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Journal articles on the topic 'Racism in language'
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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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Pérez, Raúl. "Racism without Hatred? Racist Humor and the Myth of “Colorblindness”." Sociological Perspectives 60, no. 5 (August 2, 2017): 956–74. http://dx.doi.org/10.1177/0731121417719699.
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Critical Race scholars contend that the current period of “race relations” is dominated by a “color-blind” racial ideology. Scholars maintain that although individuals continue to hold conventional racial views, today people tend to minimize overt racial discourse and direct racial language in public to avoid the stigma of racism. This essay identifies racist humor as a discourse that challenges such constraints on public racist discourse, often derided as “political correctness,” in ways that reinforce everyday and systemic forms of racism in an ostensibly color-blind society. While humor research generally highlights the “positive” aspects of social humor and celebrates the possibilities of humor to challenge and subvert dominant racial meanings, the “negative” aspects of racist humor are often overlooked, downplayed, or are viewed as extreme and fringe incidents that occur at the periphery of mainstream society. Moreover, race scholars have largely ignored the role of humor as a “serious” site for the reproduction and circulation of racism in society. I contend that in a post-civil-rights and color-blind society, where overt racist discourse became disavowed in public, racist humor allows interlocutors to foster social relations by partaking in the “forbidden fruit” of racist discourse. In this article, I highlight the (re)circulation of racist jokes across three social contexts (in mass market joke books, on the Internet, and in the criminal justice system), to illustrate that racist humor exists not in a bygone past or at the margins of society but is widely practiced and circulated today across various social contexts and institutions in an ostensibly color-blind society.
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Mastropierro, Lorenzo, and Kathy Conklin. "Racial slurs and perception of racism in Heart of Darkness." Journal of Literary Semantics 50, no. 1 (April 1, 2021): 25–41. http://dx.doi.org/10.1515/jls-2021-2028.
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Abstract The aim of this paper is to investigate the effect of the racial slurs nigger and negro in Heart of Darkness on readers’ perception of dehumanisation, discrimination, and racism. It compares data collected through online questionnaires to test whether the absence or different frequencies of the slurs influence how participants perceive the fictional representation of the African people in the text. Three versions of the same questionnaire are used: one with unmodified passages from Heart of Darkness, one with the same passages but without the racial slurs, and one with the same passages but with more slurs than in the original. Findings show that the absence or overabundance of slurs compared to the original does not alter reader perception of dehumanisation, discrimination, and racism. By comparing the results, this paper makes two interconnected contributions. First, it contributes to the critical discussion about racism in Conrad’s novel, by providing evidence on whether the representation of the Africans is perceived as dehumanising, discriminatory, and racist by readers. Second, it offers an empirical perspective on the usefulness of the “sanitising” (removing or substituting of all racial slurs) of literary texts with potential racist implications, adopted by some publishing houses and applied to novels like Conrad’s The Nigger of the “Narcissus” and Mark Twain’s The Adventures of Huckleberry Finn.
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Becker, Cecilia, and Jennifer Saul. "Language, Feminism, and Racism." Stance: an international undergraduate philosophy journal 16, no. 1 (April 6, 2023): 98–117. http://dx.doi.org/10.33043/s.16.1.98-117.
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Jennifer Saul is Waterloo Chair in Social and Political Philosophy of Language at the University of Waterloo. Originally American, she spent twenty-four years at the University of Sheffield in the United Kingdom. Her current focus is manipulative political language, which she explores in Dogwhistles and Figleaves: Linguistics Tricks for Racist and Conspiracist Discourse (forthcoming, Oxford, 2024). She has also written books and articles on feminism, lying and misleading, and implicit bias. She founded the blogs What is it Like to be a Woman in Philosophy and Feminist Philosophers, and was Director of the Society for Women in Philosophy UK 2009–19. Along with Helen Beebee, she published two reports (in 2011 and 2021) on the state of women in philosophy in the UK and drew up good practice guidelines which have been adopted by dozens of departments. She’s also proud of having been a philosophical consultant on a zombie movie.
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Siregar, Try Mahendra, Erna Andriyanti, and Sulis Triyono. "A Critical Discourse Analysis of Oliver Prass’ Talk on “Antiasian Hate in the United States” in Kompas-TV." Humanus 20, no. 2 (December 31, 2021): 249. http://dx.doi.org/10.24036/humanus.v20i2.112963.
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Racism is not only an internal issue of a country while discussing pluralistic society. The racism in the US must attain multitudes international attentions due to diversity of the people, including Asians with diverse races. The purposes of this study are to investigate how the ideology of racism is constructed through language and why the racism is occurred in pluralistic society of the US. The data for this study is two bilingual talks of Oliver Prass in KOMPAS TV. The CDA is adopted as tool to explore and discover racism ideology though language representation. The result on textual dimension with transitivity process depicts that racism ideology occurs in different forms to show effect of personal feeling and psychological effect from racist people toward the victims. In discursive dimension, to emphasize a hidden agenda of a discourse requires the speaker status and position during producing the language; for instance, as social activist, victims, and Indonesian. Then in social practices implies the reason why racism is existing; those are as a defense mechanism, economic anxiety, personality profile and power as well as authority abuse by the government that may lead to racism treatment on minorities by discrimination and negative prejudice.
