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Relevant bibliographies by topics / Racism in language

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Academic literature on the topic 'Racism in language'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Racism in language"

1

Ewara, Eyo. "Idle Talk and Anti-Racism: On Critical Phenomenology, Language, and Racial Justice." Puncta 5, no. 4 (2022): 32–50. http://dx.doi.org/10.5399/pjcp.v5i4.3.

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While race and racism have never stopped being urgent issues for many communities of color, talk about race, racism, and racial justice have once again become a central part of mainstream social and political discourse in America. But while critical phenomenologists have offered many accounts of what it is like to live in a world shaped by racism—particularly in terms of embodiment—they have not drawn attention to questions about what it is like to live in a world increasingly shaped by anti-racist sentiment and action, the kind of world in which the question of critical phenomenology’s contribution to projects of racial justice can itself arise. In this paper, I argue that one avenue to approach the silence in critical phenomenology around the experiences and habits of anti-racism as they circulate in our discourse is to draw attention to how critical phenomenology, as it turns to questions of race, tends to turn away from explorations of language. Interrogating how critical phenomenologists approaching racial issues have managed to escape explicitly thematizing language, I argue that this occlusion of language by critical phenomenology consequently leaves behind resources through which to ask ourselves what is happening as we articulate increasingly taken-for-granted ways of speaking and living out an opposition to racism.

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Goldberg, David Theo. "Racisms without Racism." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1712–16. http://dx.doi.org/10.1632/pmla.2008.123.5.1712.

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Initiated in think tanks following world war II, neoliberalism took hold of political imaginaries in the late 1970s and the 1980s as capitalist enterprises vigorously sought to expand their market reach in the face of structural challenges and adjustments, economic and political. Technologies of travel, communication, and information flows became speedier and more sophisticated, further shrinking distances and compressing time. Associated regimes of population management and rule accordingly were pressed into forging novel strategies.

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Liyana A, Ancy, and Anu Baisel. "Unveiling Color-Blind Racism: Racial Violence, Identity, and Resistance in Sue Monk Kidd’s The Secret Life of Bees." World Journal of English Language 14, no. 1 (November 20, 2023): 135. http://dx.doi.org/10.5430/wjel.v14n1p135.

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Racism is pervasive in society; its roots have been deeply ingrained into individuals’ lives, hindering African Americans' ability to achieve stability and peace. It is established in favor of societal convictions that primarily benefit whites to maintain their superiority and dominance over Blacks. Naturally, white people are the foundation of racial supremacy, pretending to treat Blacks equally through practices such as color-blind racism yet limiting Blacks in different fields. African Americans continue to be victims of the dominant ideology of color-blind racism, which produces significant racial tension and conflict in American culture. Correspondingly, they face racial inequities in their daily lives. This study's primary goal is to examine how racial violence still exists in the form of color-blind racism in one of Kidd's most famous novels, The Secret Life of Bees, in which Lily, the white protagonist, is prejudiced against African Americans. Eventually, Lily realizes her ingrained white racial guilt and strives to change it once she embraces the Black community by valuing their identity. In addition, the study also examines how Lily recognizes society's color-blind racist approach, which attempts to instill racism in order to impact and constrain Blacks as an inferior race. Finally, the findings of this study provide a clear picture of the hegemonic ideology known as color-blind racism and how its ideals in practice affect the lives of Black people while favoring the prejudice and discrimination of white characters in the novel.

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Levinson, Meira. "The Language of Race." Theory and Research in Education 1, no. 3 (November 2003): 267–81. http://dx.doi.org/10.1177/1477878503001003001.

