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1
Costa, Daniele da Silva, Rayane Corrêa Pantoja, and Waldir Ferreira de Abreu. "Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista." Revista Educação e Emancipação 14, no. 1 (March 29, 2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.
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O objetivo deste texto é refletir sobre as relações etnico-raciais a partir do pensamento e prática pedagógica decolonizadora no enfrentamento do racismo. Tomamos como questões de pesquisa algumas inquietações: De que forma o negro (a) é representado historicamente no contexto brasileiro? Como as discussões contra o racismo estão presentes no campo educacional? Em que amplitude as questões de racismo e do antirracismo no âmbito da história da educação no Brasil caminham para o pensamento decolonial? A metodologia adotada para esta discussão, volta-se a revisão bibliográfica e análise documental em Análise de Conteúdo (AC) proposto por Bardin (2006, 2011). Uma das conclusões que este estudo levantou é o apontamento da necessidade de reflexões conjuntas para a prática pedagógica decolonial e a partir disto os efeitos que o racismo provoca na identidade étnico-racial dos sujeitos sociais presentes na escola possam ser colocados em prática para uma educação antirracista.Palavras-chave: Educação antirracista. Prática pedagógica. Decolonial.Ethnic-racial relationships: decolonial thought and pedagogical practice for anti-racist education ABSTRACT The purpose of this text is to reflect on ethnic-racial relations based on decolonizing pedagogical thinking and practice in the fight against racism. We take as concerns research questions some concerns: How is the black person (a) historically represented in the Brazilian context? How are discussions against racism present in the educational field? To what extent do the issues of racism and anti-racism within the scope of the history of education in Brazil move towards decolonial thinking? The methodology adopted for this discussion, turns to bibliographic review and document analysis in Content Analysis (CA) proposed by Bardin (2006, 2011). One of the conclusions raised by this study is the need for joint reflections for decolonial pedagogical practice and from this the effects that racism causes on the ethnic-racial identity of social subjects present at school can be put into practice for an anti-racist education.Keywords: Anti-racist education. Pedagogical practice. DecoloniallRelaciones etnico-raciales: pensamiento descolonial y práctica pedagógica para la educación antirracistaRESUMENEl objetivo de este trabajo es reflexionar sobre las relaciones étnico-raciales desde el pensamiento y la práctica pedagógica decolonizadora en la lucha contra el racismo. Tomar como preguntas de investigación algunas preocupaciones: ¿En qué forma el negro (A) está representado históricamente en el contexto brasileño? Como los debates contra el racismo están presentes en el campo educativo? A medida que los problemas de racismo y de antirracismo dentro de la historia de la educación en Brasil ir al pensamiento descolonial? La metodología adoptada para la discusión, se remonta a la revisión de la literatura y el análisis documental en análisis de contenido (AC) propuesto por Bardin (2006, 2011). Una de las conclusiones que de este estudio se ha planteado es la Accommodator la necesidad de reflexión conjunta para la práctica pedagógica y decolonial desde este racismo los efectos que provoca en la identidad étnica racial- de los sujetos sociales presentes en la escuela se pueden poner en práctica para una educación antirracista.Palabras clave: Educación anti-raista. Práctica pedagógica. Decolonial.
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Morris, Aldon, and Vilna Bashi Treitler. "O ESTADO RACIAL DA UNIÃO: compreendendo raça e desigualdade racial nos Estados Unidos da América." Caderno CRH 32, no. 85 (June 7, 2019): 15. http://dx.doi.org/10.9771/ccrh.v32i85.27828.
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<p>Este artigo investiga o papel da raça e do racismo nos Estados Unidos da América. Ele trata de raça como conceito, explorando, primordialmente, o motivo da existência de categorias raciais e da desigualdade racial. Também, nele, examinamos a atual situação da raça nos Estados Unidos ao expor suas manifestações sociais, econômicas e políticas. Após explorar a magnitude da desigualdade racial nos Estados Unidos, trabalhamos para desvendar os mecanismos que perpetuam e sustentam, tanto estrutural quanto culturalmente, as disparidades raciais. Em razão de ações e crenças racistas terem sempre sofrido resistências por parte dos movimentos sociais, atos coletivos, e resistência individual, nós analisamos a natureza e os resultados dos esforços da luta contra o racismo norte-americano. Concluímos com uma análise das perspectivas atuais relativas à transformação racial e das possibilidades para a emergência da igualdade racial. Assim, neste artigo, trazemos uma análise abrangente da situação atual das dinâmicas raciais nos Estados Unidos e das forças determinadas a combater o racismo. </p><p><strong>THE RACIAL STATE OF THE UNION: understanding race andr acial inequality in the United States of America </strong></p><p>This paper interrogates the role of race and racism in the United States of America. The paper grapples with race conceptually as it explores why racial categories and racial inequality exist in the first place. We also examine the current state of race in North America by laying bare it social, economic and political manifestations. After exploring the magnitude of racial inequality in the United States, we labor to unravel the mechanisms both structurally and culturally that perpetuates and sustains racial disparities. Because racist actions and beliefs have always been resisted by social movements, collection action, and resistance at the personal level, we assess the nature and outcomes of struggles to overthrow North American racism. We conclude by assessing the current prospects for racial transformation and the possibilities for the emergence of racial equality. Thus, in this paper, we provide an overarching analysis of the current state of racial dynamics in the United States and the forces determined to dismantle racism.</p><p>Key words: Race. Racism. Racial regimes. Black movements. Inequality.</p><p><strong>ÉTAT RACIAL DE L’UNION: comprendre la race et les inégalités raciales aux États-Unis d’Amérique </strong></p><p>Notre article évaluera le rôle de la race et du racisme en Amérique. Le document aborde conceptuellement la race en explorant pourquoi les catégories raciales et l’inégalité raciale existent en premier lieu. Le document passe à l’examen de l’état actuel de la race en Amérique en mettant à nu les manifestations sociales, économiques et politiques. Étant donné l’ampleur de l’inégalité raciale aux États-Unis, le document cherche à démêler les mécanismes à la fois structurels et culturels qui perpétuent et maintiennent les disparités raciales. Parce que le mouvement raciste a toujours été combattu en Amérique par des mouvements sociaux, des actions de collecte et de résistance au niveau personnel, le journal évaluera la nature et les résultats des luttes pour renverser le racisme américain. Ainsi, l’article fournira une analyse de l’état actuel de la dynamique raciale aux États-Unis ainsi que des forces déterminées à démanteler le racisme.</p><p>Mots-clés: Race. Racisme. Régimen racial. Movement nègre. Inegalité.</p><p> </p>
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Shelby, Tommie. "Ist Rassismus eine Sache des „Herzens“?" Deutsche Zeitschrift für Philosophie 67, no. 4 (November 5, 2019): 604–18. http://dx.doi.org/10.1515/dzph-2019-0046.
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Abstract In his article, Shelby critically engages with a conception of racism that locates racism in the “heart” of individuals. Such a volitional conception, which has been proposed by Jorge Garcia, suffers from several defects, the most important of which are that it is difficult to identify racist attitudes without recourse to racist beliefs and that such a conception of racism does not allow to see how individuals can be complicit in race-based oppression in the absence of racial hatred or ill will. In lieu of a volitional conception of racism, Shelby advances a conception of racism as ideology which makes racist beliefs and their social consequences central to our understanding of racism.
