initiation of a conversation about understandings of structural racism with 2020 presidential candidate Pete Buttigieg, contextualizes this online moment through a theoretical perspective, and provides a call to action for white educators.

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Mehr Quellen

Dissertationen zum Thema "Online racial conversations"

Chaney, Nichole M. „Designing an Interactive Experience to Facilitate Conversations, Create Empathy and Change Attitudes on Race“. University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316948408367.

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Bücher zum Thema "Online racial conversations"

Spallaccia, Beatrice. It’s a Man’s World (Wide Web). Bononia University Press, 2020. http://dx.doi.org/10.30682/alph05.

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Abusive posts on social media target women engaged in online conversation with words and images that affirm patriarchal ideologies and fixed gender identities, to maintain cyberspace as a man’s world. This book investigates online misogyny as a pervasive yet little-researched form of hate speech. By focusing on six cases of cyber harassment directed at women in Australia, Italy, and the United States, this qualitative analysis reveals specific discursive strategies along with patterns of escalation and mobbing that often intertwine gender-based harassment with racism, homotransphobia, xenophobia, and ageism. The author provides a taxonomy of negative impacts on targets that integrates findings across cases and indicates pathways from hate speech to harms. The study suggests an urgent need for effective measures against the threat posed by misogynistic hate speech to individuals and to an open, respectful forum for online communication.

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Phillips, Amanda. Gamer Trouble. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479870103.001.0001.

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Gamers have been in trouble as long as games have existed, constantly mired in controversies about violence, diversity, and online harassment. As our popular understanding of “gamer” shifts beyond its historical construction as a white, straight, adolescent, cisgender male, the troubles that emerge both confirm and challenge our understanding of identity politics. This book excavates the turbulent relationships between surface and depth in contemporary gaming culture, taking readers under the hood of the mechanisms of video games in order to understand the ways that gender, race, and sexuality operate in their technological, ludic, ideological, and social systems. By centering the insights of queer and women of color feminisms in readings of online harassment campaigns, industry animation practices, and popular video games like Portal, Bayonetta, Tomb Raider, and Mass Effect, Phillips adds necessary analytical tools to our conversations about video games. In the context of a political landscape in which reinvigorated forms of racism, sexism, and homophobia thrive in games and gaming communities, Phillips follows the lead of those who have been making good trouble all along, agitating for a better world.

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Buchteile zum Thema "Online racial conversations"

Haina, Bridget. „Online Hate: Examining the Use of Outrage Language in Facebook Conversations over Racial Injustice“. In Social Media Archaeology from Theory to Practice, 277–96. MacroWorld, 2021. http://dx.doi.org/10.15340/978-625-00-9894-3_14.

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Aguayo, Angela J. „Street Tapes“. In Documentary Resistance, 183–226. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190676216.003.0006.

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The proliferation of screen media and the saturation of everyday life with digital culture led to dramatic shifts in public communication, challenging our sense of what it means to be a citizen in the 21st century. Digital technologies have expanded the capacity to author and circulate information in unforeseeable ways. Cell phone video recordings became evidence of an unprovoked police attack, leaving traditional news outlets with little original content. Shifts in online engagement and mobile recording patterns at the turn of the century have enabled people who exist outside of business, state, and mainstream media sectors to create visible documentary moving image discourse that circumvent traditional media content. The standardization of the internet at the turn of the century brought people together in new ways, paving the way for social media and newly formed social networks. Visibility through digital production, online self-publishing, and circulation through social networks offer more than the opportunity to gather an audience; these forms of communication consistently disrupt, contribute, penetrate, challenge, focus, and reframe important public conversations in our culture. This chapter focuses on accidental witnessing of racial struggle and representation of police brutality in documentary history. This chapter has implications for what bodies get to move freely through a documentary commons and what bodies do not.

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Clark, Christine, und Gwen Stowers. „The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom“. In Meta-Communication for Reflective Online Conversations, 40–58. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-071-2.ch003.

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This chapter takes a contrary view of the “meta” aspect of meta-communication (where meta is defined as “behind” or “beneath”) in the online multicultural teacher education classroom, arguing that such communication inhibits learning about (content) and through (pedagogy) sociopolitically-located multicultural teacher education by enabling e-racism, e-classism, and e-sexism to operate in largely covert manners in the distance education context. Accordingly, this chapter contends that digital meta-communication on issues of race/ethnicity, socioeconomic class, and sex/gender needs to be “de-meta-ed” or made explicit in order for the kind of liberatory reflective conversation on these topics to occur that is foundational to the adequate preparation of PK-12 teachers to effectively educate all students.

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Clark, Christine, und Gwen Stowers. „Speaking with Trunks, Dancing with the “Pink Elephants”“. In Advances in Linguistics and Communication Studies, 78–97. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9970-0.ch005.

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Clark, Christine, und Gwen Stowers. „Speaking With Trunks, Dancing With the “Pink Elephants”“. In Multicultural Instructional Design, 1343–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch064.

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Bowman, Paul. „Everybody Was Kung Fu Citing“. In The Invention of Martial Arts, 77–98. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197540336.003.0005.

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Key among influential texts in the movement of martial arts texts into popular consciousness is the 1974 international hit disco song, ‘Kung Fu Fighting’ by Carl Douglas. Chapter 4, ‘Everybody Was Kung Fu Citing: Inventing Popular Martial Arts Aesthetics’ consists of a sustained close reading of this song, focusing on its lyrics, its aural and visual semiotics, its intertextual relations with other sound effects and songs, and some controversial instances of its reiteration and redeployment in different cultural contexts. Following the main questions that arise about this song in journalistic contexts, news stories, and conversations online, the chapter poses the well-worn question, ‘Is it racist?’ In doing so, the chapter enters into debates about orientalism, ethnic stereotyping, and cultural appropriation, but does so in a way that recasts the orientations of these debates, away from moralism and judgmentalism and towards questions of interest, desire, investment in, and involvement or encounters with ‘other cultures’.

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Konferenzberichte zum Thema "Online racial conversations"

Borno, Hala T., Brian Bakke, Anke Hebig Prophet, Yoon-Ji Kim, Jan Yaeger, Jessica Chao, Pelin Cinar et al. „Abstract A081: Trial Library: A pilot study to examine feasibility, acceptability, and preliminary estimates of efficacy for an online clinical trial matching website on patient-prompted conversations for prostate cancer clinical trials“. In Abstracts: Eleventh AACR Conference on The Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 2-5, 2018; New Orleans, LA. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp18-a081.

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