Dissertations / Theses on the topic 'Racism'
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Mootoo, Alexis Nicole. "Structural Racism: Racists without Racism in Liberal Institutions within Colorblind States." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6909.
Full textMelanophy, Nichola. "Contesting racism : locating racist discourse through discourses on racism in an Irish working class neighbourhood." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7757.
Full textHilling, Alexis Paige. "Racism and the "Least Racist [Leader]:" An Exploration of Donald J. Trump’s Racial Dialect." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626520502963276.
Full textWheeler, Jenny, and n/a. "An Australian experience of modern racism: the nature, expression and measurement of racial prejudice, discrimination and stereotypes." University of Canberra. Human & Biomedical Sciences, 2001. http://erl.canberra.edu.au./public/adt-AUC20060427.134111.
Full textFunnell, Corinne. "Racism by stealth : the construction of racist hate crimes." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/54045/.
Full textMachado, Lúcia Helena de Assis. "Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.
Full textThe presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade for these teachers build anti-racism strategies or educations with the object to finish with the racial discrimination and prejudice. The position of the teachers varied between a combative position of fight, silence, refuse, face in the personal circle till the build of strategies, even if in the individual fighter field of discrimination.
O presente trabalho tem como objetivo a análise, por meio da memória e narrativa das experiências pessoais e profissionais de discriminação e racismo vividos por sete professoras e um professor negro, para através delas entender o posicionamento assumido pelos mesmos diante da questão racial, seja no ambiente escolar ou fora dele. Analisa-se também de que maneira as experiências discriminatórias contribuem em maior ou menor grau para que esses professores construam estratégias ou pedagogias anti-racistas com o objetivo de acabar com a discriminação e o preconceito racial. O posicionamento das professoras e do professor oscilou entre uma postura combativa de luta, de silenciamento, de negação, de enfrentamento na esfera pessoal até a construção de estratégias, mesmo que no campo individual de combate a discriminação.
Mateyka, Peter J. "Symbolic Racism 1986-2000: How and Why Racial Prejudice is Changing." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33184.
Full textMaster of Science
Ramamurthy, Anandi. "Representations of colonial and imperialist ideologies through the images of African and Asian people in British advertising 1880-1960." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298255.
Full textWeaver, Simon John. "Humour, rhetoric and racism : a sociological critique of racist humour." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/51e45dac-cd8d-448f-840a-506d4d9f9953.
Full textTarazona, La Torre José Oscar. "Percepción Racial en niños de educación primaria de instituciones públicas y privadas de Lima Metropolitana." Bachelor's thesis, Universidad Ricardo Palma, 2016. http://cybertesis.urp.edu.pe/handle/urp/711.
Full textSANTOS, J?lio C?sar Ara?jo dos. "Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.
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The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity.
A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.
Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.
Full textConceição, Isis Aparecida. "Os limites dos direitos humanos acríticos em face do racismo estrutural brasileiro: o programa de penas e medidas alternativas do Estado de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/2/2134/tde-18112011-164318/.
Full textThis paper had as point of departure the historical roots of Human Rights, with the analysis of aspects still ignored at present days. Despite the understanding of the modern conception and function of Human Rights, when one observes the effects of the implementation of certain public policies in a society racially structured, as the Brazilian society, it is possible to note that the results of these public policies do not intervene in the historical racial segregation that was developed and still experimented in the country. The question to be answered is how Human Rights, having its roots based on the elites and conceived to protect certain groups, can really be effective as an instrument to serve the oppressed groups. The analysis of this correlation of forces on Human Rights will be made over the observation of the Brazilian reality and through the critical analysis of the available literature on the subject. We will seek to standardize the concepts about race, racism, prejudice, discrimination and other mechanisms that explain the dynamics of the racial relations in Brazil and in the World. The root of the Human Rights idea is presented, as it was initially conceived and as it is now. Within the concept of Human Dignity we present how racism in its various forms denies this right, becoming then, a menace to the Democratic State of Rights, which has as founding element the human dignity. A historical research is made, about the formation of social control in Brazil, and the theoretical origins of the ideas that structured our criminal system and its racist bases and how these elements of origin reflect on the unequal access to the criminal justice system, nowadays. The selectivity is treated as a constitutive element and less regarded in the modern social control system. The paper is finished with an analysis of the data concerning the penitentiary policy of the State of São Paulo and the reflexes that a racially structured society can have on the Brazilian system of social control, precisely on the program of alternative penalties.