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Gong, Junkai. "Development of Cultural Racism and the Subsequent Effect." BCP Social Sciences & Humanities 21 (February 15, 2023): 271–79. http://dx.doi.org/10.54691/bcpssh.v21i.3503.
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This paper focuses on the concept of cultural racism, a relatively new term that emerged after World War II. The term, which is also referred to as new racism, postmodern racism, neo-racism, and differentialist racism, generally refers to the form of racism that deems one racial group superior over another based on cultural differences, not biological differences. Biological racism believes racial superiority is determined based on physical and genetic features. The study takes an in-depth analysis of the process in which the backlash of World War II and following social movements caused the shift from biological racism to cultural racism. Cultural racism functions the same way as biological racism. Cultural stereotypes and associated identities are used as justifications for racial discrimination. In Europe, cultural racism presents itself in the form of European cultural superiority, justifying discrimination and exclusion of immigrants and refugees. In South Africa, cultural racism is used to rule under the system of Apartheid and continue anti-black racism. In the United States, cultural racism combines with stereotypical cultural stereotypes to maintain the racist status quo and hide the racial reality of the country.
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Seikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism." European Journal of Cultural Studies 22, no. 1 (August 11, 2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.
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Scholarly discussions contesting post-racialism have noted how the false but common belief – that systematic racism has been defeated in Western societies – works to undermine anti-racism’s critical potential. Simultaneously, the discussion about the relativization of anti-racism has mainly been located in contexts with strong anti-racist traditions. By exploring anti-racism in the Finnish civil society, the article thematizes thinking around the post-racial modality of racism in a context where racism is often presented as a recent phenomenon. A discourse analysis of non-governmental organization advocacy materials that work to mainstream anti-racism identifies three parallel problem-definitions of racism, illustrating a tendency to understand racism as an individual flaw in a non-racist social reality. This shows that trivializing racism and recentring whiteness happen through classed and aged discourses.
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Adhikari-Sacré, Hari Prasad, and Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education." Philosophies 6, no. 2 (June 11, 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.
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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.
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Burhoff, Hanna Maria. "School Without Racism? How White Teachers in Germany Practice Anti-Racialism." Journal for Undergraduate Ethnography 11, no. 3 (November 28, 2021): 3–20. http://dx.doi.org/10.15273/jue.v11i3.11240.
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This qualitative study investigates how white teachers at a German Catholic comprehensive school conceptualize issues of “race” and racism in the context of being a “School without Racism – School with Courage” (SOR-SMC). By collecting signatures and exhibiting yearly projects, more than 3,300 schools in Germany brand their school to be “without racism”. I found the branding of my researched school to be a form of “anti-racialism” that opposed “race” and racism as concepts but did not tackle any underlying racist structures (Goldberg 2009, 10). The teachers I interviewed took the SOR-SMC branding for granted and assumed that the school was racism-free. They thereby engaged in silent racism and reproduced racist connotations and structures without challenging them (Trepagnier 2001). Being anti -racist is not accomplished by declaring a school as racism-free. Instead, white teachers need to understand that anti-racism involves a deeper engagement with the structures that keep “racial” inequality in place (Goldberg 2009, 10).
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Keum, Brian TaeHyuk. "Qualitative Examination on the Influences of the Internet on Racism and its Online Manifestation." International Journal of Cyber Behavior, Psychology and Learning 7, no. 3 (July 2017): 13–22. http://dx.doi.org/10.4018/ijcbpl.2017070102.
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Growing number of scholars have noted that racism may thrive and persevere in explicit, blatant forms in the online context. Little research exists on the nature of racism on the Internet. In contributing to this emerging yet understudied issue, the current study conducted an inductive thematic analysis to examine people's attitude toward (a) how the Internet has influenced racism, and (b) how people may experience racism on the Internet. The themes represented in this paper show that the increased anonymity and greater accessibility of the Internet gave platform and identity protection for expressions and aggregation of racist attitudes. Some of the themes explicated positive influences in which people were also able to express and form anti-racist online movements, and confront racist users by taking advantage of the increased anonymity. In terms of how racism was experienced on the Internet, the author identified the following themes: vicarious observation, racist humor, negative racial stereotyping, racist online media, and racist online hate groups. Implications for future research on racism on Internet is discussed.
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Winarjo, Hendra. "(Re) imagining the Problem of Racism: An Evangelical Response to Racism." Veritas: Jurnal Teologi dan Pelayanan 21, no. 2 (December 31, 2022): 283–98. http://dx.doi.org/10.36421/veritas.v21i2.600.
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This article aims to re-imagine and offer an evangelical response to the problem of racism that is not dichotomous, but holistic, where racism is understood both as an individual and structural sin, leading to a balance between racial reconciliation and racial justice that needs to be consistently practiced. This research indicates that evangelicals generally do not yet have a holistic imagination to understand racism. Hence efforts to fight this persisting problem are still one-sidedly inclined toward racial reconciliation. For this purpose, this article begins by analyzing the common yet problematic understanding and response by some evangelicals who emphasize racism as only an individual sin and racial reconciliation as a solution. The next step is to describe the importance of imagination, namely the capacity to conceptualize the problem of racism in its entirety by involving sensitivity to racist situations, interpretation of Scripture with virtues, and introspection of our position toward racism—all of which are used to understand the dual nature of racism and response against it. In the end, as I demonstrate that racism is both an individual and structural sin, evangelical churches thus need to strike a balance between racial reconciliation and racial justice if they want to handle the problem of racism well.
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Avalli, Andrea. "The "aquiline race". The Etruscans between Fascist racism, Nazi racism and the Catholic Church." ITALIA CONTEMPORANEA, no. 299 (October 2022): 37–64. http://dx.doi.org/10.3280/icyearbook2021-oa003.
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This article aims to demonstrate that the debate about the origin of the Etruscans can help identify the scientific and ideological inspiration behind Fascist racist theories and explain their relationship with the Catholic Church and Nazi forms of racism. In particular, I argue that the disagreements about the racial identity of the Etruscan people are exemplary of the distinction between "biological" racism and anti-Christian, non-biological racism. The article thus shows that Alfred Rosenberg's negative representation of the Etruscans - aimed at denying the racial legitimacy of the Catholic Church - was adopted, in Italy, by anti-Christian Fascist philosophers such as Julius Evola and Giulio Cogni; the "biological" racist group behind the journal La Difesa della Razza, instead, promoted Eugen Fischer's "Etruscologist" theory of the "aquiline race" to include the Etruscans in Italian racial history and avoid an ideological struggle with the Church.
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Welton, Anjalé D., Devean R. Owens, and Eboni M. Zamani-Gallaher. "Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.
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To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.
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Weaver, Simon. "Jokes, rhetoric and embodied racism: a rhetorical discourse analysis of the logics of racist jokes on the internet." Ethnicities 11, no. 4 (June 3, 2011): 413–35. http://dx.doi.org/10.1177/1468796811407755.
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This article outlines the racist rhetoric employed in anti-black jokes on five internet websites. It is argued that racist jokes can act as important rhetorical devices for serious racisms, and thus work in ways that can support racism in particular readings. By offering a rhetorical discourse analysis of jokes containing embodied racism – or the discursive remains of biological racism – it is shown that internet jokes express two key logics of racism. These logics are inclusion and exclusion. It is argued that inclusion usually inferiorizes and employs race stereotypes whereas exclusion often does not. The article expands this second category by highlighting exclusionary ‘black’ and ‘nigger’ jokes. These categories of non-stereotyped race or ethnic joking have been largely ignored in humour studies because of a reliance on a problematic and celebratory definition of the ethnic joke. Thus a wider definition of racist humour is offered.