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Lawrence Blum’s ‘ I’m Not a Racist, But...’ : The Moral Quandary of Race is purposeful moral philosophy done well. It is, however, not without fault. I challenge Blum on three issues regarding the language of race. First, I suggest that disagreements about the racial language we use are part and parcel of the debate about racism, rather than being something that we can and should resolve ahead of time. Second, I question whether the language of ‘racialized groups’ can be institutionalized in a way that is clearly distinct from the language of ‘race’. I focus especially on challenges to implementation within the classroom context. Third, I argue that Blum wrongly assumes that changing our language will change our social psychology. By contrast, data from both system justification theory and stereotype threat theory indirectly demonstrate that individuals are likely to perpetuate racist assumptions and behaviors, even if they adopt ‘racialized group’ language.

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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (October 28, 2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.

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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.

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Agudelo, Felipe I., and Natalie Olbrych. "It’s Not How You Say It, It’s What You Say: Ambient Digital Racism and Racial Narratives on Twitter." Social Media + Society 8, no. 3 (July 2022): 205630512211224. http://dx.doi.org/10.1177/20563051221122441.

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Social media has been used to disseminate hate speech and racism. Racist opinions can be disguised through a language that may appear to be harmless; however, it can be part of a racist rhetoric toward communities of color. This type of racist communication is called Ambient Digital Racism (ADR). Through a thematic analysis, this project sought to identify and analyze social media racist discourses on Twitter in the context of George Floyd’s death. This research examined original tweets posted during the time of the protests using three known counter Black Lives Matter (BLM) hashtags, namely, #WhiteLivesMatter, #BlueLivesMatter, and #AllLivesMatter. After the analysis, two themes emerged, namely, the discourse of oppressor’s reverse racism and the social criminalization of BLM. These themes described the narratives used by these groups to develop a racist digital discourse that goes unnoticed by social media regulations and policies and that leaves an open space to negotiate what constitutes acceptable race talk and what constitutes a racist discourse. It was found that both themes were grounded on White victimization, color-blind racism, and the dehumanization of BLM as a social and racial justice movement.

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Müller, Carolin. "Anti-Racism in Europe: An Intersectional Approach to the Discourse on Empowerment through the EU Anti-Racism Action Plan 2020–2025." Social Sciences 10, no. 4 (April 14, 2021): 137. http://dx.doi.org/10.3390/socsci10040137.

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Anti-racism in Europe operates in political, policy, and civic spaces, in which organizations try to counter racial discrimination and violence. This paper applies a textual analysis to the European discourse of the transnationally connected anti-racism movement that shaped the European Union (henceforth EU) anti-racism action plan 2020–2025. The plan seeks to address structural racism in the EU through an intersectional lens. Alana Lentin, however, cautions that the structuring principles of anti-racism approaches can obscure “irrefutable reciprocity between racism and the modern nation-state”. Against the backdrop of a critique intersectionality mainstreaming in global anti-racist movements, this paper draws on Kimberly Crenshaw’s concept of intersectionality to critically examine the practices outlined in the EU anti-racism action plan to understand (1) the extent to which the EU anti-racism action addresses the historical baggage of European imperialism, (2) the influence of transnational anti-racism organizations such as the European Network Against Racism (henceforth ENAR) in reinforcing universalisms about notions of humanity in anti-racism activism through language and (3) the limitations that the EU anti-racism action plan poses for the empowerment of racially marginalized groups of people.

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Muam MAH, Pascal. "Assessing the Impact of Racism on Neurodiversity based on Natural Language Processing and Artificial Intelligence." March 2023 5, no. 1 (March 16, 2023): 13–42. http://dx.doi.org/10.36548/jitdw.2023.1.002.