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Kinloch, Valerie, and Kerry Dixon. "Equity and justice for all." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 331–46. http://dx.doi.org/10.1108/etpc-05-2017-0074.
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Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.
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Azhar, Iqbal Nurul. "US Raciolinguistics Heated Discourses: Can They be Brought to Indonesia?" Prosodi 16, no. 1 (April 11, 2022): 1–16. http://dx.doi.org/10.21107/prosodi.v16i1.13410.
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Raciolinguistics gained its momentum to grow fast when the Black Lives Matter (BLM) movement achieved its popularity in the United States. However, although the number of debates regarding raciolinguistic contributions to minimize racism acts among language experts in the United States has been continuously growing, this condition seems to have no significant impact on Indonesian linguistic study. From the library research, it has been found that even though the language racism issues, whether individual, communal and epistemic, are very common to be found in Indonesia, the attempts to bring raciolinguistics and language racism as a central discourse is so little. Indonesia has a multiracial society which makes this situation susceptible to disintegration without proper racism management. A survey published by the Washington Post newspaper puts Indonesia into the 5 most racist countries in the world and mentions 30-39.9 percent of Indonesia's citizens are racist. This survey is an indicator that racism might become a great issue for Indonesia. Based on this reason this article is presented. The article explains the background of the emergence of raciolinguitics, its development in the US, and the urgency of raciolinguistics to be developed in Indonesia. This article also describes some of the challenges that raciolinguitics might face in their efforts to introduce raciolinguitics in Indonesia.
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Hatch, Justin D. "Dissociating Power and Racism: Stokely Carmichael at Berkeley." Journal for the History of Rhetoric 22, no. 3 (September 2019): 303–25. http://dx.doi.org/10.5325/jhistrhetoric.22.3.0303.
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ABSTRACT An analysis of Stokely Carmichael’s dissociation of “racism” attempted at UC Berkeley on October 29, 1966 extends the utility of Perelman and Olbrechts-Tyteca’s “dissociation of concepts” for those seeking racial justice. I offer a new term “subversive dissociations” to theorize the foundations of racist dominant narratives as what Perelman and Olbrechts-Tyteca call “linguistic common property.” This move reframes dissociative challenges to dominant narratives as attempts to counter other dissociations and thus makes available a set of tools outlined in The New Rhetoric for that purpose. Dissociation emerges as a dynamic anti-racist strategy.
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Bouvier, Gwen, and David Machin. "What gets lost in Twitter ‘cancel culture’ hashtags? Calling out racists reveals some limitations of social justice campaigns." Discourse & Society 32, no. 3 (April 15, 2021): 307–27. http://dx.doi.org/10.1177/0957926520977215.
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Twitter campaigns attacking those who make racist or xenophobic statements are valuable, raising the public profile of opinions that will not tolerate racism in any form. They also indicate how our major institutions are failing to address important matters of social justice. But there is concern that social media, such as Twitter, tends to extremes, moral outrages, lack of nuance and incivility, which shape how issues become represented. In this paper, using Critical Discourse Analysis, we look at three Twitter hashtags calling-out racist behaviour. We ask how racism and anti-racism is represented on these hashtags? We show how these misrepresent fundamental aspects of racism in society, distracting from, what race theorists would argue, is the most important thing these incidents tell us about racism at this present time. The findings have consequences for all such Twitter social justice campaigns.
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Malini, Ni Luh Nyoman Seri, I. Gusti Ayu Sundari Okasunu, and Made Detriasmita Saientisna. "Racism towards Black American: Intersectionality in Constructing Social Racist through Poetical Depiction by Langston Hughes and Amy Saunders." Journal of Language and Literature 21, no. 2 (September 20, 2021): 376–90. http://dx.doi.org/10.24071/joll.v21i2.3241.
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In this research, the development of racism based on the different formations of socio-cultural and historical aspects was the standpoint that was shown by the interpretation of poetical depiction of meaning and messages. The gap between Langston Hughes in “I, too, sing America” (1926) and Amy Saunders in “You’re not Black” (2019) as the data advocates for racist transformation in natural past and present American socialization. Several critical studies have examined the racial issues reflected in poems however they didn’t elaborate on racism specifically rather than segregation and discrimination although racism is classified in several types. Moreover, the critical studies have been done only analyzed the racism happened on the past while this study compares the past and present racism as the concern of social construction among black American as the target of unfair treatments. The descriptive qualitative method using documentation, descriptive analysis, and note-taking technique was used to identify and elaborate meaning correlation with racial issues in the poems. This research aimed to classify the figurative language and its meaning related to racism while illustrating the development of racism from the perspective of socio-cultural and historical aspects that influenced the poets and their poetry. Theory of Critical Race was used to demonstrate that racism was developing in a different formation. The research has found the interconnection between historical values of slavery system constructed stereotypes of black people as minor American. Social construction formed a cultural differentiation which led to segregation and discrimination towards black in any form of everyday aspects.