Nishimuta, Yumiko. "Coping with racism : Japanese students' experiences of racist encounters in Britain." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404525.
Full textCremer, Douglas J. "Toward an Anti-Racist Theology: American Racism and Catholic Social Thought." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/924.
Full textGibb, Robert Alexander. "The politics of a republican anti-racism in contemporary France : an ethnographic study of the anti-racist association SOS-Racisme." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23014.
Full textLee, Jae Hyun. "Asian American perceived racism acculturation, racial identity, social context, and sociopolitical awareness as predictors of Asian American perceived racism /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08062007-145632/.
Full textTitle from file title page. Roderick J. Watts, committee chair; Gabriel P. Kuperminc, Julia L. Perilla, committee members. Electronic text (124 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 3, 2008. Includes bibliographical references (p. 95-102).
Lee, Jae Hyun (Julia). "Asian American Perceived Racism: Acculturation, Racial Identity, Social Context, and Sociopolitical Awareness as Predictors of Asian American Perceived Racism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/40.
Full textAlmeida, Viviane da Silva. "Racismo institucional e afro-brasileiros: o caso do Instituto Rio Branco." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1456.
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The racism is present in the relation of Brazilian social groups; however, this racism does not only happen in interpersonal relation but also it is subjectively embedded on social institutions and in mostly cases, the selection processes for employment and public positions show racism trace. Brazil as a nation, which is impregnated of sequels from slave regime, the African-Brazilian access to positions that are considered of high social prestigious have been difficult, the access to diplomatic career doesn?t show differences. It is showed the historical and ideological moment, which IRBr was created, analyzing the requirements and selection processes to access the diplomatic agent. The empirical analysis is reported through the impressions that characters of research establish during the dialogue between the academic and professional career, the selection processes to diplomat position, their impressions regarding to diplomatic career, the institutional racism and politics implementation of affirmative action connected to theoretical reference of this research and the support of Critical Analysis of Speech. The objective was to analyze if the selection process to diplomat position IRBr is embedded by institutional racism for African-Brazilians. In social and historical perspective, were gathered the clashes which the diplomatic professionals faced in their career, not only for African-Brazilians but also for whites Brazilians. It is a basic research, phenomenological, of qualitative analysis, which were used as methodological procedures, the bibliographic analysis, the documentary, the semi structured interview, open questionnaire and the Critical Analysis of Speech. The analysis is clarified in impressions from diplomatic professional about the career, their conceptions regarding to institutional racism and experiences from African-Brazilian diplomatic professionals when they joined in diplomatic service
O racismo est? presente nas rela??es dos grupos sociais brasileiros, por?m este racismo n?o acontece somente nas rela??es interpessoais, ele est? permeado, ainda que subjetivamente nas institui??es sociais e, na maioria dos casos, se apresenta nos processos de sele??o ? empregos e cargos p?blicos. O Brasil, como uma Na??o impregnada de sequelas do regime escravocrata, o acesso aos cargos considerados de alto prest?gio social tem sido dificultado aos afro-brasileiros, o acesso ? carreira diplom?tica n?o demonstra ser diferente. S?o apresentados o momento hist?rico e ideol?gico no qual o IRBr foi criado analisando os requisitos necess?rios e os processos seletivos de acesso ao cargo de diplomata. A an?lise emp?rica ? apresentada atrav?s das impress?es que os sujeitos da pesquisa estabelecem por meio do di?logo entre a trajet?ria acad?mica e profissional destes(as) entrevistados(as), os processos seletivos ao cargo de diplomata, suas impress?es sobre a carreira diplom?tica, o racismo institucional e a implementa??o de pol?ticas de a??o afirmativa ? luz do referencial te?rico desta pesquisa e tamb?m com o apoio da An?lise Cr?tica do Discurso. O objetivo foi analisar se o processo de sele??o ao cargo de diplomata do IRBr est? permeado pelo Racismo Institucional ante afro-brasileiros. Numa perspectiva s?cio-hist?rica, foram levantados os enfrentamentos pelos quais os diplomatas tanto afro-brasileiros como brancos tem vivido em suas trajet?rias. Trata-se de uma pesquisa b?sica, fenomenol?gica, de an?lise qualitativa, na qual foram utilizados como procedimentos metodol?gicos, a an?lise bibliogr?fica, a documental, entrevista semiestruturada, question?rio aberto e a An?lise Cr?tica do Discurso (ACD). A an?lise est? elucidada nas impress?es dos diplomatas sobre a carreira, de suas concep??es sobre o racismo institucional e nas experi?ncias que os diplomatas afro-brasileiros tem ao ingressarem na diplomacia.
