Letteratura scientifica selezionata sul tema "Racism"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Racism".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Articoli di riviste sul tema "Racism"
1
Costa, Daniele da Silva, Rayane Corrêa Pantoja e Waldir Ferreira de Abreu. "Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista". Revista Educação e Emancipação 14, n. 1 (29 marzo 2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.
Testo completoAbstract (sommario):
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.
2
Morris, Aldon, e Vilna Bashi Treitler. "O ESTADO RACIAL DA UNIÃO: compreendendo raça e desigualdade racial nos Estados Unidos da América". Caderno CRH 32, n. 85 (7 giugno 2019): 15. http://dx.doi.org/10.9771/ccrh.v32i85.27828.
Testo completoAbstract (sommario):
<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>
3
Shelby, Tommie. "Ist Rassismus eine Sache des „Herzens“?" Deutsche Zeitschrift für Philosophie 67, n. 4 (5 novembre 2019): 604–18. http://dx.doi.org/10.1515/dzph-2019-0046.
Testo completoAbstract (sommario):
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.
4
Gong, Junkai. "Development of Cultural Racism and the Subsequent Effect". BCP Social Sciences & Humanities 21 (15 febbraio 2023): 271–79. http://dx.doi.org/10.54691/bcpssh.v21i.3503.
Testo completoAbstract (sommario):
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.
5
Seikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism". European Journal of Cultural Studies 22, n. 1 (11 agosto 2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.
Testo completoAbstract (sommario):
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.
6
Adhikari-Sacré, Hari Prasad, e Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education". Philosophies 6, n. 2 (11 giugno 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.
Testo completoAbstract (sommario):
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.
7
Burhoff, Hanna Maria. "School Without Racism? How White Teachers in Germany Practice Anti-Racialism". Journal for Undergraduate Ethnography 11, n. 3 (28 novembre 2021): 3–20. http://dx.doi.org/10.15273/jue.v11i3.11240.
Testo completoAbstract (sommario):
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).
8
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, n. 3 (luglio 2017): 13–22. http://dx.doi.org/10.4018/ijcbpl.2017070102.
Testo completoAbstract (sommario):
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.
9
Winarjo, Hendra. "(Re) imagining the Problem of Racism: An Evangelical Response to Racism". Veritas: Jurnal Teologi dan Pelayanan 21, n. 2 (31 dicembre 2022): 283–98. http://dx.doi.org/10.36421/veritas.v21i2.600.
Testo completoAbstract (sommario):
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.
10
Avalli, Andrea. "The "aquiline race". The Etruscans between Fascist racism, Nazi racism and the Catholic Church". ITALIA CONTEMPORANEA, n. 299 (ottobre 2022): 37–64. http://dx.doi.org/10.3280/icyearbook2021-oa003.
Testo completoAbstract (sommario):
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.
Tesi sul tema "Racism"
1
Mootoo, Alexis Nicole. "Structural Racism: Racists without Racism in Liberal Institutions within Colorblind States". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6909.
Testo completoAbstract (sommario):
Afro-Descendants suffer sustained discrimination and invisibility that is proliferated with policies that were once blatantly racist, but are now furtive. This study argues that structural racism is alive and well in liberal institutions such as publicly funded colleges and universities. Thus, structural racism is subtly replicated and reproduced within these institutions and by institutional agents who are Racist without Racism. This study builds on theories from Pierre Bourdieu, Frantz Fanon, Glen Loury and Eduardo Bonilla-Silva. The juxtaposition of their theoretical arguments provides a deeper insight into how structural racism becomes a de facto reflexive phenomenon in liberal and progressive institutions such as universities, which are heralded as the epitome of racism-free spaces in colorblind states.