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Neurodiversity is an observed variation of neurological features identified in humans. The study of neurodiversity starts with the ability to understand and train humans, living things, and computers to be culturally diverse without bias. Bias in any form like algorithms or human activities gives rise to racist sentiments that affect humans. Until today, there are no concise solutions to the challenges associated with neurodiversity. Racism is one of the most unexploited underline challenging factors affecting neurodiversity. This study uses keywords for natural language processing to identify four racist morphologies such as prejudice, discrimination, antagonism, and marginalization, and hashtag for artificial intelligence to extract metadata on neurodiversity. Sixteen selected morphologies associated with neurodiversity have been identified. With the help of natural language processing, each racist morphology is matched with neurodiversity to examine the impact of racism on neurodiversity. Neurodiversity Satisfactory Score (NSS) and Neurodiversity Effort Score (NES) have been developed to measure the impact of racism. The metadata and keywords use the formulae, NE/RM≤4=1, NE/RM≤8=2, NE/RM≤12=3, and NE/RM≤16=4, to generate study statistics, where NE is Neurodiversity Element and RM is Racism Morphology. Recorded NSS and NES of 2.356 and 2.356 respectively, indicate that racism impact in the study is equal but harmful to neurodiversity. The study concludes that racism is dangerous to human health and its systematic factors greatly impact neurodiversity even though the human brain has to resist the racist tendency to maintain a balance between racism and brain diversity. The study recommends that more findings should be carried out to develop more substantial factors associated with neurodiversity.

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Von Esch, Kerry Soo, Suhanthie Motha, and Ryuko Kubota. "Race and language teaching." Language Teaching 53, no. 4 (July 29, 2020): 391–421. http://dx.doi.org/10.1017/s0261444820000269.

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AbstractIn this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful solutions for addressing effects of racial inequities. We conceptualize two key terms, ‘race’ and ‘language,’ then overview theories that appeared most significant in the research literature. We explore five interconnected themes that featured prominently throughout the existing literature on race and language teaching: standard language ideology and racial hegemony, the idealized and racialized native speaker, racial hierarchies of languages and language speakers, racialization and teacher identity, and race-centered approaches to pedagogies and educational practices. We offer a critical analysis of the current status of scholarship on race and language teaching, including gaps and necessary reframing, and conclude with implications for future directions and questions arising from the work.

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Lipovec Čebron, Uršula. "Language as a Trigger for Racism: Language Barriers at Healthcare Institutions in Slovenia." Social Sciences 10, no. 4 (March 30, 2021): 125. http://dx.doi.org/10.3390/socsci10040125.

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The article analyzes the impact of language barriers on the medical treatment of foreign-speaking patients and illustrates that the absence of systemic, institutional responses to language barriers in healthcare facilities exacerbates racist attitudes toward migrants and ethnic groups. The article is based on 201 interviews with healthcare workers, employees of public or non-governmental institutions as well as users of healthcare services that were conducted between 2018 and 2019 in twelve local communities in Slovenia. Following the methodological and conceptual framework, the first part of the article highlights the various negative consequences of language barriers experienced by healthcare workers and foreign-speaking patients. The second part shows that in the absence of an accessible network of professional intercultural mediators or interpreters, healthcare workers are left to their own devices with respect to overcoming language barriers. Finally, the last part of the article shows that many interlocutors are increasingly searching for the culprit for this situation. Some healthcare workers attribute the responsibility to the abstract concept of the “system”, while others attribute the responsibility exclusively to migrants, thus perpetuating key elements of the culture of racism present in Slovenia. In this culture of racism, knowledge of Slovene language becomes one of the most important criteria that distinguishes deserving from undeserving migrants. The latter are a privileged object of racist responses at the level of cultural, institutional and personal racism, which is proving to be mutually toxic.

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Dissertations / Theses on the topic "Racism in language"

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Cross, Sandra A. "Understanding verbal accounts of racism /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8233.

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Inoue, Asao B. "The epistemology of racism and community-based assessment practice." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/a%5Finoue%5F012205.pdf.

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Richardson, John Edward. "The discursive representation of Islam and Muslims in British broadsheet newspapers." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369893.

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Marx, Sheryl Ann. "Turning a blind eye to racism no more : naming racism and whiteness with pre-service teachers /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008388.

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Clarke, Tamsin Law Faculty of Law UNSW. "Racism, pluralism and democracy in Australia : re-conceptualising racial vilification legislation." Awarded by:University of New South Wales. School of Law, 2005. http://handle.unsw.edu.au/1959.4/20530.