Shohfi, Kyle Daniel. "Racial, not rational : economic threat, symbolic racism, and affirmative action." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104568.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 51-54).
For decades, scholars have debated the determinants of whites' attitudes about racialized policies such as welfare, busing, and affirmative action. While some have argued that whites formulate their positions rationally according to perceived economic threat, others have asserted that such policy attitudes are the function of one's level of symbolic racism, with little to no influence from economic considerations. Using data from the 2012 Cooperative Congressional Elections Study and demographic data, I assess the effects of actual economic competition and an individual's other attitudes on white opposition to affirmative action. Furthermore, in order to identify the levels, if any, through which the economic threat mechanism operates, this paper measures economic threat in several different ways: at both the level of the individual and the level of whites as a group, and each of these at both the zip code and county levels. I find strong support for the symbolic racism theory of policy attitude formation, as respondent attitudes are driven mostly by racial affect, ideology, and party identification. No matter the level at which economic threat is measured, objective economic conditions do not seem to influence one's attitudes about affirmative action.
by Kyle Daniel Shohfi.
S.M.
Facemire, Vanessa Caitlynn Facemire. "Understanding the Insidious Trauma of Racism: An Exploration of the Impact of Racial Socialization, Gender, and Type of Racist Experiences." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525285448114384.
Full textJepson, Peter Arthur. "Tackling militant racism." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1382239/.
Full textWatkin, Lalage. "Racism and psychosis." Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390557.
Full textCrabtree, Michael F. "Strategies against racism." Thesis, Aston University, 1988. http://publications.aston.ac.uk/10833/.
Full textSmith, Timothy B. "Modern Racism: A Cross-Cultural View of Racial and Ethnic Attitudes." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6051.
Full textFernández, Guerra Carrillo Fabiola. "Campañas sobre racismo: análisis de la campaña racismo en México." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405994.
Full textEn esta investigación se reflexiona sobre la relación entre la comunicación social y el racismo en México; específicamente sobre la efectividad de las campañas sobre racismo, y las posibles metodologías para su análisis y rediseño. En este sentido, se estudia la Campaña Racismo en México de 2011, y su pieza comunicacional, el Viral Racismo en México, video en el que se replica el Experimento de los Muñecos realizado por los Clark en 1939 en las escuelas segregadas e integradas en EUA. Este Viral, cuenta con más de 6 millones de visitas en Youtube y con 10 mil comentarios en esta red social. En este trabajo, se analizan los comentarios hechos sobre el Viral durante su primer año en Youtube; y entre sus principales hallazgos, se destacan: el conocer cuáles fueron los ejes de debate en torno al Viral, profundizando en su porqué, y en la relación que éstos tienen con respecto a la discusión académica sobre el racismo en México y en América Latina; y por otro lado, el identificar las motivaciones (insights), en términos de publicidad social, que permitan generar mensajes sociales más asertivos en las campañas sobre racismo.
In this research we are reflecting on the relationship among the social communication and racism in Mexico; in specific about the efficiency of the campaigns about racism, the possible methodologies for its analysis and re-design. For that matter, we are studying the Racism Campaign in Mexico of the year 2011, and its communicational segment, the Viral Racism in Mexico, which is a video that replicates the Experiment of the Dolls in Mexico made by the Clark in 1939 in the segregated and integrated schools of the United States of America. This Viral has more than 6 million visits in YouTube and with 10 thousand comments in this social network. In this work the comments made about the Viral during its first year in YouTube are analyzed; and among its main discoveries, the outstanding ones are: to know which were the debate axis surrounding the Viral, further evaluating the reason why, and the relation that they have with regard to the academic discussion about racism in Mexico and in Latin America; In the other hand, to identify the insights in terms of the social advertising, which allows us to generate more assertive social messages within the racism campaigns.