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Dr. Goodey, Jo. "Examining the ‘White Racist/black Victim’ Stereotype." International Review of Victimology 5, no. 3-4 (May 1998): 235–56. http://dx.doi.org/10.1177/026975809800500403.
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The paper discusses the complex reality of the ‘white racist/black victim’ stereotype using findings from the author's research on the impact of race and racism on boys' fear of crime. The research was undertaken in the north of England among boys and young men of white, Asian and Afro-Caribbean origin. A different range of inter-racial hostilities to those expected were unearthed during the course of the research, requiring a reappraisal of the ‘white racist/black victim’ stereotype. Evidence supported the emergence of a ‘new’ Asian male assertiveness which was frequently translated into aggression towards other racial groups. A central question discussed in the paper is whether inter-racial aggression by young Asian males can be framed in the context of ‘racism’. The contentiousness of this question is framed with regard to debates surrounding Islamophobia, power and powerlessness, and masculinity. In conclusion, any suggestion of Asian ‘racism’ is contextualised against the more powerful and extensive nature of white racism.
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Nawaz, Saira, Kyle J. Moon, Eric Seiber, Anne Trinh, Suellen Bennett, and Joshua J. Joseph. "Racism Measurement Framework: A Tool for Public Health Action and Accountability." Ohio Journal of Public Health 3, no. 3 (December 18, 2020): 16–28. http://dx.doi.org/10.18061/ojph.v3i3.8037.
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Racism is a principal determinant of health inequity, but recent events have galvanized local and state leaders across Ohio to declare racism a public health emergency. In addition to the renewed call to racial justice, sustained progress will require ongoing measurement to determine which anti-racist efforts are working, and why. In this review, we present existing measures categorized by 3 dimensions of racism that interact and build off of one another: (1) systemic racism, considering the health effects of policies in housing, voting, criminal legal system, economic opportunity, and health care; (2) interpersonal racism, and measures of provider bias and cultural competency; (3) internalized racism, measured as allostatic stress and heightened vigilance in distinct contexts. After identifying knowledge gaps, we developed a racism measurement framework that more comprehensively depicts the disparities caused by racism within Ohio and can be used to monitor and evaluate the effectiveness of anti-racist efforts implemented across the state. As such, this framework provides not only a call for action against racism in Ohio, but an opportunity for organizations to measure the extent to which efforts have intervened on supposedly entrenched pathways to health inequities and disparities caused by racism.
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Lovelace, H. Timothy. "“To Restore the Soul of America”: How Domestic Anti-Racism Might Fuel Global Anti-Racism." AJIL Unbound 115 (2021): 63–68. http://dx.doi.org/10.1017/aju.2020.90.
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On November 7, 2020, President Joe Biden proclaimed that his administration would “restore the soul of America.” He declared that U.S. voters had given him a mandate “to achieve racial justice and root out systemic racism in this country,” and that he plans to use the nation's restored moral leadership to create international consensus around U.S. values and urge foreign nations and intergovernmental institutions to adopt anti-racist agendas. To be sure, Biden's commitment to ending systemic racism is rooted in troubling notions of U.S. exceptionalism and invokes an unfounded anti-racist nostalgia. We should never “restore” America's racial past. Nevertheless, Biden's commitment is, in many ways, refreshing and raises a crucial and productive question: how might the United States recalibrate the international legal order and address systemic racism within Biden's framework? One straightforward and pragmatic answer emerges: the Biden administration should live up to the standards of those who inspired his campaign's mission. In other words, truly improving the racial order at home might be a viable way to advance anti-racism abroad, including through existing international institutions.
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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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Edwards, Fiona C. "Open the Doors and Let Us Out: Escaping the Coloniality of Racism." Cultural and Pedagogical Inquiry 12, no. 1 (February 1, 2021): 278–80. http://dx.doi.org/10.18733/cpi29553.
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Racism is an integral part of racialized groups’ experiences as Whiteness continues to foster the power and privilege it affords to White people. This has resulted in the racialization of Black bodies inflicted by racism. For Black youth, escaping the coloniality of racism may seem to be an impossible task as racism is ubiquitous, and has been deeply embedded in societal structures for hundreds of years. However, a heightened consciousness of racism provides a platform to fight against racial injustice. Instead of being locked in systems of oppression whereby Black bodies are wounded, there is a movement in the youth population to end intergenerational racist ideologies of what it means to be Black. Open the doors and let us out: Escaping the coloniality of racism empowers Black youth to embrace their Blackness, use their bodies and voices to reconstruct their racial identities and positionalities in society with pride and dignity.
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Chae, David H., Tiffany Yip, Connor D. Martz, Kara Chung, Jennifer A. Richeson, Anjum Hajat, David S. Curtis, Leoandra Onnie Rogers, and Thomas A. LaVeist. "Vicarious Racism and Vigilance During the COVID-19 Pandemic: Mental Health Implications Among Asian and Black Americans." Public Health Reports 136, no. 4 (May 25, 2021): 508–17. http://dx.doi.org/10.1177/00333549211018675.
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Objectives Experiences of vicarious racism—hearing about racism directed toward one’s racial group or racist acts committed against other racial group members—and vigilance about racial discrimination have been salient during the COVID-19 pandemic. This study examined vicarious racism and vigilance in relation to symptoms of depression and anxiety among Asian and Black Americans. Methods We used data from a cross-sectional study of 604 Asian American and 844 Black American adults aged ≥18 in the United States recruited from 5 US cities from May 21 through July 15, 2020. Multivariable linear regression models examined levels of depression and anxiety by self-reported vicarious racism and vigilance. Results Controlling for sociodemographic characteristics, among both Asian and Black Americans, greater self-reported vicarious racism was associated with more symptoms of depression (Asian: β = 1.92 [95% CI, 0.97-2.87]; Black: β = 1.72 [95% CI, 0.95-2.49]) and anxiety (Asian: β = 2.40 [95% CI, 1.48-3.32]; Black: β = 1.98 [95% CI, 1.17-2.78]). Vigilance was also positively related to symptoms of depression (Asian: β = 1.54 [95% CI, 0.58-2.50]; Black: β = 0.90 [95% CI, 0.12-1.67]) and anxiety (Asian: β = 1.98 [95% CI, 1.05-2.91]; Black: β = 1.64 [95% CI, 0.82-2.45]). Conclusions Mental health problems are a pressing concern during the COVID-19 pandemic. Results from our study suggest that heightened racist sentiment, harassment, and violence against Asian and Black Americans contribute to increased risk of depression and anxiety via vicarious racism and vigilance. Public health efforts during this period should address endemic racism as well as COVID-19.
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Woolfson, Richard C., Michael E. Harker, and Dorothy A. Lowe. "Racism in schools –No room for complacency." Educational and Child Psychology 21, no. 4 (2004): 16–30. http://dx.doi.org/10.53841/bpsecp.2004.21.4.16.