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Balibar, Étienne. "Racism Revisited: Sources, Relevance, and Aporias of a Modern Concept." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1630–39. http://dx.doi.org/10.1632/pmla.2008.123.5.1630.
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Why do we call certain attitudes, both individual and collective, racist? Why do we list certain discourses—admittedly a very wide range of discourses, which single out, stigmatize, threaten, or discriminate against various human and social groups—as racist? Why do we consider that practices, both spontaneous and institutional, unofficial and officially organized, that in the past and present have resulted in lasting forms of oppression, persistent hostilities and misunderstanding, and sometimes tragic violence in all sorts of societies are racist? To my surprise, this basic and preliminary question is seldom addressed in the huge scholarly and popular literature concerning racism—the old and new forms of racism, the modernity or antiquity of racism, the quantitative and qualitative variations of racism, and so on. Or, better said, the question is addressed only partially and indirectly: the category itself is taken for granted, all the more because the study of racism has become an essential sociological and political object, and what are mainly discussed are different definitions and theories and the conditions of their application. It seems that the very fact that there exists (and has long existed) something called racism, which includes a variety of manifestations, is subject to transformations, and does not purely and simply coincide with violence, not even violence based on collective hatred, need not be questioned. But isn't it necessary to discuss the reasons that we consider this fact obvious?
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Hu, Tingting. "Language Racism, by Weber, J." Journal of Language, Identity & Education 17, no. 2 (March 4, 2018): 134–36. http://dx.doi.org/10.1080/15348458.2018.1455513.
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Azam, Nushrat. "Prejudice in Joseph Conrad’s Post-Colonial Novel Heart of Darkness." International Journal of Applied Linguistics and English Literature 8, no. 5 (September 30, 2019): 116. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.5p.116.
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The paper analyses the underlying racism present in Joseph Conrad’s Heart of Darkness. Although Heart of Darkness has been considered one of the greatest works of art ever since it was first published, one aspect of the novel has been a constant source of criticism and debate among scholars and readers: racism. Whether this novel is racist is a question of utmost importance because this question puts the greatness of the novel in doubt. The purpose of this study is to answer this very question of racism through the analysis of the author’s point of view, characterization, visual description, use of symbols and language used in the novel with regards to racism. Through the analysis it has been concluded that through Conrad’s method of narration, style and literary skill, Conrad expertly masks racist viewpoints and hides the fact that at its core, Heart of Darkness is in fact a racist novel.
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Petropoulos, Jacqueline. "Language and Racism: Wendy Lill’s The Occupation of Heather Rose." Canadian Theatre Review 114 (March 2003): 38–41. http://dx.doi.org/10.3138/ctr.114.007.
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The subject I wish to address is not one that has been addressed very often in studies of Canadian theatre, but it has become increasingly important to a growing number of scholars, artists and activists involved in the fight against the policies and practises of racism that continue to shape Canada as a nation even into the twenty-first century. As a starting point for exploring the relationship between language and racism, I turn my attention to a well-known Canadian play, Wendy Lill’s The Occupation of Heather Rose. While I recognize that Lill’s play is not the most politically radical or influential discussion of this topic to be produced in recent years, I believe nevertheless that its critical deconstruction of the language of racism offers an important glimpse into the racist ideologies that inform the dominant white cultural perspective in Canada.
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Prokhorets, Svyatoslav “Slava”, and Donald A. Saucier. "Effects of regular and joke dog whistles on perceptions of political candidates." HUMOR 35, no. 1 (December 8, 2021): 51–72. http://dx.doi.org/10.1515/humor-2021-0087.
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Abstract Our experiment showed a scenario where a White politician used a racist dog whistle (DW) when referring to his Black opponent. We used pilot data to determine DW statements and then tested whether different DWs (joke or regular) would affect perceptions of candidates based on participants’ levels of subtle and explicit racism compared to a comment without racial undertones. Our results indicated that while neither DW affected perceptions of the Black candidate based on participants’ levels of subtle racism, when a regular DW was used, subtle racism was positively associated with more positive perceptions of the White candidate. Our findings can broadly be explained within the context of modern racism and the suppression justification model of prejudice. The presence of a DW served as a prime, allowing those who have subtle anti-Black prejudice to express it through more positive personal perceptions of the White candidate. Without opportunities to justify the expression of their subtle prejudice (i.e. have a non-prejudice reason to dislike the candidate), the participants’ did not report more negative perceptions of the Black candidate. However, there was a “backlash” and participants were less likely to consider voting for the White candidate, particularly when he used a joke DW.
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Daniels, Julia R., and Heather Hebard. "Complicity, responsibility and authorization." English Teaching: Practice & Critique 17, no. 1 (April 9, 2018): 16–27. http://dx.doi.org/10.1108/etpc-05-2017-0073.
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Purpose Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators. Design/methodology/approach This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence. Findings This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms. Originality/value The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.
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Kubota, Ryuko. "Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics." Applied Linguistics 41, no. 5 (June 15, 2019): 712–32. http://dx.doi.org/10.1093/applin/amz033.