Petean, Antonio Carlos Lopes. "O racismo como questão epistemológica : uma interpretação do discurso religioso evolucionista da Igreja Universal do Reino de Deus /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/106250.
Full textBanca: Renata Medeiros Paoliello
Banca: Ivan Aparecido Manoel
Banca: Afonso Maria Ligorio Soares
Banca: Vagner Gonçalves da Silva
Resumo: O racismo é um fenômeno que está presente nas relações sociais e acompanhou a modernidade. Ele moldou as relações entre grupos humanos durante a expansão marítima comercial européia, acompanhou o desenvolvimento do capitalismo, da industrialização e urbanização. Pode-se dizer que o racismo e suas manifestações de xenofobismo, segregação, e discriminação foram responsáveis por inúmeros massacres, genocídios e etnocídios. Mas se estas práticas estiveram quase sempre presentes no relacionamento entre grupos humanos, cabe dizer que o racismo é transnacional e no Brasil ele se apresentou como política pública do Estado imperial republicano. A política do branqueamento praticada no Brasil durante boa parte de sua história baseava-se no racismo científico, no darwinismo social e na ideologia do progresso. A presente pesquisa tem por objetivo identificar a renovação do racismo e da política de branqueamento. A hipótese dessa pesquisa está centralizada na análise do discurso da igreja Universal do Reino de Deus. Através dos discursos desta denominação religiosa, acredita-se que se pode identificar todos os elementos indicativos de crença no progresso e no evolucionismo, caracterizando o pensamento racista
Abstract: Racism is a phenomenon that is present in social relations and accompanied modernity. It shaped the relations between human groups during the expansion of European maritime trade, followed the development of capitalism, industrialization and urbanization. We can say that racism and its manifestations of xenophobia, segregation and discrimination were responsible for countless massacres, genocides and ethnocides. If these practices were almost always present in relationships between human groups, it should be said that racism is transnational and in Brazil it performed as a public policy of the Imperial State Republican. The policy of "whitening" practiced in Brazil for much of its history, was based on scientific racism, social Darwinism and the ideology of progress. This research aims to identify the renewal of racism and the policy of "whitening". The hypothesis of this research is centered on discourse analysis of the "Universal Church of Kingdom of God". Through the discourses of this religious denomination, its believed to identify all elements indicative of belief in progress and in evolutionism, characterizing racist thinking
Doutor
Sarzedas, Letícia Passos de Melo [UNESP]. "Criança negra e educação: um estudo etnográfico na escola." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/97703.
Full textPara se estudar as relações raciais no Brasil é imprescindível reconhecer a construção social e histórica das etnias que formaram, e formam, a nação brasileira. Ter por objetivo conhecer a visão que a escola, a família, as crianças e a própria criança negra tem em ser negra é adentrar um espaço constituído numa sociedade na qual os dizeres sobre o negro são permeados por ideologias e saberes desprovidos de uma visão histórica do problema. Atualmente, a implantação das Ações Afirmativas no Brasil despertou discussões ao redor da polêmica de se reconhecer, ou não, a condição desigual a que se vê submetido o negro brasileiro. A escola, como um espaço da vida cotidiana, está permeada por conceitos e pré-conceitos, podendo tornar-se um espaço de manutenção do racismo. Tendo por orientação teórica a Psicologia Sócio-Histórica, essa pesquisa teve por objetivo conhecer a visão que se tem da criança negra no espaço escolar. Foram realizadas observações livres registradas em um diário de campo, segundo uma metodologia etnográfica, tendo por foco uma turma de 1ª. série do Ensino Fundamental de uma escola pública da Cidade de Londrina, estado do Paraná. A pesquisa compreendeu, também, um levantamento das principais leis que respaldam o anti-racismo no Brasil tendo por foco a educação. O que se pôde verificar, a partir das observações livres, foi um discurso que culpabiliza o negro por sua condição, corroborando a idéia de mito da democracia racial, assim como a busca por atingir um ideal estético branco devido ao mesmo estar associado a um ideal de caráter e beleza...