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Australian debates about racial vilification legislation have been dominated by mainstream American First Amendment jurisprudence and popular American notions of 'free speech' to the exclusion of alternative Europeans models. This can be seen from notions of Australian racial vilification legislation as inconsistent with 'free speech' rights as well as the influence of some of the basic assumptions of First Amendment jurisprudence on political speech cases in the Australian High Court. Despite the widespread existence of legislation that penalises racial vilification at State and Federal levels, there has been a rise in Australia over the past 10 years of divisive 'race' politics. Against that background, this thesis considers the scope and limits of racial vilification legislation in Australia. It is argued that First Amendment jurisprudence is inadequate in the Australian context, because it is heavily dependent upon economic metaphors, individualistic notions of identity and outdated theories of communication. It assumes that 'free speech' in terms of lack of government intervention is essential to 'democracy'. It ignores the content, context and effect of harmful speech, except in extreme cases, with the result that socially harmful speech is protected in the name of 'free speech'. This has narrowed the parameters within which racial vilification is understood and hindered the development of a broader discourse on the realities of racist harms, and the mechanisms necessary for their redress. The author calls for the development of an Australian jurisprudence of harmful speech. Failing an Australian Bill of Rights, that jurisprudence would be grounded upon the implied constitutional right of free political speech, informed by an awareness that modern structures of public speech favour a very limited range of speech and speakers. The jurisprudence would take advantage of the insights of Critical Race Theory into the connections between racial vilification and racist behaviour, as well as the personal and social harms of racial vilification. Finally, it is argued that the concepts of human dignity and equality, which underpin European discrimination legislation and notions of justice, provide a way forward for Australian jurisprudence in this area.

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Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.

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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.
The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.

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Wikman, Hannes. "Racism, Mark Twain and Close Reading in the English Language Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83604.

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This essay argues that Mark Twain’s novels The Adventures of Huckleberry Finn and Pudd’nhead Wilson can be applied in Swedish upper secondary schools to address racial inequality in the purpose of achieving intercultural competence and understanding. Racism is a vast issue, evident in both schools and in our society, locally as well as globally, where ethnical minorities are abused or disfavored societal privileges. This leaves teachers with the vital task of counteracting racism in classrooms, in accordance with the educational goals of imparting democratic values. The essay is conducted through a Close Reading, which is beneficial in exposing a text’s complexity by examining its literary aspects. The primary focus from the Close Reading is put on narration and its subordinate categories. Word choice, repetition or metaphors are highlighted and analyzed from the selected passages as they are literary aspects that the students can react to and further discuss in relation to racism in their everyday lives. The findings show that Twain’s ways of narrating racism and stimulating empathy are integral features in promoting an increased understanding to meet the curriculum’s requirements.

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Green, Meredith Anne 1971. "Bottles, buildings, and war: Metaphor and racism in contemporary German political discourse." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278523.

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Political discourse in contemporary Germany provides a window into issues of racism, nationality, and the overall question of German identity. The use of metaphor and racist semantic techniques in political speeches and articles addressing issues of increased neo-Nazi activity and changes in immigration policy point to an increasing struggle over the establishment of a common discursive framework within which such questions are discussed. Such a struggle itself points to a deeper crisis of the state and German identity. This paper offers an approach to understanding these struggles by first examining metaphorical conceptions of the nation and state that not only reflect and describe, but actually shape German experience of these phenomena, further impacting conceptions of race and national identity. The active role of racism in creating a common discursive framework and as it informs the process/state project of hegemony is examined. Questions concerning whether the racism detected is "new" and the consequences of establishing a racialized discourse will contribute, finally, to an exploration of possibilities for creating an anti-racist discourse in Germany.

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Volbrecht, Terry. "The articulation of the South African social formation with the teaching of English as a first language in the Cape Education Department." Thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/23738.

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Lesser, Danielle. "Rhetoric and Anti-Racism in Social Work: A Study in the Philosophy of Language." Thesis, Cranfield University, 1993. http://dspace.lib.cranfield.ac.uk/handle/1826/4598.