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The fact that a school has anti-racist measures does not automatically mean discrimination and racism has been eradicated. For instance, in their study which investigated racism in a number of schools, Donald et al. (1995) found that although coherent anti-racist policies had been implemented throughout the schools, the extent of discriminatory and racist attitudes among the pupils was either under-estimated or unrecognised by school staff – they called this the ‘No Problem Here’ syndrome. In this present study, the researchers developed this concept one stage further by examining the existence or otherwise of discrimination and racism in a ‘flagship’ local authority primary school with a strong track record of multicultural and anti-racist education policies, strategies and practice, with a plethora of special in-school arrangements to increase racial and religious tolerance. Using varied methods of data collection (questionnaires, semi-structured interviews and focus groups), the study revealed that despite the very inclusive anti-racist ethos within the school, pupils from an ethnic minority and pupils not from an ethnic minority did experience racism in school. In addition, the results revealed that children from an ethnic minority who experienced racism (unlike children not from an ethnic minority who experienced racism) were reluctant to disclose such experiences to school staff. Subsequently, the school made a commitment to develop further strategies to decrease the occurrence of racist incidents within the school and to give all pupils confidence to disclose when such incidents occur.
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Goff, Phillip Atiba, and Kimberly Barsamian Kahn. "HOW PSYCHOLOGICAL SCIENCE IMPEDES INTERSECTIONAL THINKING." Du Bois Review: Social Science Research on Race 10, no. 2 (2013): 365–84. http://dx.doi.org/10.1017/s1742058x13000313.
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AbstractPsychological science that examines racial and gender bias, primarily located within social psychology, has tended to discount the ways in which race and gender mutually construct each other. Lay conceptions of racial and gender discrimination tend to see racism as primarily afflicting men and sexism primarily afflicting White women, when in fact race and gender are interrelated and work together intersectionally. Ignoring women's experiences of racial discrimination produces androcentric conceptions of racisms—in other words, many definitions of racial discrimination are to some degree sexist (Goff et al., 2008). Similarly, privileging the experiences of White women produces narrow definitions of gender discrimination—in other words, many definitions of gender discrimination are to some degree racist, such that they serve to reinforce the current societal hierarchies. Psychological science sometimes appears to reflect such conceptions. The result is that the social science principally responsible for explaining individual-level biases has developed a body of research that can undervalue the experiences of non-White women (Goff et al., 2008). This article examines features of social psychological science and its research processes to answer a question suggested by this framing: is the current psychological understanding of racism, to some extent, sexist and the understanding of sexism, to some extent, racist? We argue here that the instruments that much of social psychological science uses to measure racial and gender discrimination may play a role in producing inaccurate understandings of racial and gender discrimination. We also present original experimental data to suggest that lay conceptions parallel social psychology's biases: with lay persons also assuming that racism is about Black men and sexism is about White women.2 Finally, we provide some suggestions to increase the inclusivity of psychology's study of discrimination as well as reasons for optimism in this area.
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Lovell, George I. "Reflections on a Funhouse Mirror—Racist Violence, the Protection of Privilege, and the Limits of Tolerance." Law & Social Inquiry 42, no. 02 (2017): 571–76. http://dx.doi.org/10.1111/lsi.12295.
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Jeannine Bell's Hate Thy Neighbor: Move In Violence and the Persistence of Racial Segregation in American Housing provides an account of racist violence as a tool for maintaining housing segregation that challenges perceptions of rising tolerance and demonstrates the importance of understanding racism as a structural feature of social organization. Bell shows how some perpetrators of move in violence deploy claims about “property values” as a defense against charges of racism. The use of such claims starkly illustrates how colorblind racism allows assertions of racial privilege to resonate as neutral articulations of rational self-interest. The desire to defend racial privileges persists as a significant practical barrier to racial equality even when tolerance increases.
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Wu, Qunfang, and Bryan Semaan. ""How Do You Quantify How Racist Something Is?": Color-Blind Moderation in Decentralized Governance." Proceedings of the ACM on Human-Computer Interaction 7, CSCW2 (September 28, 2023): 1–27. http://dx.doi.org/10.1145/3610030.
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Volunteer moderators serve as gatekeepers for problematic content, such as racism and other forms of hate speech, on digital platforms. Prior studies have reported volunteer moderators' diverse roles in different governance models, highlighting the tensions between moderators and other stakeholders (e.g., administrative teams and users). Building upon prior research, this paper focuses on how volunteer moderators moderate racist content and how a platform's governance influences these practices. To understand how moderators deal with racist content, we conducted in-depth interviews with 13 moderators from city subreddits on Reddit. We found that moderators heavily relied on AutoMod to regulate racist content and racist user accounts. However, content that was crafted through covert racism and "color-blind'' racial frames was not addressed well. We attributed these challenges in moderating racist content to (1) moderators' concerns of power corruption, (2) arbitrary moderator team structures, and (3) evolving forms of covert racism. Our results demonstrate that decentralized governance on Reddit could not support local efforts to regulate color-blind racism. Finally, we discuss the conceptual and practical ways to disrupt color-blind moderation.
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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.
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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers operated from an impaired consciousness about racism; that a majority “blamed the victim,” assigning causality for racism to Blacks. Findings further indicate that of those who witnessed racist behavior by their White colleagues, the majority remained silent and did not challenge such behavior. Because teachers play a pivotal role in the sum total of race relations in education, it is critical to consider how they perceive the problem of racism in their schools. Their perceptions may influence decisions about how to interpret and respond to racial inequality.
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Loduvico, Grazielle de Oliveira, Maria Marjorie Lima Martins, Thaís Izabel Ugeda Rocha, Maria Fernanda Terra, and Pamela Lamarca Pigozi. "Racismo institucional: percepção sobre a discriminação racial nos serviços de saúde / Institutional racism: perception about racial discrimination in health services." Arquivos Médicos dos Hospitais e da Faculdade de Ciências Médicas da Santa Casa de São Paulo 66, no. 1u (May 20, 2021): 1. http://dx.doi.org/10.26432/1809-3019.2021.66.008.