Inspired by Lieberman’s nested mixed methods approach, the study examines Afro-Descendants’ sustained discrimination and invisibility in publicly funded universities in New York City and the city of São Paulo. The success of race-based affirmative action is examined quantitatively in New York City and São Paulo. Semi-structured interviews are conducted with Afro-Descendant professors, students and administrators in New York City and São Paulo’s publicly funded liberal university systems. These interviews are conducted to (1) understand the respondents’ experiences in their respective liberal spaces as racial minorities; and (2) determine whether they have benefited or been harmed by a public policy designed to ameliorate their inferior positions. Overall, findings from this study suggest that structural racism exists and persists in New York City and São Paulo. Moreover, Afro-Descendant participants in both cities acknowledge and experience structural racism within their respective liberal university systems.
2
Melanophy, 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.
Testo completoAbstract (sommario):
This is a study of the politics of identity in a working class setting in Galway on Ireland's west coast. It is based on twenty one months of fieldwork using ethnographic research techniques, and several years of library based research. Both of these aspects of research are integral to the analysis, which is centred around the argument that "racism‟ relies on discourse on "racism‟ for its ontological status (an issue which "anti-racism‟ must begin to engage with if it is to be more effective). Particularly since the 1950s when "racism‟ lost its scientific grounding, this study argues that academia has become just another player in this game of ideological construction (an issue which it must engage if it is to be more useful to "antiracism‟). Two equations sum up the contemporary dominant academic discourse on "racism‟: "racism = racialisation/ethnicisation + exclusion/denigration‟; and "racism = power (the power to exclude/denigrate) + prejudice (prejudice based on racialised/ethnicised identity)‟. According to these equations, the dominant discourse (made up of a complex combination of state and non-state discourse) on "ethnic‟ and "national‟ identity produced in Ballybane, Galway, and Ireland constructs three "racialised‟/"ethnicised‟ "communities‟ - the Traveller "community‟, the Immigrant "community‟ and the Settled Irish "community‟. Such identity construction involves "self-racialisation‟/"self-ethnicisation‟ as well as "racialisation‟/"ethnicisation‟ by the other. Indeed, Ireland is witnessing a growth in the field of "ethno-politics‟, where "community development‟ is now a political buzz word, state resources are often distributed according to "community‟ need and entitlement, and recognition of, and recourse for, "racist‟ victimhood via "anti-racism‟ often necessitates self-identity in "racialist‟/"ethnicist‟ terms. Once constructed in "racialist‟/"ethnicist‟ terms, the potential is, arguably, ever present for any of these "communities‟ to fall victim to "racism‟ as defined by dominant academic discourse on "racism‟. Indeed, in terms of such discourse the Traveller "community‟ and the Immigrant "community‟ in Ireland are victims of endemic popular and state "racism‟. A glitch appears in this picture, however, when one re-situates the evidence from academic discourse on "racism‟ to state discourse on "racism‟ (which essentially excludes any conceptualisation of "state racism‟) and popular discourse on "racism‟ (which, in line with traditional scientific "racist‟ doctrine sees "racism‟ as something white people intentionally do to black people). Therein is revealed the biggest problem facing "anti-racism‟ today – fighting a demon that eludes any clear understanding of its form let alone its causes.
3
Hilling, 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.
Testo completo
4
Wheeler, Jenny, e 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.
Testo completoAbstract (sommario):
This thesis aimed to investigate the changing nature, expression and
measurement of contemporary racist attitudes, discriminatory behaviours and racial
stereotypes in an Australian context. The first principal aim of this thesis was to
further establish the psychometric properties of the Symbolic Racism Extended Scale
(Fraser & Islam, 1997b). Study 1 revealed good psychometric properties for the
Symbolic Racism Extended Scale as a measure of symbolic (modern) racist attitudes
in Australian populations. The study also found support for incorporating modern
racism items within a 'social issues' questionnaire format to reduce reactivity
concerns associated with self-report measures.
The second principal aim of this thesis (Studies 2 and 3) was to explore the
nature, prevalence and potential sources of contemporary racist attitudes, and
associated discriminatory behaviours, in an Australian context. Study 2 detected a
sizeable proportion of modern racist attitudes in both the University and ACT
Secondary College student samples. The nature of modern racist attitudes in the
population samples maintained clear consistencies with key tenets of contemporary
theories of racial prejudice. Overall the study provided further empirical evidence of
the nature, tenets and potential socio-demographic sources of modern racist attitudes
in Australian populations.