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Abstract Recent scholarship in sociolinguistics and language education has examined how race and language intersect each other and how racism influences linguistic and educational practices. While racism is often conceptualized in terms of individual and institutional injustices, a critical examination of another form of racism—epistemological racism—problematizes how racial inequalities influence our knowledge production and consumption in academe. Highlighting the importance of the intersectional nature of identity categories, this conceptual article aims to draw scholars’ attention on how epistemological racism marginalizes and erases the knowledge produced by scholars in the Global South, women scholars of color, and other minoritized groups. In today’s neoliberal culture of competition, scholars of color are compelled to become complicit with white Euro-American hegemonic knowledge, further perpetuating the hegemony of white knowledge while marginalizing women scholars of color. Valorizing non-European knowledge and collectivity as an alternative framework also risks essentialism and male hegemony. Conversely, the ethics promoted by black feminism emphasizes a personal ethical commitment to antiracism. Epistemological antiracism invites scholars to validate alternative theories, rethink our citation practices, and develop critical reflexivity and accountability.
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Weissbrod, Rachel. "Coping with racism in Hebrew literary translation." Babel. Revue internationale de la traduction / International Journal of Translation 54, no. 2 (June 19, 2008): 171–86. http://dx.doi.org/10.1075/babel.54.2.06wei.
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This article examines the treatment of racism in Hebrew literary translation. It relies on culture theorists such as Foucault, Said, Fanon and Bhabha who have analyzed the relations of a society with individuals and groups whom it regards as “others”. The texts discussed have been selected because they can illustrate critical arguments made by these theorists. They include texts which are openly racist (Henryk Sienkiewicz’s W pustyni i w puszczy [In Desert and Wilderness], Margaret Mitchell’s Gone with the Wind, Edgar Wallace’s The People of the River) and others that criticize racism but fall into the trap against which they warn (Mark Twain’s Adventures of Huckleberry Finn, Harriet Beecher Stowe’s Uncle Tom’s Cabin). The article also refers to “Geschichte von den schwarzen Buben” (in English, “The Story of the Inky Boys”), one of the stories included in Heinrich Hoffmann’s Struwwelpeter (The Slovenly Peter). In the latter, the Hebrew translations (rather than the German source) make use of racist stereotypes. Inspired by translation researchers who regard translation as the meeting place of a culture with “others” (Venuti, Tymoczco, Cronin), the article also makes use of the concept of norms as elaborated by Toury. In line with his theoretical approach, it is assumed that the treatment of racism in translation depends not only on the overall attitude to racism in the receiving culture but also on its translation norms.
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Ramjattan, Vijay A. "Accenting racism in labour migration." Annual Review of Applied Linguistics 42 (February 28, 2022): 87–92. http://dx.doi.org/10.1017/s0267190521000143.
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AbstractThis paper concerns how speech accent accents or reinforces racism in the context of labour migration to the English-speaking Global North. It specifically outlines three functions of accent in racial capitalist systems that require the labour of migrants and their acceptance of their “linguistic deficiencies.” First, accent functions as a labour control mechanism that pushes racially minoritised migrants into low-paying work. Second, as evidenced by the language training of transnational call centre workers, accent also reinforces colonial relations between migrant workers and customers. Last, by acting as a credential that can be purchased for professional success, accent distracts from the institutional racism that truly hinders migrants’ employment opportunities. The piece concludes with some thoughts on how combatting racism in labour migration requires another type of accenting.
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De Vinne, Christine. "Place Names in Toni Morrison's The Bluest Eye." Names 70, no. 3 (August 22, 2022): 1–11. http://dx.doi.org/10.5195/names.2022.2395.
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The Bluest Eye, by Toni Morrison, recounts the story of Pecola Breedlove, an eleven-year-old Black girl in Lorain, Ohio, where her wish for blue eyes represents desire for what she is denied, the privileges of her white classmates and the comforts of a safe home. Amid this novel set in 1941 during the Great Migration, a place name-based analysis reveals a literary landscape of racism in the mid-20th-century US, from the Jim Crow South to the industrial North. A toponymic study reveals how Morrison uses place names as stylistic devices in two ways. In the narrative present, she deploys them as opening frames for immediate lessons in racial behaviors for the children who are her main characters; in the narrative past, he uses them to recall distant locations from adult characters' histories to suggest ways in which racism persists across space and time. In combination, Morrison's application of toponymy and setting casts Lorain as microcosm of the nation and implicates all its citizens in the racist ideology that destroys Pecola and her family.
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Jerônimo, Isabel Cristiane. "Eu sou racista: uma análise discursiva sobre o imbricamento de posições-sujeito." Revista Expectativa 20, no. 2 (April 12, 2021): 116–34. http://dx.doi.org/10.48075/revex.v20i2.26234.