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Introdução: O racismo institucional se caracteriza por qualquer ação de discriminação racial praticada dentro de instituições, como a omissão de informação ou atendimento, fortalecimento de estereótipos racistas, comportamentos de desconfiança, de desrespeito e desvalorização da pessoa negra. Objetivo: Analisar a prática de racismo institucional no serviço de saúde público e/ou privado a partir da percepção dos usuários negros acerca do atendimento recebido. Material e Método: Estudo de abordagem quantitativa,realizado a partir de questionário fechado, construído via google forms, e veiculado na rede social Facebook. A coleta de dados ocorreu entre setembro e novembro de 2019, sob os critérios: ser negro, idade superior a18 anos e vivência de racismo nos serviços de saúde público e/ou privado. Participaram33 pessoas neste estudo: 28 pessoas se autodeclararam pretas e 5 pardas. Resultados: Dentre os principais achados, estão que 63,6% referiram ter sofrido racismo em serviços públicos de saúde; 51,5% relataram que a discriminação ocorreu no consultório médico, e 21,9% durante a triagemou na sala de medicação. Do total, 93,9% acreditam que a discriminação foi ocasionada por serem negros. Conclusão: Os usuários identificam o racismo durante a assistência em saúde recebida, e que a violência pode distanciá-los dos cuidados, principalmente de promoção e prevenção. Faz-se necessário efetivar a assistência em saúde à luz da Política Nacional de Saúde da População Negra. Palavras chave: Percepção, Discriminação, Iniquidade em saúde, Racismo, Acesso aos serviços de saúde ABSTRACTIntroduction: Institutional racism is characterized by any action of racial discrimination practiced within institutions, such as information or care omission, strengthening of racist stereotypes, behaviors of distrust, disrespect and devaluation of the black person. Objective: To analyze the practice ofinstitutional racism in the public and/or private health service from the perception of black users about the care received. Material and Method: Quantitative approach study, conducted from a closed questionnaire, built via google forms, and carried on the social network Facebook. Data collectionoccurred between September and November 2019, under the criteria: being black, aged over 18 years and experiencing racism in public and/or private health services. Thirty-three people participated in this study: 28 people declared themselves black and 5 brown. Results: Among the main findingsare that 63.6% reported having suffered racism in public health services; 51.5% reported that discrimination occurred in the doctor’s office, and 21.9% during screening or in the medication room. Of the total, 93.9% believe that discrimination was started because they were black. Conclusion:Users identify racism when receiving health care, and that violence can distance them from care, especially promotion and prevention. It is necessary to affect health care in the light of the National Health Policy of the Black Population.Keywords: Perception, Discrimination, Health inequities,Racism, Access to health services
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Aseffa, Feben, Lwam Mehari, Faduma Gure, and Lloy Wylie. "Racism in Ontario Midwifery: Indigenous, Black and Racialized Midwives and Midwifery Students Unsilenced." Canadian Journal of Midwifery Research and Practice 20, no. 2 (April 18, 2024): 10–22. http://dx.doi.org/10.22374/cjmrp.v20i2.44.
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This article reports on findings from a 2019 online survey titled Experiences of Racism Among Ontario BIPOC Midwives and Students in Midwifery Education and Profession, completed by Ontario midwives and midwifery students who identify as Black, Indigenous, or People of Colour (BIPOC). The survey explored their experiences of racism in both midwifery education and profession. In total, 40 participants consented to participate in the survey, of which 36 completed some or all of the survey; 56% identified as midwives in varying stages of their career, and 45% as students. Of these participants, 86% reported experiencing racism in their work as a midwife, and 87% reported witnessing another midwife or midwifery student being a target of racism. In addition, 61% of participants reported not feeling supported by their practice group when confronted with racism. Over 85% of participants agreed or strongly agreed that racism or fear of racism impacts how they communicate or express themselves, their mental health, and their comfort in working in any community where work is available. To achieve racial equity in the profession, participants recommended raising awareness about racism in the profession, increasing diversity in midwifery, and holding accountable people who commit racist acts and perpetuate racist systems. This article has been peer reviewed.
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KNOX, COLIN. "Tackling Racism in Northern Ireland: ‘The Race Hate Capital of Europe’." Journal of Social Policy 40, no. 2 (July 26, 2010): 387–412. http://dx.doi.org/10.1017/s0047279410000620.
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AbstractNorthern Ireland has been dubbed by the media as the ‘race hate capital of Europe’ and attracted recent international criticism after one hundred Roma families were forced to flee their homes following racist attacks. This paper examines the problem of racism in Northern Ireland from a number of perspectives. First, it considers the effectiveness of the Government's response to racism against its Racial Equality Strategy 2005–10 using performance criteria designed to track the implementation of the strategy. Second, it considers and empirically tests the assertion in the literature that sectarianism shapes the way in which racism is reproduced and experienced. Third, it explores racism at the level of the individual – which factors influence people in Northern Ireland to exhibit racist behaviour. Finally, the paper considers the likely policy implications of the research findings in the context of devolved government where addressing racism is part of a wider political imbroglio which has gridlocked decision-making within the power-sharing Executive of Northern Ireland.
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Huwail, Riyadh, and Hasan Al-Ka'abi. "A Comprehensive Pragma-Discoursal Analytic Structure of Racism." Kufa Journal of Arts 1, no. 56 (June 1, 2023): 693–714. http://dx.doi.org/10.36317/kaj/2023/v1.i56.12097.
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The current paper attempts to exhaustively investigate and analyse 'Racism' from a pragma-discoursal perspective. Racism is defined as a statement on 'Race' and 'Racial Prejudice' as,'' arranging groups hierarchically in terms of psychological and cultural characteristics that are immutable and innate.'' (U.N OHCHR: 2005:4).
Racism is based on colour, social, religious, cultural or linguistic reasons within society. However, this issue has not fully considered in linguistic studies in general and a pragma-discoursal investigational analysis .To bridge this gap, the present work tries to scrutinize the racist discourse pragmatically, concentrating on the pragma-discoursal notions and their relevant strategies that construct the pragma-discoursal structure of racism. Thus, this paper tries to answer major questions including: 1- why racist discourse devices are employed in mass media? Are there any discoursal a pragmatic devices that are used to actualize an d show racism? To answer such questions, the present study hypothesizes that
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Law, Ian. "Tackling what lies beneath the surface: The racism reduction agenda and global, EU and UK approaches to tackling racist hostility." Housing, Care and Support 11, no. 2 (August 1, 2008): 13–21. http://dx.doi.org/10.1108/14608790200800012.
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This article makes the case for a ‘racism reduction’ agenda that aims to promote action to reduce racism. It argues for placing this mission and its agenda at the core of agency and community practice. It provides information on the wider national and European context for racism and racist violence, and offers suggestions for practice that can help prevent racial violence and promote race equality. The article draws on recent research carried out for Safer Leeds (Law, 2007).
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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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Camfield, David. "Elements of a Historical-Materialist Theory of Racism." Historical Materialism 24, no. 1 (April 28, 2016): 31–70. http://dx.doi.org/10.1163/1569206x-12341453.
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This article aims to advance the historical-materialist understanding of racism by addressing some central theoretical questions. It argues that racism should be understood as a social relation of oppression rather than as solely or primarily an ideology, and suggests that a historical-materialist concept of race is necessary in order to capture features of societies shaped by historically specific racisms. A carefully conceived concept of privilege is also required if we are to grasp the contradictory ways in which members of dominant racial groups are affected by social relations of racial oppression. The persistence of racism today should be explained as a consequence of two dimensions of the capitalist mode of production – imperialism and the contribution of racism to profitability – and of a social property emergent from racism: the efforts of members of dominant groups to preserve their advantages relative to the racially oppressed.
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Ortiz, Stephanie M. "“You Can Say I Got Desensitized to It”: How Men of Color Cope with Everyday Racism in Online Gaming." Sociological Perspectives 62, no. 4 (March 22, 2019): 572–88. http://dx.doi.org/10.1177/0731121419837588.
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Online trolling as a form of overt racism forces sociologists to reexamine contemporary understandings of racialization in a color-blind era. In this article, I demonstrate how men of color construct meanings about their experiences of racist hate speech, referred to as trash talk, on an online gaming platform. Analyzing semistructured interviews, I show that respondents cope with this form of racism through a process of desensitization. This strategy is mediated by respondents’ peer socialization on how to effectively manage this racism as men, and their stigmatization by others who do not view these experiences as “real” racism. Strategies to cope with racism in this domain are thus gendered in ways that encourage men of color to remain silent in the face of repeated hate speech. This study further demonstrates how individual strategies developed to navigate racism online are tied to broader, collective understandings of the meanings of race, racisms, and masculinity.
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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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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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Elechi, Maraizu. "Western Racist Ideologies and the Nigerian Predicament." Dialogue and Universalism 31, no. 1 (2021): 87–104. http://dx.doi.org/10.5840/du20213116.