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This thesis is concerned with the nature of understanding in multi-racial social work practice (MRP), and in particular with the philosophy of anti-racist social work. After a review of the past and present literature on MRP which charts the development of anti-racism and black perspectives in social work, it is concluded that new approaches are needed to take account of the importance of racism conceived as a linguistic resource. A consideration of the wider literature on race and racism leads on to an exploration of hermeneutic philosophy as a general guide to the analysis of problems of communication and understanding in social work. The work of Gadamer and Derrida is reviewed in some detail, in the context of wider developments in the philosophy of language and in literary criticism and textual analysis. It is argued that analysis of social work texts can offer new insights into the problems of formulating guidelines for anti-racist practice. Two exemplary analyses are presented: the first of Dominelli 's text Anti-Racist Social Work and the second of Ahmad's Black Perspectives in Social Work. Finally, it 1S suggested that this analysis demonstrates the utility, and complementarity, of Gadamerian and Derridean perspectives in this effort - and that we must recognise that the positions we adopt on the best way forward are necessarily provisional, just as the commonly understood meanings of key terms in the debate about race and social work remain provisional.

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Books on the topic "Racism in language"

1

Weber, Jean-Jacques. Language Racism. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070.

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Nuzhat, Amin, Dei, George Jerry Sefa, 1954-, and Lordan Meredith, eds. The poetics of anti-racism. Halifax, N.S: Fernwood Pub., 2006.

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Congress, Trades Union. Racism at work: A crime in anyone's language. London: TUC, 2002.

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Pauwels, Anne. Non-discriminatory language. Canberra: Australian Govt. Pub. Service, 1991.

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Dijk, Teun Adrianus van. Elite discourse and racism. Newbury Park, Calif: Sage Publications, 1993.

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Konferent︠s︡ii︠a︡ "Sot︠s︡ialʹnye nauki, rasistskiĭ diskurs i diskriminat︠s︡ionnye praktiki" (2001 Saint Petersburg, Russia). Rasizm v i︠a︡zyke sot︠s︡ialʹnykh nauk. Sankt-Peterburg: Aleteĭi︠a︡, 2002.

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Carr, Firpo W. Wicked words, poisoned minds: Racism in the dictionary. 2nd ed. Lakeland, Calif: Scholar Technical Institute of Research, 2004.

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Ilka, Kangas, and Kangas Kea, eds. Minoritet, språk och rasism. Malmö: Liber, 1986.

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Ette, Ottmar, and Markus Messling. Wort Macht Stamm: Rassismus und Determinismus in der Philologie (18./19. Jh.). München: Wilhelm Fink, 2013.

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Henry, Frances. Discourses of domination: Racial bias in the Canadian English-language press. Toronto: University of Toronto Press, 2002.

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Book chapters on the topic "Racism in language"

1

Weber, Jean-Jacques. "The Language Racist." In Language Racism, 9–19. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_2.

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Weber, Jean-Jacques. "Language and Identity." In Language Racism, 50–59. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_4.

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Weber, Jean-Jacques. "Language and Integration." In Language Racism, 60–68. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_5.

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Weber, Jean-Jacques. "Language and Culture." In Language Racism, 69–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_6.

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Weber, Jean-Jacques. "Language and Education." In Language Racism, 78–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_7.

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Weber, Jean-Jacques. "Language and Racism." In Language Racism, 94–112. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_8.

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Weber, Jean-Jacques. "Introduction." In Language Racism, 1–7. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_1.

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Weber, Jean-Jacques. "What Is a Language?" In Language Racism, 21–49. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_3.

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Weber, Jean-Jacques. "How Not to Be a Language Racist." In Language Racism, 114–18. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_9.

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van Dijk, Teun A. "Mediating racism." In Language, Power and Ideology, 199. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ct.7.15dij.