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Os embates raciais envolvendo negros e brancos estão presentes na estrutura da sociedade brasileira, em suas instituições, no cotidiano das interações interpessoais, na mídia, sempre materializados em discursos dispersos no tempo e no espaço, circulando socialmente. Pontualmente, a imprensa constitui-se como um aparelho ideológico importante em que questões raciais costumam ser apresentadas a partir de diferentes vieses nos gêneros jornalísticos que a compõem. Mobilizando conceitos pertencentes à Análise do discurso de linha francesa na perspectiva pêcheutiana, pretende-se investigar o funcionamento de um discurso produzido em âmbito jornalístico em que o sujeito discursivo se subjetiva como racista. De que forma o sujeito discursivo constrói o sentido da palavra “racista”? Como esse sujeito é afetado pela linguagem, pela ideologia e pelo inconsciente ao tratar da questão racial? De que posições esse sujeito enuncia e a quais formações discursivas e ideológicas vincula-se? Num país que nega o seu racismo diariamente, em que esse tipo de atitude é sempre atribuído ao outro, um discurso no qual o sujeito se subjetiva como racista merece atenção. Em “Eu sou racista”, pretendemos analisar os modos de constituição desse sujeito implicado em relações históricas e ideológicas conflituosas, muitas vezes marcadas por formações discursivas contraditórias, já que o próprio caráter estrutural do racismo é um fator determinante para a flutuação das posições-sujeito na constituição do discurso e para o deslizamento de sentidos. Palavras-chave: Racismo. Condições de produção. Posições-sujeito. ABSTRACT Racial conflicts involving black and white people are present in the structure of Brazilian society, in its institutions, in the daily life of interpersonal interactions, in the media, those conflicts are always materialized in discourses dispersed in time and space, circulating socially. Occasionally, the press is an important ideological apparatus in which racial issues are usually presented from different biases in the journalistic genres that compose it. By mobilizing concepts belonging to the Discourse Analysis of the French line in the Pêcheux’s perspective, it is intended to investigate the functioning of a discourse produced in a journalistic scope that the discursive subject subjectifies as a racist. How does the discursive subject build the meaning of the word “racist”? How is this subject affected by the language, the ideology and the unconscious when dealing with racial issue? What positions does this subject enunciate and to which discursive and ideological formations does he link? In a country that denies its racism daily, in which this type of attitude is always attributed to the other, a discourse in which the subject subjectifies as a racist deserves attention. In “I’m racist”, we intend to analyze the ways of constitution of this subject involved in conflicting historical and ideological relations, often marked by contradictory discursive formations, since the very structural character of racism is a determining factor for the fluctuation of subject positions in the constitution of the speech and for the sliding of meanings. Keywords: Racism. Conditions of production. Subject positions.
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Jones, S. Renée, Roberta Chevrette, Janna Brown McClain, Patrick G. Richey, and Pamela C. McCluney. "Discussing Racism in Higher Education." Departures in Critical Qualitative Research 12, no. 2 (2023): 29–53. http://dx.doi.org/10.1525/dcqr.2023.12.2.29.
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Students and educators alike continue to find discussing race and racism challenging. Intergroup dialogue (IGD) offers a framework for addressing this challenge, yet much of the research on IGD is done on participants rather than with participants. Utilizing a qualitative cooperative inquiry approach, this article examines outcomes of an IGD among Black and White faculty concerning Robin DiAngelo’s (2018) book, White Fragility: Why It’s So Hard for White People to Talk About Racism. Aligning the phases of cooperative inquiry with IGD stages, participants explore differences and commonalities, relationship building, difficulties and conflicts in the dialogue process, and steps toward action. Reflections provide insight into how IGDs on race create effective opportunities for faculty growth and for fostering anti-racist praxis.
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Cowlishaw, Gillian. "The Everyday Language of White Racism." Australian Journal of Anthropology 20, no. 3 (December 2009): 382–83. http://dx.doi.org/10.1111/j.1757-6547.2009.00045.x.
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Shin, Hyunjung, and Eduardo Bonilla-Silva. "Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States." TESOL Quarterly 40, no. 3 (September 1, 2006): 652. http://dx.doi.org/10.2307/40264552.
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Hughes, Rebecca C. "“Grandfather in the Bones”." Social Sciences and Missions 33, no. 3-4 (September 24, 2020): 347–78. http://dx.doi.org/10.1163/18748945-bja10011.
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Abstract Evangelical Anglicans of the Church Missionary Society constructed a triumphal narrative on the growth of the Ugandan Church circa 1900–1920. This narrative developed from racial theory, the Hamitic hypothesis, and colonial conquest in its admiration of Ugandans. When faced with closing the mission due to its success, the missionaries shifted to scientific racist language to describe Ugandans and protect the mission. Most scholarship on missionaries argues that they eschewed scientific racism due to their commitment to spiritual equality. This episode reveals the complex ways the missionaries wove together racial and theological ideas to justify missions and the particularity of Uganda.
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Steketee, Anne, Monnica T. Williams, Beatriz T. Valencia, Destiny Printz, and Lisa M. Hooper. "Racial and Language Microaggressions in the School Ecology." Perspectives on Psychological Science 16, no. 5 (September 2021): 1075–98. http://dx.doi.org/10.1177/1745691621995740.
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The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.