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Racism is responsible for discrimination against some citizens in Nigeria. It influences government's policies and actions and militates against equity and equal opportunity for all. It has effaced indigenous values and ebbed the country into groaning predicaments of shattered destiny and derailed national development. Racism hinges on superciliousness and the assumed superiority of one tribe and religion over the others. These bring to the fore two forms of racism in Nigeria: institutional and interpersonal racisms. The Western selfish motive to dominate, marginalize, and sustain economic gains, political expansion, psycho-mental control, and socio-cultural devaluations escalated racism in Nigeria. Racist ideologies were entrenched through the selfish ventures of slave trade, colonialism and neo-colonialism, which enforced an unprecedented unjust harvest of impugnable systemic practices. Neo-colonial forces continue to promote ethnocentrism, cultural imperialism, and the dehumanization, exploitation, oppression, and suppression of Africans. Adopting a methodical approach of critical analysis, this article spotlights the negative effects of racism on Nigeria's development. However, the bristling challenges of racist ideologies can be resolved within the epistemological compass of gynist deconstruction approach to human thought and action for a better universe of one human race.
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Lubis, Rabitah Tasya Amaliah, and Cindenia Puspasari. "Racism Issues Delivered in Lupin Film Series (2021)." KOMUNIKA: Jurnal Dakwah dan Komunikasi 17, no. 1 (April 1, 2023): 1–14. http://dx.doi.org/10.24090/komunika.v17i1.7233.
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This study discusses the issue of racism in the Lupine film series on Netflix. Lupine is a two-season series that tells the story of a shrewd thief. This story is based on a famous white people novel in France. However, the director changed the lead character in this series by using black actors. The series was popular on Netflix due to the story and how the director brought a black man as the lead character in a high-level racist country. The main point that tries to be explained in this research is how the issue of racism is distributed through an action film series. The director wants to frame racism in France. This study is a qualitative interpretive study. The data source for this study is a film series titled Lupine, which aired on Netflix in 2021. The data collection method uses documentation studies of the selected sequence. Researchers determined 14 scenes and analyzed the scenes using Charles Sanders Peirce's semiotic model with Peirce's Trichotomy: sign, object, and interpretant. This study indicates an issue of racism that the director wants to represent through scenes showing racist behavior experienced by black people in France. All settings are categorized into indicators of racism which consist of stereotypes based on race, racial discrimination, and racial violence.
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Danbolt, Mathias, and Lene Myong. "* ‘Det her skal alle da opleve’." Peripeti 15, no. 29/30 (October 1, 2018): 56–71. http://dx.doi.org/10.7146/peri.v15i29/30.109631.
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The article analyzes the self-declared anti-racist performance project Med Andre Øjne (MAØ) [Through Different Eyes], which since 2011 has served as a sought-after diversity tool in Denmark. The purpose of MAØ is, through the use of racial and gendered transformations, to allow participants to ‘put themselves in the other’s place’ in order to produce empathy and compassion. Through a critical analysis of MAØ’s invitation to embody and appropriate the experience of racialized minorities in order to engage questions of everyday racism, the article highlights the limits of empathy as an anti-racist methodology, while arguing that MAØ reproduces a depoliticized understanding of racism that reduces anti-racism to individualized self-transformation.
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L, Sukanya, Aniketh J, Abhiman Sathwik E, Sridhar Reddy M, and Hemanth Kumar N. "Racism detection using deep learning techniques." E3S Web of Conferences 391 (2023): 01052. http://dx.doi.org/10.1051/e3sconf/202339101052.
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With the pervasive role of social media in the socio-political landscape, various forms of racism have arisen on these platforms. Racism can manifest in various forms on social media, both concealed and overt. It can be hidden through the use of memes or exposed through racist comments made using fake profiles to spread social unrest, violence, and hatred. Twitter and other social media sites have become new settings in which racism and related stress appear to be thriving. Racism also spread based on characteristics including dialect, faith, and tradition. It has been determined that racial animosity on social media poses a serious threat to political, socioeconomic, and cultural equilibrium and has even put international peace at risk. Therefore, it is crucial to monitor social media as the primary source of racist opinions dissemination and to detect and block racist remarks in a timely manner. In this study, we aim to detect tweets containing racist text by performing sentiment analysis using both ML and DL algorithms. We will also build a webpage using Flask framework and SQLite for users to interact with the model.
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Allinson, Robert Elliott. "Unmasking Color Racism." Dialogue and Universalism 31, no. 1 (2021): 41–67. http://dx.doi.org/10.5840/du20213114.
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One reason Aristotle is distinguished as a philosopher is that he thought the philosopher investigated the causes of things. This paper raises the question: What are the causes of racial prejudice and racial discrimination. All ethical beings know that racial prejudice and racial discrimination are morally wrong, deplorable and should be completely eradicated. Deanna Jacobsen Koepke refers to Holt’s definitions in distinguishing racism from prejudice: “Racism is defined as hostility toward a group of people based on alleged inferiorities. Racism is a system of power and privilege that is at the foundation of society’s structures rather than prejudice, which is a hostile attitude toward a person based on trait he or she is assumed to have due to group membership.” This concept squarely places racism as the culprit to be extinguished. In this article, it is to be argued that to define racism as the target is only to observe the manifest phenomenon. The argument of the article is that racial prejudice and discrimination rest upon four pillars: political, economic, social and cultural. For simplicity of explanation, the social and cultural pillars shall be considered under the category of the political pillar, although the distinction between these pillars shall be noted. This article argues that these four pillars themselves, rest upon a foundation. The foundation is the deep psychological fear of the current, existing dominant economic group that the current existing dominated minority group will eventually usurp the power of the dominant economic group. The manifest form that this type of fear assumes is racial prejudice and discrimination. In its most extreme forms it then manifests as hate speech, hate action, hate brutality and hate murder.2 These manifestations provide the fuel that maintains the power imbalance and provides a camouflage for the four pillars that lie beneath the racist exterior. In this article, the political and economic pillars that underlie color racism will be examined first. The underlying deep psychological foundation shall be treated separately. In the end, the argument of this article is that color racism cannot be fully extinguished until its role as providing a mask for the underlying four pillars that consistently support inequality between different groups or classes are uprooted and the deep psychological fear that underlies them is eliminated.3 The masked function of color racism is its enormous power in perpetuating inequality; hence, the title of this paper, Unmasking Color Racism.
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Playfair, Catherine, Garfield Hunt, and Chrissie DaCosta. "Developing anti-racist undergraduate nursing education: themes and action." British Journal of Nursing 32, no. 15 (August 17, 2023): 736–42. http://dx.doi.org/10.12968/bjon.2023.32.15.736.
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The impact of racism on health is undeniable. However, undergraduate nurse education in the UK is not adequately addressing the racism within the profession. Literature on anti-racist nursing education was reviewed to uncover the most effective strategies for nurse educators to develop this approach. The literature describes a climate of denial and defensiveness among nurse educators. It urges nurse educators to develop racial literacy, and explores nursing curricula, recommending intersectionality as a way to teach about health disparities, with a move away from a culturalist perspective. There is growing recognition that institutions need to address issues around the retention of Black students, and robust reporting systems are required to respond to allegations of racism. Institutions also need to provide evidence-based anti-racist training for staff. The conclusion here is that, without institutional support, there is little nurse educators can do alone to change the culture of racism in nurse education. Thus, this review is a starting point for nurse educators interested in anti-racist nursing education.