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Conference papers on the topic "Racism in language"

1

Field, Anjalie, Su Lin Blodgett, Zeerak Waseem, and Yulia Tsvetkov. "A Survey of Race, Racism, and Anti-Racism in NLP." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.149.

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Wong, Wales. "Addressing Antiblack Racism in English Language Teaching: Experiences From Duoethnography Research." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010436.

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Bussaja, Janga. "Leveraging an African-Centered Language Model (LLM) for Dismantling White Supremacy: The Case of “SMOKY”." In 12th International Conference of Security, Privacy and Trust Management. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141109.

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The system outlined in this proposal exists in a conceptual phase, awaiting the necessary resources for implementation. The theoretical framework presented herein lays the foundation for the development and deployment of 'Smoky,' an innovative artificial intelligence system designed to confront systemic racism. Grounded in African-centered scholarship and equipped with sophisticated monitoring capabilities, 'Smoky' stands as a pioneering endeavor in the realm of leveraging technology for social equity. This scholarly exploration delves into the conceptualization, development, and potential applications of 'Smoky' as a formidable asset in the ongoing struggle against racial injustice. As with any transformative idea, securing funding and support is paramount to transitioning from theory to tangible action. This paper serves as a call to philanthropists and potential collaborators to join in the realization of this vision, contributing to the advancement of technology-driven solutions for social justice.

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Bright, Nicola. "Growing Māori Language in Schools: Critical Conversations About Identity, Positioning, and Racism." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2103603.

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Qin, Kongji. "Counteracting Xenophobia and Racism Through Language Education: Co-Designing Anti-Oppressive Language Curriculum With Teachers and Immigrant Youth." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2058742.

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Duthely, Lunthita, Olga Villar-Loubet, Sneha Akurati, and Alex Sanchez Covarrubias. "A Cross Cultural Perspective of Adherence for Racial/Ethnic Minority Women with HIV, Living in the United States." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2022. http://dx.doi.org/10.4087/dxul5725.

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HIV persists as a global public health tragedy, as more than 36 million lives have been lost to HIV/AIDS. A diagnosis of HIV can be treated as a chronic disease, for those who adhere to their medication regimens and other health recommendations. However, for racial/ethnic minorities living in the United States, many of whom face a multitude of barriers, adherence to medications and medical appointments can be a challenge. For racial/ethnic minority women, specifically, gender roles, HIV stigma, racism, inconsistent access to healthcare, financial and food insecurity are just a few of the barriers they experience, which may interfere with their ability to adhere to medical treatment. For immigrant women, low language literacy, which is linked to health literacy, may further exacerbate these lives where staff and services provide culturally and linguistically competent services. This paper reports parts of a larger mixed-methods inquiry. The goal is part of larger study to develop an intervention for racial/ethnic minority women with HIV, living in the Southeastern region of the United States.

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Alotaibi, Afaf, and Mozaherul Hoque Abul Hasanat. "Racism Detection in Twitter Using Deep Learning and Text Mining Techniques for the Arabic Language." In 2020 First International Conference of Smart Systems and Emerging Technologies (SMARTTECH). IEEE, 2020. http://dx.doi.org/10.1109/smart-tech49988.2020.00047.

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Unangst, Lisa. "Leveraging Natural Language Processing Techniques to Interrogate Discourses of Diversity and Racism: Institutional Diversity Statements." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577703.

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Li, Guofang. "Monolingualism Reproduction: Examining Language Ideology, Linguistic Violence, and Systemic Racism in and out of School." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2104653.

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Rivera, Amelia. "Black Language Identities: Implicit Stances and Experiences of Anti-Black Linguistic Racism in Black Mathematics Educators." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114804.

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Reports on the topic "Racism in language"

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Lylo, Taras. Російсько-українська війна в інтерпретаціях іранського видання «The Tehran Times»: основні ідеологеми та маніпулятивні прийоми. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11730.