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Anya, Uju. "Critical Race Pedagogy for More Effective and Inclusive World Language Teaching." Applied Linguistics 42, no. 6 (July 13, 2021): 1055–69. http://dx.doi.org/10.1093/applin/amab068.
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Abstract To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution—both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans can more authentically and successfully participate in WL programmes. It introduces to the field a proposal of CRP for more effective WL teaching to promote practices in antiracism, equity-mindedness, and inclusivity for greater retention and success of Black students.
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Haque, Rabail, and Fauzia Janjua. "Presentation of Racial Discrimination: A Transitivity Analysis of Meghan Markle’s Interview at The Oprah Winfrey Show." International Journal of Linguistics and Culture 4, no. 1 (June 15, 2023): 151–70. http://dx.doi.org/10.52700/ijlc.v4i1.163.
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The transitivity analysis of Meghan Markle’s interview at “The Oprah Winfrey Show” has been carried out to see how the experience of racial discrimination has been presented in language. It is descriptive-qualitative research where Hallidayan Transitivity Model, from SFG, has been employed to explore the meanings construed in utterances. SFG looks at the functions of language and transitivity deals with experiences narrated and conveyed through language. The analysis of the data reveals that the utterances construe an experience of racism as Meghan had a Black American identity. Her unborn child was mocked for his/her complexion, and was denied security, title, and an equal status in the Royal family. She also experienced bullying at the international level through international media and had to leave the UK. The most dominant processes found through the analysis are mental and verbal processes. The mental processes show that she understood, perceived, and therefore got affected by racism. The verbal clauses show that she was bullied, verbally, and questioned by the family. While the material and behavioural processes show her effective response towards racism and discrimination based on that racism, while the relational clauses identify it. The language is highly objective since circumstances are used thereby bringing validity and detail to her experiences.
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Yu, Betty, RaMonda Horton, Benjamin Munson, Brandi L. Newkirk-Turner, Valerie E. Johnson, Reem Khamis-Dakwar, Maria L. Muñoz, and Yvette D. Hyter. "Making Race Visible in the Speech, Language, and Hearing Sciences: A Critical Discourse Analysis." American Journal of Speech-Language Pathology 31, no. 2 (March 10, 2022): 578–600. http://dx.doi.org/10.1044/2021_ajslp-20-00384.
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Purpose: The purpose of this critical discourse analytic study is to identify how two key professional standards documents in the Speech, Language and Hearing Sciences field—the Standards for Certification document and the Essential Functions rubric—contribute to the discursive construction of the ideal speech-language pathologist and audiologist, and to examine whether the experiences and needs of people of color are taken into consideration in these documents. Method: Critical discourse analysis was used as both a conceptual and methodological lens for the systematic analysis of the targeted text. Results: The findings show that considerations of race and racism were almost entirely absent from both documents and thus reflected a discourse of race neutrality that is ideologically consistent with color-blind racism. The enactment of racially coded expectations within a construct of race-neutral discourse maintains racial inequities in the speech, language, and hearing sciences professions. Conclusions: The findings highlight the need for the open acknowledgment of racism in our institutional policies and discourses and official and ongoing commitments to concrete and measurable antiracist actions to counteract systemic racism. Recommendations for and examples of antiracist measures are offered.
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Ekman, Mattias. "Anti-immigration and racist discourse in social media." European Journal of Communication 34, no. 6 (December 2019): 606–18. http://dx.doi.org/10.1177/0267323119886151.
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This article assesses the strategies of anti-immigration actors on social media and the discursive construction of immigrants and refugees in user interaction on Facebook. It emphasizes the particular role of emotions in racist discourse and analyses how an open Facebook group generates and circulates anti-immigration and racist sentiments to a large audience. By analysing the general communicative features of the group, including user interaction, it demonstrates how anti-immigration and racist sentiments are moulded through interactivity between actors in an open digital space. Moreover, the article emphasizes that anti-immigration groups online can be understood as affective publics, in which racial expressions and overt racism are becoming increasingly normalized. It also argues that these publics must be taken into consideration when addressing the causes of anti-immigration and racist sentiments in contemporary societies.
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Kim, B. E. "Rhetorical engagement with racism: Uncle Tom’s Cabin and Adventures of Huckleberry Finn." Literator 19, no. 1 (April 26, 1998): 65–78. http://dx.doi.org/10.4102/lit.v19i1.513.
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Racial relationships were an extremely controversial subject around the time of the Civil War in the USA. Harriet Beecher Stowe in Uncle Tom’s Cabin and Mark Twain in Adventures of Huckleberry Finn treat this provocative issue of race by entrusting important roles to the African-American characters. Uncle Tom and Jim. Predicting the reader's possible revolt against the blatant treatment of the issue, the two novelists use racist expressions in the convention of their contemporary audiences to construct a communication channel with their audiences. As a result, these novels have won enormous popularity. However, they have been criticized for racist tendencies Beneath the seemingly racist surface of their texts, Stowe and Twain present an innovative vision of unconditional human equality. Using various rhetorical strategies, these authors help their audiences realize the unfairness and false grounds of racism. The dialectic between the racist language and the anti-racist message of their texts creates a dynamic force spurring readers into a reconsideration of their attitude toward race.