To study the racial relations in Brazil is indispensable to recognize the social and historical from the ethnical constructions that were formed, and still are forming, the brazilian nation. To have as objective to know the opinion that the school, the family, the children and the afrodescending child have about being a afro-descending person is to get inside of a space constituted in a society where the words about the subject “being black” are full of ideologies and speechs without a historical vision of the problem. At present, the implementation of affirmative actions in Brazil brought discussions around the polemical subject about to recognize or not the disproportional condition that seems a afrodescending person is submitted in Brazil. The school, as a space of the routine life, is surrounded by conceptions and preconceptions, becoming this way possible the maintenance of the racism. Having as theoretical orientation the social-historical psychology, this research has as objective to know the vision that people have about the afro-brazilian infant at the school place. There were made free recorded observations in some sort of a field’s diary, following an ethnographic methodology, having as focus a 1st grade’s group of the public school’s fundamental education of Londrina, a city that belong to the state of Paraná. The research agglomerates a selection of the main laws that uphold the anti-racism in Brazil, having as focus the education. What could be verified from the free observations was a speech that blames the afro-descending person by his condition, corroborating the idea of the racial democracy myth, such as the seek to reach a white esthetic ideal due to the fact that this last one is associated to a character and beauty ideal, despite of the most recent... (Complete abstract click electronic access below)
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.
Full textMunoz, Brianna. "Racism in American Foreign Policy and Racial Bias in Conflict Intervention." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1971.
Full textDriggers, Dyann Maureen. "White adolescent racism: An integrative assessment including white racial identity theories." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1949.
Full textLewis, Carlton Deshawn. "Racial Identity, Skin Tone, and Intragroup Racism among African American Males." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6348.
Full textMartin, Peter. ""I hope I'm not a racist". The investigation of everyday racism using surveys." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520666.
Full textSantos, Marcio Henrique Casimiro Lopes Silva. "Crime de racismo ou injuria qualificada? = tipificações e representações das ocorrencias de praticas racistas entre os delegados de policia de Campinas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/278843.
Full textDissertação (mestrado)- Universidade Estdual de Campinas, Instituto de Filosofia e Ciencias Humanos
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Resumo: A partir das dificuldades observadas entre os agentes jurídicos quanto a prerrogativa legal que possuem de qualificar as ocorrências policiais de práticas racistas em crime de racismo ou de injúria qualificada, buscou-se compreender os usos e sentidos atribuídos à legislação antirracismo, assim como as próprias concepções dos agentes sobre o tema. Entre aqueles agentes, os delegados de polícia da cidade de Campinas foram escolhidos para entrevistas pessoais nos distritos onde atuavam. Com as entrevistas, procurou-se trilhar os caminhos do tratamento jurídico destinado às discriminações racistas, tornando possível observar como operam alguns padrões de valor cultural ante àquela prerrogativa. Pôde-se observar como esta prática não se restringia àquela prerrogativa e nem à esfera das relações jurídicas, mas fazia parte de um contexto institucional maior, revelando-se como uma das faces de um racismo institucionalizado e que possuía implicações significativas sobre o exercício efetivo da cidadania plena. Tomou forma, assim, uma situação de subordinação social na qual o quadro normativo da sociedade não oferecia o suporte necessário à participação paritária na vida social, constituindo-se as práticas jurídicas como um importante mecanismo de reprodução das desigualdades sociais
Abstract: From the difficulties between the legal staff on legal prerogative to qualify the police occurrence of racist practices in crime of racism or qualified injury, sought to understand the uses and meanings attributed to the anti-racism law and the own conceptions of the officers on the subject. Among those officials, delegates of police of the city of Campinas were selected for personal interviews in the districts where they work. In the interviews, we tried to walk the ways of the legal treatment aimed at racial discrimination, making it possible to observe how some patterns of cultural value operates against that prerogative. It was noted how this practice is not restricted to that prerogative or to the sphere of legal relations, but was part of a larger institutional context, revealing itself as one of the faces of an institutionalized racism and that had significant implications on the effective exercise of full citizenship. Thus, took shape a situation of social subordination in which the normative framework of society did not offer the support necessary to participate as peers in social life, becoming legal practices as an important mechanism of reproduction of social inequalities
Mestrado
Pensamento Social
Mestre em Sociologia
Moran, Anthony F. "Modernity, racism and subjectivity /." Connect to thesis, 1995. http://eprints.unimelb.edu.au/archive/00001238.