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The article analyzes the main ideologemes in the Iranian English-language newspaper The Tehran Times about the Russian-Ukrainian war. Particular attention is paid to such ideologemes as “NATO-created Ukraine war”, “Western racism”, “an average European is a victim of the US policy”. The author claims that the newspaper is a repeater of anti-Ukrainian ideologemes by the Russian propaganda, including such as “coup d’état in Ukraine”, “denazification”, “special military operation”, “conflict in Ukraine”, “genocide in Donbas”, but retranslates them in a specific way: the journalists of The Tehran Times do not often use such ideologemes, but mainly ensure their functioning in the newspaper due to the biased selection of external authors (mainly from the USA), who are carriers of the cognitive curvature. The object of the research is also the manipulative techniques of the newspaper (the appeal to “common sense”, simplification of a complex problem, etc.). Methods of modeling the image of the enemy are also studied (first of all, such an enemy for the Tehran Times is the USA), among which categoricalness occupies a special place (all features of the opponent are interpreted not only at its own discretion, but indisputably; such and only such perception of the opponent is “the ultimate truth”), stereotypes (stereotypes replace the true knowledge), demonization (the opponent is portrayed as the embodiment of absolute, metaphysical evil) and asynchrony (an astronomer’s view, who sees a star as if it was the same all eternity to this point. The dynamics of history is ignored by propagandist). Keywords: ideologeme, manipulative techniques, Russia, racism, propaganda.

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Berggren, Erik. Migration and Culture. Linköping University Electronic Press, August 2024. http://dx.doi.org/10.3384/9789180757638.

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This report is written by students in the Ethnic and Migration Studies Master’s Programme, part of the Research Institute in Migration, Ethnicity, and Society (REMESO) at Linköping University, based on the Norrköping campus. REMESO is an internationally renowned institute that pursues research in migration and ethnic relations. The Master’s Programme is highly sought after, with students coming from all over the world to attend. Their interest in how migration transforms the world and how it influences other social phenomena has fuelled their work in this publication. In their first year of studies, students take the course Critical Cases in Ethnic and Migration Studies, led by Erik Berggren as course coordinator and Kenna Sim-Sarka. The course is designed for students to apply the theoretical knowledge and experiences gained throughout the first year’s courses to produce articles beyond an academic audience for the broader public. Each REMS report is based around a specific theme, with previous themes including migration and Covid-19, migration and Ukraine, and migration and democracy. The REMS report is one of the many ways in which we, as students, are trained to identify and analyse issues related to migration, integration, and diversity and to make research accessible to a wider audience. This year’s overarching theme is Migration and Culture, sparked by recent developments in Sweden’s and Norrköping’s politics of decreasing and cutting funds for cultural activities. Arts and culture are both areas of expression for migrant communities and people on the move, as well as those fighting against racism, discrimination, and exclusion. The current debate on “Swedish culture” and on a “Swedish cultural canon” recalls monolithic understandings of culture as a natural and immutable construct, contributing to the polarisation of views rather than the multiplication of perspectives and conceptions of it. Like culture, which can be visualised as a tapestry created from different threads, different contributions, woven together to form something complex, this report is also a collection of varied articles, united by a common theme. Some articles in this report look at the accessibility of culture in Sweden and its transmission through all kinds of mediums, such as TV programmes; others engage artists or “social artists” who care about issues like migration and the fight against racism and discrimination, and some focus on specific aspects of culture and arts, such as language, food, and music. The first-year students of EMS, 2024.

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Yatsymirska, Mariya. Мова війни і «контрнаступальна» лексика у стислих медійних текстах. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11742.