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Liera, Román. "Moving Beyond a Culture of Niceness in Faculty Hiring to Advance Racial Equity." American Educational Research Journal 57, no. 5 (December 6, 2019): 1954–94. http://dx.doi.org/10.3102/0002831219888624.
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This study applies cultural historical activity theory to examine the experiences of 17 professors at a religiously affiliated private university who participated in a 10-month, inquiry-based intervention to change their culture around faculty hiring. The findings illustrate that professors who use race-conscious language and tools to interrogate their campus culture’s historical roots with racism rethought their hiring process. In doing so, faculty perceived racial equity work as an action-oriented, organizational effort to use equity-minded language and create a more equitable hiring structure. The study contributes to the literature on organizational change for racial equity by identifying faculty experiences with racism and critical knowledge about the organizational culture mediating faculty learning and agency.
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Kidd, Jacquie, Heather Came, Sarah Herbert, and Tim McCreanor. "Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (December 2020): 387–94. http://dx.doi.org/10.1177/1177180120974673.
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This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.
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Faltis, Christian. "Toward a Race Radical Vision of Bilingual Education for Kurdish Users in Turkey: A Commentary." Journal of Ethnic and Cultural Studies 1, no. 1 (December 30, 2014): 1. http://dx.doi.org/10.29333/ejecs/10.
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This commentary presents a Race Radical Vision (RRV) for Kurdish-Turkish bilingual education in Turkey. A RRV reinforces the need to consciously include issues of racism, imperialism, identity, and local practices in the development of bilingual education teacher education programs that advocate for minoritized language use in all aspects of education. It is argued that without a RRV for bilingual education, the State will represent bilingual education to benefit of own interests, ultimately destroying bilingual education as a strong anti-racist educational practice. Turkey needs a strong RRV of Kurdish-Turkish bilingual education to ensure that racism and colonialism remain in the national educational discourse. This commentary draws on experiences of bilingual education in the United States as well as other countries to show the importance of a RRV for developing bilingual education from a local language rights perspective. It also points out some of the challenges bilingual educators and scholars face when State becomes involved in funding and shaping the anti-racist perspective in bilingual the State takes over the anti-racism practices, especially when the State is tied to neoliberalism and neoliberal ideals of individualism and colorblindness.Keywords: Bilingual education, RRV, Kurdish, Turkey
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Bartłomiejczyk, Magdalena. "How much noise can you make through an interpreter?" Interpreting. International Journal of Research and Practice in Interpreting 22, no. 2 (March 30, 2020): 238–61. http://dx.doi.org/10.1075/intp.00042.bar.
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Abstract The paper employs critical discourse analysis for a pragmatically-oriented exploration of several racist statements by a Polish Eurosceptic Member of the European Parliament (MEP), Janusz Korwin-Mikke. The original fragments in English or in Polish were extracted from a larger corpus containing all the plenary contributions of the MEP (2014–2018). They are compared with their interpretations into German and, respectively, either Polish or English. The qualitative analysis reveals that the approach to racist statements by interpreters is inconsistent, both across all the three language units and when the output of each is considered separately. In the analysed interpretations, there is evidence of preservation of the pragmatic effect, slight/radical mitigation, and strengthening. Slight mitigation seems to be the most popular option. The interpreters tended to tone down anthroponyms functioning as racial slurs and to omit implicit racism.
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Dirlik, Arif. "Race Talk, Race, and Contemporary Racism." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1363–79. http://dx.doi.org/10.1632/pmla.2008.123.5.1363.
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How do we talk about racism, which we must, given its pervasiveness, without erasing significant changes that distinguish the present from the past and, even more important, without contributing to further racialization of the language of social and cultural analysis—and, by implication, to racist discourses? Much has changed over the last half century in the consciousness of racism and in efforts to overcome it. It is obscurantist to overlook these changes and speak of racism today as if it were the racism of earlier times. On the other hand, recent decades have witnessed the globalization of racism, the racialization of social categories, and the proliferation of race talk, which contributes to the reification of race. This article seeks to evaluate the ways in which race talk finds expression in discourses of political economy, labor migration, biogenetics, and neoliberal attacks on the idea of the social, as well as in putatively antiracist arguments in cultural and postcolonial studies that nevertheless contribute to the pervasiveness of race talk. It suggests that contemporary issues of race are best grasped within a condition of global modernity and sees in the restoration of the social a precondition for overcoming political and cultural racialization.
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Vanidestine, Todd. "Conceptualizing “Race” and Racism in Health Disparities Discourse: A Critical Discourse Analysis." Journal of Sociological Research 9, no. 2 (May 12, 2018): 1. http://dx.doi.org/10.5296/jsr.v9i2.12772.