Full textHall, Bryan T. "Characteristics of Aversive Racism." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/33/.
Full textRocha, Carmem Silvia Moretzsohn. "Classificação étnico-racial e ações afirmativas no contexto do vestibular." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2546.
Full textOs conceitos de raça e etnia são basilares para a antropologia desde o seu surgimento como área do conhecimento humano e, ainda hoje, são fundamentais para diversos debates nas esferas política, social e das ciências humanas em geral. No pensamento social brasileiro muitos foram os autores de diversas áreas a se debruçarem sobre a questão racial. A instituição do sistema de cotas para o ingresso em universidades acalorou e expandiu o debate tanto no senso comum como na academia e nos meios de comunicação em geral. Essa pesquisa partiu da intenção de investigar a relação entre as ações afirmativas e as identidades de cor/raça. Como metodologia, utilizamos os recursos tanto dos instrumentos quantitativos como qualitativos. Nosso foco foram estudantes do cursinho pré-vestibular Grupo Perspectiva Integral (GPI). Buscamos acessar o ponto de vista dos vestibulandos, seus significados e associações acerca de suas identidades étnico-raciais, opiniões e sentimentos sobre a questão racial no Brasil e, em especial referente às ações afirmativas no contexto da educação e investigar a relação entre quem sou eu e qual é a minha cor/raça no universo proposto. Para tanto, foram aplicados cento e vinte e um questionários e realizadas doze entrevistas. A intenção não era estabelecer uma relação direta e causal entre as ações afirmativas e as identidades de cor/raça e, sim, traçar um perfil geral e racial da população estudada, perceber e analisar diversos elementos referentes às classificações de cor/raça e opiniões e sentimentos acerca das ações afirmativas, do racismo e das expectativas profissionais dos vestibulandos.
The concept of race and ethnicity are basic for the anthropological theory since its appearance as human knowledge and nowadays are fundamental for many debates in the political and social sphere and in the human sciences in general. In the social brazilian thought were many authors of different areas that dedicated themselves to the racial studies. The affirmative action insertion as a way of getting in the universities has heated and increased the debate in the common sense, the academy and in the media in general. This research began with the intention of investigate the relation between the affirmative action and the race/colour identity. As methodology we used the quantitative and qualitative analysis. Our centre was students of a preparation course for the universities exams called Grupo Perspectiva Integral (GPI). We searched for getting the point of view of this students about their ethnic-racial meanings and relations, opinions and feelings about racial matters in Brazil and specially referred to affirmative action in the education context and investigate the relation between who am I and which is my race/colour in the population. Then, we applied one hundred and one questionnaires and twelve interviews. Although we didnt intend to establish a direct and cause relation between affirmative action and race/colour identities, we were able to make a general and racial profile of the studied population, perceive and analyze many elements referred to racial classification and opinions and feelings about the affirmative action, racism and the professional expectations from the students.
Dunnion, Fiona. "Racism in Northern Ireland : the Racial Equality Strategy from policy to practice." Thesis, University of Ulster, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535141.
Full textVan, Schalkwyk Theunis. "Transformation from racism to appreciation of racial diversity : an autoethnographic research project." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97287.
Full textENGLISH ABSTRACT: The author is an Afrikaans-speaking, white male person, who was previously an extreme, selfdeclared racist. The author was also a member of an elite unit in one of the right-wing political organisations, which resulted in being author arrested during the 1994 National South African elections. The author transformed from being an extreme self-declared racist to become a person who respects and appreciate racial diversity. The author conducted a reflective autoethnographic study from his personal life experiences, which is complemented with critical feedback from people whom the author holds in high esteem. Feedback was gathered in order to identify the transformation process, which the author experienced in the quest of becoming an authentic leader. The aspects identified in the transformation process enabled the author to understand what is required in the future to become a truly authentic, value-based leader. This research study could assist white Afrikaans-speaking people and the broader community of South African people to transform towards acceptance and appreciation of racial diversity.
Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.
Full textWheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.
Full textDiatkine, Manuel. "Racismo, anti-racismo, nação: estudo sobre a obra de Pierre-André Taguieff." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-07062017-082029/.
Full textThis study answers the following questions: What were the steps that led to the rupture between Pierre-André Taguieff and the French intellectual antiracist Left? To what extent can this split provide us with elements to understand the history of anti-racism in France, in particular in the case of the anti-racism of intellectuals from the seventies to the 2010 decade? The first chapter focuses on the sources, the methodology - the history of ideas and the history of present times, the historiography of racism and anti-racism - and at last, P.-A. Taguieff, the historian of racist ideas, an aspect of his work that will be left aside in the rest of the paper. The 1980 decade is the theme of chapter II. P.-A. Taguieff becomes famous for his analysis of the discourses of the so-called New Right and the National Front. To describe this party, he proposes the national-populist concept. He advances a typical ideal model of confrontation of racism - anti-racism: the differentialist anti-racism would, by way of priority, oppose itself to the universalist racism, and universalist anti-racism to the differentialist racism. Chapter III is about P.-A. Taguieff\'s attempt to consider a republican anti-racism in the 1990 decade, i.e., articulated around the notion of a civic nation, not ethnic. It is this evolution that leads him to break off with the majority of the intellectual political Left. At the end of this decade, he starts deepening his reflection on the notion of progress and progressivism, which we interpret as a reflection about the motives of his own breach with the Left. Chapters IV and V refer to the years after 2000. In chapter IV, we approach the quarrel of the \"new judeophobia\", i.e., the fundamental role played by P.-A. Taguieff in identifying the diffusion of a new judeophobic racism in France. We study the hostile reactions, mostly from Left intellectuals worried about the need of not stigmatizing youth. In chapter V, we evoke the dimensions of the contemporary debate in France around racism and anti-racism. We show that anti-racism ceased to be a coherent intellectual and political universe. On the contrary, it became divided and thus, weakened. This division and weakening contribute to explain - only partly however - the recent electoral evolution in France. Finally, chapter VI, conclusively, interrogates itself synthetically about what evolved or not in P.-A. Taguieff\'s reflection and intellectual production. We conclude, firstly, that P-A. Taguieff remained loyal to a patriotic anti-racist conception, rooted in the tradition of the French republicanism, precisely the tradition that many political and intellectual Left currents intend to leave behind, in the name of multiculturalism, cosmopolitanism and the \"convergence of the fights\"; and secondly, that from the very first texts, their interventions in the public debate aim at defending the plurality of ideas, the condition for the existence of a true public debate sphere.
Costa, Wellington Narde Navarro da. "Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.
Full textThe present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.
Rocha, Elaine Pereira. "Racism in novels : a comparative study of Brazilian and South African cultural history." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-0822200-183728/.
Full textPetean, Antonio Carlos Lopes [UNESP]. "O racismo como questão epistemológica: uma interpretação do discurso religioso evolucionista da Igreja Universal do Reino de Deus." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/106250.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O racismo é um fenômeno que está presente nas relações sociais e acompanhou a modernidade. Ele moldou as relações entre grupos humanos durante a expansão marítima comercial européia, acompanhou o desenvolvimento do capitalismo, da industrialização e urbanização. Pode-se dizer que o racismo e suas manifestações de xenofobismo, segregação, e discriminação foram responsáveis por inúmeros massacres, genocídios e etnocídios. Mas se estas práticas estiveram quase sempre presentes no relacionamento entre grupos humanos, cabe dizer que o racismo é transnacional e no Brasil ele se apresentou como política pública do Estado imperial republicano. A política do branqueamento praticada no Brasil durante boa parte de sua história baseava-se no racismo científico, no darwinismo social e na ideologia do progresso. A presente pesquisa tem por objetivo identificar a renovação do racismo e da política de branqueamento. A hipótese dessa pesquisa está centralizada na análise do discurso da igreja Universal do Reino de Deus. Através dos discursos desta denominação religiosa, acredita-se que se pode identificar todos os elementos indicativos de crença no progresso e no evolucionismo, caracterizando o pensamento racista