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The article examines the language of the russian-ukrainian war of the 21st century based on the materials of compressed media texts; the role of political narratives and psychological-emotional markers in the creation of new lexemes is clarified; the verbal expression of forecasts of ukrainian and foreign analysts regarding the course of hostilities on the territory of Ukraine is shown. Compressed media texts reflect the main meanings of the language of the russian-ukrainian war in relation to the surrounding world. First of all, the media vocabulary was supplemented with neologisms – aggressive and sad: “rashism”, “denazification”, “katsapstan”, “orks”, “rusnia”, “kremlins”, “parebrik”, “in the swamps”, “nuclear dictator”, “putinism”, “two hundred” and others. Numerals acquired new expressive and evaluative meanings: “200s” (dead), “300s” (wounded), “400s” (russian military personnel who filed reports for termination of the contract), “500s” (hopelessly drunk russian soldiers, alcoholics who are unable to perform combat tasks). The language of war intensified the slogans of the struggle for state independence and people’s freedom. The scope of the greeting “Glory to Ukraine! – Glory to Heroes!”. New official holidays have appeared in the history of Ukraine since 2014: “Heroes of the Heavenly Hundred” Day (February 20), “Ukrainian Volunteer Day” (March 14), “Defenders and Defenders of Ukraine Day” (October 14), “Volunteer Day” (5 December). As you know, the professional holiday of the military is the Day of the Armed Forces of Ukraine” (December 6). A special style is characteristic of media texts on military topics: “Iron Force of Ukraine” (Iron Force of Ukraine), “digitize the Army” (for effective simulation of military operations); “grain corridor” (export of Ukrainian grain to African and European countries); “don’t let Ukraine lose” (the position of the Allies at the first stage of the war), “Ukraine must win!” (the position of the Allies in the second stage of the war); “in the Russian-Ukrainian war, the thinking of the 19th century collided with the thinking of the 21st century”, “a politician is a person who understands time” (Grigori Yavlinskyy, Russian oppositionist); “aggressive neutrality” (about Turkey’s position); “in Russia”, “there, in the swamps” (in Russia), “weak, inadequate evil” (about Russia), “behind the fence”; “a great reset of the world order”; “technology of military creativity”; “they are not Russian and not Ukrainian, they are Soviet”, “people without mentality”, “in Ukraine and without Ukraine” (Vitaly Portnikov about a separate category of Russian-speaking citizens in Ukraine); “information bed of Ukraine” (about combat operations on the front line; “when a descendant asks me what I did in those terrifying moments, I will know what to answer. At the very least, I did not stand aside” (opinion of a Ukrainian fighter). Compressed in media texts is implemented in the headline, note, infographic, chronicle, digest, help, caption for photos, blitz poll, interview, short articles, caricature, visual text, commercial, etc. Researchers add “nominative-representative text (business card text, titles of sections, pages, names of presenters, etc.) to concise media texts for a functional and pragmatic purpose.” accent text (quote, key idea); text-navigator (content, news feed, indication of movement or time); chronotope”. A specific linguistic phenomenon known as “language compression” is widespread in media texts. Language compression is the art of minimization; attention is focused on the main, the most essential, everything secondary is filtered out. Compression uses words succinctly and sparingly to convey the meaning as much as possible. For example, the headline “Racism. What is the essence of the new ideology of the Russian occupiers?”. The note briefly explains the meaning of this concept and explains the difference from “nazism” and “fascism”. Key words: compressed media text, language compression, language of war, emotional markers, expressive neologisms, political journalism.

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Renshaw, Jonathan. Social Investment Funds and Indigenous Peoples. Inter-American Development Bank, June 2001. http://dx.doi.org/10.18235/0008880.

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The aim of this paper is to offer a brief analysis of the social investment funds for indigenous people that have been financed by the Inter-American Development Bank (IDB) and to consider how far they have been effective in meeting the needs of indigenous people. This paper identifies two types of targeting mechanisms: 1) Inclusive funds that do not distinguish indigenous people from other sectors of society based on ethnicity; and 2) Exclusive funds or components intended only for the indigenous or ethnic population. The author discusses the merits of both approaches and identifies four factors that determine their effectiveness in reaching targeting goals: 1) Geographic isolation; 2) Social exclusion based on racial of ethnic prejudice; 3) Social and cultural factors including language, structures of authority and economic values; 4) The capacity of the indigenous organizations.

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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.

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