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Koechlin, Tim. "Whitewashing Capitalism: Mainstream Economics’ Resounding Silence on Race and Racism." Review of Radical Political Economics 51, no. 4 (September 16, 2019): 562–71. http://dx.doi.org/10.1177/0486613419873229.
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This paper is about the gaping silence in mainstream economics regarding the relationship among capitalism, race, racism, and enduring racial inequality in the USA. Racial inequality is a glaring and enduring fact about the US economy. And yet mainstream economics has little to say about race or racism. Gregory Mankiw’s bestselling textbook devotes seven pages to “discrimination.” There is no discussion of racism per se. Mainstream economists and textbooks typically conflate racism and “discrimination,” and reassure the reader that “markets contain a natural remedy for employer discrimination” (Mankiw, 2008: 409). A student is likely to leave ECON 101 (or an economics major) with a sense that “economic science” has “shown” that discrimination is not that big a deal, and that the history of racist plunder and exploitation in the USA (of which there likely has been no discussion) is not relevant to “economics.” I argue here that the mainstream narrative (its assumptions, its logic, its conclusions, and its rhetorical choices and emphases) systematically obscures, dismisses, and ignores essential ways that racial inequality has been (re)produced by US capitalism. Especially striking is the resounding silence about the legacy of racist economic practices—in particular, the ways in which the enormous black/white wealth gap (and its effects) in the USA are linked to centuries of racist exclusion, violence, and plunder. The mainstream narrative thus whitewashes capitalism and exonerates “the market system.” The final section argues for a radical multidisciplinary economics. JEL classification: J15, D63
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Velez, Brandon L., Charles J. Polihronakis, Laurel B. Watson, and Robert Cox. "Heterosexism, Racism, and the Mental Health of Sexual Minority People of Color." Counseling Psychologist 47, no. 1 (January 2019): 129–59. http://dx.doi.org/10.1177/0011000019828309.
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In the present study, we examined the additive and multiplicative associations of heterosexist discrimination, racist discrimination, internalized heterosexism, and internalized racism with psychological distress and well-being in 318 sexual minority People of Color. We tested multiplicative associations via two sets of interactions: cross-oppression (Heterosexist Discrimination × Internalized Racism, Racist Discrimination × Internalized Heterosexism) and same-oppression (Heterosexist Discrimination × Internalized Heterosexism, Racist Discrimination × Internalized Racism). Consistent with the additive perspective, heterosexist discrimination and internalized racism were uniquely positively associated with distress, whereas internalized heterosexism and internalized racism were uniquely negatively associated with well-being. The Heterosexist Discrimination × Internalized Racism and Racist Discrimination × Internalized Racism interactions were significant in relation to both distress and well-being. Internalized racism was associated with significantly poorer mental health until heterosexist and racist discrimination reached high levels. We discuss the implications of our findings for research and practice with sexual minority People of Color.
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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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Bonam, Courtney M., Vinoadharen Nair Das, Brett R. Coleman, and Phia Salter. "Ignoring History, Denying Racism: Mounting Evidence for the Marley Hypothesis and Epistemologies of Ignorance." Social Psychological and Personality Science 10, no. 2 (February 16, 2018): 257–65. http://dx.doi.org/10.1177/1948550617751583.
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In demonstration of the Marley hypothesis, Nelson, Adams, and Salter showed that differences in critical historical knowledge (i.e., knowledge of past racism) and motivation to protect group esteem predicted present-day racism perceptions among Whites and Blacks attending different, racially homogenous universities. The present Study 1 conceptually replicates these findings among Whites and Blacks attending the same racially diverse university. Consistent with previous findings, Whites (vs. Blacks) displayed less critical historical knowledge, explaining their greater denial of systemic racism. Moreover, stronger racial identity among Whites predicted greater systemic racism denial. A brief Study 2 intervention boosts Whites’ racism perceptions. People who learned the critical history of U.S. housing policy (vs. a control group) acknowledged more systemic racism. The present work interrupts seemingly normal and neutral dominant perspectives, provides mounting evidence for an epistemologies of ignorance framework, and suggests that learning critical history can help propel anti-racist understandings of the present.
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Pradivta, Annisa Nitya, and Diah Kartini Lasman. "Ben Jelloun’s Point of View on Racism in the Essay Le Racisme Expliqueé À Ma Fille." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (May 31, 2021): 162–80. http://dx.doi.org/10.19105/ojbs.v15i1.4512.
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Moroccan literature has been growing since the 1950s, when Morocco was still under French occupation. The big themes that commonly appear in Moroccan literature are the issues of colonialism and racism. One Moroccan writer whose work speaks a lot about racism is Tahar Ben Jelloun. This article aims to analyze one of Ben Jelloun's works entitled Le Racisme expliquée à ma fille. The essay discusses a father and his 10-year-old daughter about racism and what makes people became racist. In the essay, some words are in bold, and these words are mostly phenomena or social events related to the dark history of world civilization due to racism. This study used a qualitative method by using Genette's focalization theory and opposition theory by Greimas markers. The analysis results show that the concept of racism in this essay is conveyed through the father's focalization even though the essay's form is a question and answer between the father and daughter. The selection of forms of dialogue with father and daughter figures can be seen as a narrative strategy to convey the implicit meaning to combat racism. Anti-racism education in the family is Tahar Ben Jelloun's reflection on solutions to racism in the world.
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FERREIRA, Michele Guerreiro, and Janssen Felipe da SILVA. "Opção Decolonial e Práxis Curriculares de Enfrentamento do Racismo: diálogos com sujeitos curriculantes de licenciaturas da Universidade da Integração Internacional da Lusofonia Afro-Brasileira." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 121. http://dx.doi.org/10.33052/inter.v5i8.241595.
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Baseado no Pensamento Decolonial (QUIJANO, 2005, 2007; GROSFOGUEL, 2008, 2016; MIGNOLO, 2005, 2011; MALDONADO-TORRES, 2007, 2016; WALSH, 2008), apresentamos resultados da pesquisa de Doutorado em Educação (UFPE), ao buscarmos elementos de práxis decolonizadora e de enfrentamento do racismo nas práticas curriculares em cursos de formação de professoras/es. O campo da pesquisa foi a UNILAB dado o seu peculiar perfil político e epistêmico de integração e de ponte para diálogos Sul-Sul. Utilizamos a Análise de Conteúdo (BARDIN, 2011; VALA, 1990) para analisar os dados coletados/produzidos nas entrevistas não-diretivas (GUBER, 2001). O objetivo deste artigo é analisar elementos de enfrentamento do racismo presentes nas práticas curriculares apontadas pelos diversos sujeitos curriculantes a partir de suas concepções de racismo que indicam opções teórico-práticas adotadas na direção de enfrentar e superar o racismo, tanto biológico quanto epistêmico. Educação das Relações Étnico-Raciais. Currículo. Racismo. Racismo Epistêmico. Práxis Decolonizadora. Decolonial Option and Curricular Praxis against Racism: dialogues with curriculum relatable subjects majoring in education in the University for International Integration of the Afro-Brazilian Lusophony ABSTRACT Based on Decolonial Thinking (QUIJANO, 2005, 2007; GROSFOGUEL, 2008, 2016; MIGNOLO, 2005, 2011; MALDONADO-TORRES, 2007, 2016; WALSH, 2008), we present results of the doctorate degree research in Education (UFPE), in which we seek elements of decolonizing praxis and confronting racism in curricular practices in teacher training courses. The research developed in UNILAB given its peculiar political and epistemic profile of integration and bridge to South-South dialogues. We used Content Analysis (BARDIN, 2011; VALA, 1990) to analyze data collected / produced in non-directive interviews (GUBER, 2001). The objective of this article is to show elements of confrontation of racism present in the curricular practices pointed out by the various curriculum subjects from their conceptions of racism that indicate the theoretical-practical options adopted in the direction of facing and overcoming racism, both biological and epistemic. Ethnic-Racial Relations Education. Curriculum. Racism. Epistemic Racism. Decolonizing Praxis.