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Critically analyzing how language and discourse influence health policy agendas to eliminate racial and ethnic health disparities (REHD) supports social work’s commitment to address oppression and marginalization. Various institutions construct health policy agendas regarding REHD without explicitly conceptualizing terms such as “race,” “racism,” “African American/Black,” “Latino/a,” “Asian,” and “White”, and their relationship to racialized health outcomes. However, there is limited research examining the inherent ideologies and meaning related to racial concepts, which rely heavily on conveying historical influences through discourse over time. The purpose of the current qualitative study is to explore how policy initiatives to address REHD conceptualized “race” and racism. By employing grounded theory (GT) and critical discourse analysis (CDA), the study examined the discourse underpinning city, state, and national policy agendas to eliminate REHD. The study’s findings highlighted how terminology, assigned meanings, and ideology are replicated over time to reproduce a non-critical analysis of “race” and racism. The resulting implications suggest that conceptualizing “race” void of understanding differential racial health outcomes as racism omits the structural, historical, and ethical characteristics of racial concepts. Within health disparities discourse, the meanings assigned to “race” and racism ultimately influence which interventions are identified to address REHD.
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Trainor, Jennifer Seibel. "My Ancestors Didn’t Own Slaves: Understanding White Talk about Race." Research in the Teaching of English 40, no. 2 (November 1, 2005): 140–67. http://dx.doi.org/10.58680/rte20054493.
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In this essay, I address the problem of White racism in the classroom, proposing a way of reading racist discourse that takes into account its emotional dimensions and hence its persuasive appeal for White students.
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Hasanah, Ghina Nuryana, Marwito Wihadi, and Nida Amalia Asikin. "A Structural Analysis of Audre Lorde’s Racism Poetry: Its Intrinsic and Extrinsic Elements." Journey: Journal of English Language and Pedagogy 6, no. 2 (July 26, 2023): 505–12. http://dx.doi.org/10.33503/journey.v6i2.3188.
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This research aims to analyze and identify intrinsic elements in the form of theme, figurative language, and diction, then analyze extrinsic elements in the form of social elements in poetry making and analyze racism reflected in Audre Lorde's poems entitled Power (1978), Who Said It Was Simple (1973) and A Woman Speaks (1984). The method use in this research was a qualitative method. Reading the poem in order to comprehend its overall meaning and discover the meaning which was primarily the essence related to the topic was how the data was collected. This research, there were found 16 data from three themes, 42 figurative languages, 38 dictions, and 17 racism data from three Audre Lorde poems. In addition, There were various manifestations of racism in the poem "Power," including skin color, injustice, segregation, and racial prejudice. The poem "Who Said It Was Simple" has elements of racism related to homophobia, gender, and skin color. The poem "A woman speaks" contains multiple instances of racism, including prejudice based on race, gender, and skin tone. This research is recommended for someone who is interested in literary works, especially poetry, but further research can analyze more broadly in other literary works such as novels, short stories and, songs.
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Phillips, Coretta, Rod Earle, Alpa Parmar, and Daniel Smith. "Dear British criminology: Where has all the race and racism gone?" Theoretical Criminology 24, no. 3 (November 12, 2019): 427–46. http://dx.doi.org/10.1177/1362480619880345.
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In this article we use Emirbayer and Desmond’s institutional reflexivity framework to critically examine the production of racial knowledge in British criminology. Identifying weakness, neglect and marginalization in theorizing race and racism, we focus principally on the disciplinary unconscious element of their three-tier framework, identifying and interrogating aspects of criminology’s ‘obligatory problematics’, ‘habits of thought’ and ‘position-taking’ as well as its institutional structure and social relations that combine to render the discipline ‘institutionally white’. We also consider, briefly, aspects of criminology’s relationship to race, racism and whiteness in the USA. The final part of the article makes the case for British criminology to engage in telling and narrating racisms, urging it to understand the complexities of race in our subject matter, avoid its reduction to class and inequality, and to pay particular attention to reflexivity, history, sociology and language, turning to face race with postcolonial tools and resolve.
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Rudwick, Stephanie, and Nsama Jonathan Simuziya. "African Diasporic Narratives from the Czech Republic." Diaspora Studies 16, no. 3 (August 30, 2023): 264–86. http://dx.doi.org/10.1163/09763457-bja10057.
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Abstract Studies have addressed the historical trajectories of people of African heritage in the Czech Republic (CR), but there is no comprehensive study of the contemporary lives and identities of African people. Given the increasing number of African people living in the country, research into an emerging African diaspora is imperative. This empirical study emerges as part of a larger project which aims to address this paucity through an interdisciplinary and ethnographic lens. Its primary aim is to develop a detailed and nuanced account of sociopolitical identities among people of African heritage in the CR by focusing on the dynamics of language and race and, to a lesser degree, gender. Theoretically based on intersectionality and drawing from the recently developed framework of ‘raciolinguistics’, this paper provides the first diasporic narratives of African people in the CR who have varying degrees of Czech language fluency and experience diverse forms of racialisation and racism. Individual multiple life trajectories in the CR suggest that African migrants feel caught in a complex matrix of linguistic and racial discrimination but that they have a sense of reasonable safety and security. This highly ambiguous space also shows that, on the one hand, there are instances where Czech language skills have the capacity to mitigate the challenges in racial discourse and racism, but on the other hand there are clear limits to the power of language in the face of racial Othering and racism.