Racism is a phenomenon that is present in social relations and accompanied modernity. It shaped the relations between human groups during the expansion of European maritime trade, followed the development of capitalism, industrialization and urbanization. We can say that racism and its manifestations of xenophobia, segregation and discrimination were responsible for countless massacres, genocides and ethnocides. If these practices were almost always present in relationships between human groups, it should be said that racism is transnational and in Brazil it performed as a public policy of the Imperial State Republican. The policy of “whitening” practiced in Brazil for much of its history, was based on scientific racism, social Darwinism and the ideology of progress. This research aims to identify the renewal of racism and the policy of “whitening”. The hypothesis of this research is centered on discourse analysis of the “Universal Church of Kingdom of God”. Through the discourses of this religious denomination, its believed to identify all elements indicative of belief in progress and in evolutionism, characterizing racist thinking
Bonilha, Tamyris Proença 1987. "O "não-lugar" do sujeito negro na educação brasileira." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250937.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo tem por objetivo analisar dados estatísticos educacionais acerca da trajetória do sujeito negro, na educação básica, de modo a identificar as regiões do Brasil que apresentam os maiores índices de exclusão escolar, e relacioná-los ao contexto político e social, a fim de identificar possíveis mecanismos que influenciam o sucesso e o fracasso escolar destes sujeitos. Foram utilizados para coleta de dados algumas fontes oficiais de pesquisa, tais como: IBGE (Instituto Brasileiro de Geografia e Estatística); INEP (Instituto Nacional de Estudos e Pesquisa) ; DIEESE (Departamento Intersindical de Estatística e Estudos Socioeconômicos), bem como outras fontes de natureza teórica que fundamentaram as discussões e análise dos dados. A partir da análise dos dados, constatou-se: disparidade entre o número de alunos pretos e alunos pardos, em todos os níveis de ensino, situação esta, compreendida na lógica do ideal de branqueamento; os anos finais do Ensino Fundamental e o Ensino Médio representam os níveis de ensino com exclusão escolar do aluno negro. A exclusão do negro é um problema nacional, não estando circunscrita a uma região específica, isto é, o aluno negro sofre as consequências da discriminação racial em todas as regiões do país, e em todos os níveis de ensino. Esta pesquisa é de grande relevância acadêmica e social, na medida em que revela as fragilidades e deficiências existentes nos dados do Censo Escolar, e ressalta a urgência na melhora das estratégias de coleta dos dados, bem como a necessidade de maior acompanhamento e conscientização sobre sua importância para a sociedade.
Abstract: This study aims to analyze statistical data about the black person educational history in basic education. It is intended to relate and to question the School Census data, identifying the Brazilian regions with the greater reduction in the black student's proportion over the education levels, in order to relate them to social and political context and to identify mechanisms that influence scholar success or failure of these subjects. It was used for data collection some official sources, such as: IBGE (Brazilian Institute of Geography and Statistics); INEP (National Institute of Studies and Research); DIEESE (Department of Statistics and Socioeconomic Studies), as well as other theoretical sources to substantiate data discussions and analysis. From the data analysis, we identified: disparity between the number of black students and brown students at all levels of education, a situation, understood into the bleaching ideal logic; the highest proportion of black students are concentrated in children education, specifically in pre-school; the elementary school final years and high school levels of education represent the smallest proportion of black students, that is, as the passage of years in elementary school, black students gradually disappear from the educational statistics and, therefore, the school. The exclusion of black person is a national problem, not being limited to a specific region, that is, black students suffer the consequences of racial discrimination in every region of the country, and in every level of education. This research reveals the weaknesses and deficiencies in the school census data, and highlights the urgency in improving data collection strategies, as well as the need for increased monitoring and awareness of their importance to society.
Mestrado
Psicologia Educacional
Mestre em Educação
Allen, Keyona. "Critical Consciousness, Racial Identity, and Appropriated Racial Oppression in Black Emerging Adults." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5687.
Full textZak, Frederick J. "The development of racial sensitivity seminars to address the problem of racism and enhance the Ecumenical Campus Ministry program at the University of Akron, Akron, Ohio." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full textMaher, Virginia Audene. "Microaggressions Between the Races." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458297343.
Full textSale, Lucinda E. "The discursive constructions of racism /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss163.pdf.
Full text