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Soelistyarini, Titien Diah, Nuril Rinahayu, and Ridha Dinauri Nuswantari. "Institutional Racism and Black Resistance as Portrayed through Images and Narratives in American Graphic Novels." MOZAIK HUMANIORA 20, no. 2 (June 30, 2020): 219. http://dx.doi.org/10.20473/mozaik.v20i2.22901.
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For centuries, racial discrimination and injustice have resulted in the struggle of African Americans to resist racial inequality. Nevertheless, their struggle has never been easy since racism against African Americans has long been institutionalized. In other words, any kinds of white oppression that marginalized, discriminated, and alienated African Americans have embedded in formal institutions, such as legal, educational, as well as social and political institutions. Accordingly, this study dealt with institutional racism and black resistance in the United States as portrayed through images and narratives in two American graphic novels, Octavia E. Butler’s Kindred: A Graphic Novel Adaptation and John Lewis’ March: Book Three, which depicted different ways African Americans were oppressed by and resisted against institutionalized racism. This study applied African American criticism to reveal the racism and black resistance portrayed in both graphic novels based on Feagin’s and Better’s theories of systemic racism and institutional racism. As this study focused on graphic novels, the analysis combined both narrative and non-narrative elements in making meaning through cues provided in the graphic novels, including stressed words and facial expressions. This study reveals that the whites have successfully oppressed African Americans for so long due to the white racial frame and its embedded racist ideology that enforced segregation system. Furthermore, the findings suggest that only by empowering themselves, African Americans are able to resist institutionalized racism in order to gain their freedom and equality of rights.
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Dalmage, Heather M. "Traveling across Racial Borders: TripAdvisor and the Discursive Strategies Businesses Use to Deny Racism." Sociology of Race and Ethnicity 5, no. 4 (July 20, 2018): 518–31. http://dx.doi.org/10.1177/2332649218785919.
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Travel and leisure activities can bring many rewards, and yet for those deemed “racialized Others,” these same activities can be fraught with anxiety and tension. As in all aspects of society, racism mediates the rewards of travel and leisure. Decisions about when and how to confront racism are central in the lives of those considered racialized Others. Given a wish to de-escalate racist situations and respond later, some individuals are using online platforms to call out racism. Using a digital discourse analysis, the author explores TripAdvisor, as a site and context in which racial confrontation happens. Interracial couples facing discrimination during leisure activities may choose to confront businesses after the fact through an online platform. When businesses respond, they follow a pattern that defensively separates “service” from racism and ultimately denies racism entirely. The author begins with an analysis of the TripAdvisor platform, including the affordances and constraints. Next, the author uses a digital discourse analysis of the review-response interaction. As with other forms of colorblind racism, a close read of the content is needed to highlight racist practices. The author shows that the structure of TripAdvisor, including the quantitative ratings and rankings and written reviews and responses, works to legitimize the platform and build trust across a Eurocentric global community. This sense of community and trust is denied and remains elusive to those suffering as a result of racist abuse.
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Wirts, Amelia M. "What Does it Mean to Say “The Criminal Justice System is Racist”?" American Philosophical Quarterly 60, no. 4 (October 1, 2023): 341–54. http://dx.doi.org/10.5406/21521123.60.4.03.
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Abstract This paper considers three possible ways of understanding the claim that the American criminal justice system is racist: individualist, “patterns”-based, and ideology-based theories of institutional racism. It rejects an individualist explanation of institutional racism because such an explanation fails to explain the widespread prevalence of anti-black racism in this system or indeed in the United States. It considers a “patterns” account of institutional racism, where consistent patterns of disparate racial effect mimic the structure of intentional projects of racial subjugation like slavery or Jim Crow. While a “patterns” account helpfully directs attention to the effects of policies and practices that make up an institution, it does not fully explain the deep roots of anti-blackness in the criminal justice system in the United States. The paper concludes by defending an ideology-based theory of institutional racism for understanding the criminal justice system because the stereotype of the black criminal has a mutually reinforcing relationship with the patterns of disparate outcome for black people in the criminal justice system. This relationship creates a looping effect where the stereotype of the black criminal fuels the disproportionate involvement of black people in the criminal justice system, and the disproportionate representation of black people with felony records, in prisons, brutalized in police encounters, and so on reinforces the idea that black people are especially prone to criminality. Ideological approaches to racism that integrate attention to the patterns of disparate effect best explain what it means to say that the criminal justice system is racist.
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Siapera, Eugenia, and Paloma Viejo-Otero. "Governing Hate: Facebook and Digital Racism." Television & New Media 22, no. 2 (January 22, 2021): 112–30. http://dx.doi.org/10.1177/1527476420982232.
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This article is concerned with identifying the ideological and techno-material parameters that inform Facebook’s approach to racism and racist contents. The analysis aims to contribute to studies of digital racism by showing Facebook’s ideological position on racism and identifying its implications. To understand Facebook’s approach to racism, the article deconstructs its governance structures, locating racism as a sub-category of hate speech. The key findings show that Facebook adopts a post-racial, race-blind approach that does not consider history and material differences, while its main focus is on enforcement, data, and efficiency. In making sense of these findings, we argue that Facebook’s content governance turns hate speech from a question of ethics, politics, and justice into a technical and logistical problem. Secondly, it socializes users into developing behaviors/contents that adapt to race-blindness, leading to the circulation of a kind of flexible racism. Finally, it spreads this approach from Silicon Valley to the rest of the world.
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Taylor, Malaena J., and Mary Bernstein. "DENIAL, DEFLECTION, AND DISTRACTION: NEUTRALIZING CHARGES OF RACISM BY THE TEA PARTY MOVEMENT*." Mobilization: An International Quarterly 24, no. 2 (June 1, 2019): 137–56. http://dx.doi.org/10.17813/1086-671x-24-2-137.
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This article integrates theory on contentious movements and racism to develop what we call the “stigma neutralization model,” which explains how activists challenge stigmatizing identities in order to build a positive collective identity. Using original ethnographic research, we examine the response of a local Tea Party group to charges of racism. If a social movement is seen as racist, their political efficacy may be damaged. By analyzing backstage identity work, we illustrate that the strategies involved in distancing both activists and the movement from charges of racism reflect broader cultural understandings of the U.S. as being a post-racial or “colorblind” society. Our stigma neutralization model illustrates how activists deny, deflect, and distract from charges that activists are racist, thus maintaining and reproducing racist ideology, while reconstituting both individual and movement identities as unspoiled and racially tolerant. We discuss the implications of our findings for antiminority majority social movements more generally.