Study 3 explored modern racists' discriminatory behaviours in conditions of
low racial salience. In an employment-hiring task, high and low prejudiced
participants (university undergraduates) revealed significantly different employment
hiring preferences for an Aboriginal applicant. In providing Australian empirical
evidence of modern racists' discriminatory behaviours, the study also discussed
methodological implications for future Australian research investigating the
discriminatory behaviours of modern racists.
The third principal aim of this thesis was to provide further analysis of the
measurement of contemporary racist attitudes, specifically to examine concerns
pertaining to the measurement of racial attitudes through implicit techniques. Implicit
free-response measurement of Australian racial stereotypes in Study 4 revealed that
high and low prejudiced participants (as measured by the SR-E) were equally
knowledgable of the cultural stereotypes of Aboriginals, Asians and immigrants.
Cultural knowledge of the implicit stereotypes was found to be predominantly
independent of prejudicial beliefs, lending support to concerns (Devine, 1989; Devine
& Elliot, 1995) that implicit measures of racial prejudice may actually be measuring
an individual's cultural knowledge of the primed racial group, rather than his or her
prejudicial beliefs.
The fourth principal aim of this thesis was to investigate the content of
Australian racial stereotypes. Study 4 revealed the implicit content of the cultural
stereotypes of Aborigines, Asians and immigrants to be predominantly negative in
nature. In response to the predominantly negative content of the Aboriginal cultural
stereotype, Study 5 investigated whether the recategorising of ingroup boundaries and
disconfirming information, relating to Aboriginal Australians, observed in the recent
Sydney Olympic Games would result in changes to the content of the cultural
stereotype. The study found significant decreases and increases in the negative and
positive traits respectively reported as being part of the cultural stereotype of
Aborigines, two weeks following the Sydney Olympic Games.
Together, the five studies contributed to empirical research on the changing
nature, expression and measurement of contemporary racist attitudes, discriminatory
behaviours and racial stereotypes in Australian populations. A number of theoretical
and practical implications of the present findings for Australian prejudice research are
addressed and discussed. Furthermore, a number of practical recommendations for
future research are identified to further investigate the modern nature of racist attitudes in Australian populations.
5
Funnell, Corinne. "Racism by stealth : the construction of racist hate crimes". Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/54045/.
Testo completoAbstract (sommario):
This thesis presents the findings of an ethnographic study of the social worlds of racist hate crime victims and their caseworkers. The fieldwork involved participant observation and 25 interviews with victims and caseworkers at a charity that supports victims of racist hate crime, based in an ethnically diverse UK city. The aim of the research was to explore victims’ perceptions and experiences of racist hate crime in light of the victim-centred definition of ‘hate crime’ adopted by the criminal justice system in England and Wales. This research contributes to a gap in our understanding of who is victimized and how, with what impact, and why they believe they have been victims of racist hate crime. The literature review sets the foundations for the thesis, arguing that empirical research is required to understand victims’ perceptions of racist hate crimes at the micro-level and the process of victimization as it extends to claiming and negotiating hate crime victim status with, for example, police officers. The analysis and findings build on the idea of racist hate crime as a process and shows how people become victims and how hate crimes are interactional accomplishments. Whilst making the case for the use of embodied ethnography for research into hate crime, the thesis addresses a range of complex ethical and epistemological issues – from cross-cultural research to researcher safety. The research also addresses gaps in knowledge, including the significance and operation of the Stephen Lawrence definition of hate crime. It adds granularity to our understanding of who is victimized and how, including less blatant forms of victimisation – racism by stealth. The thesis thereby contributes to our understanding of the ways in which racism is encoded in victims’ lives and how they perceive risk and suffer harm.
6
Machado, 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.
Testo completoAbstract (sommario):
Made available in DSpace on 2016-06-02T19:39:16Z (GMT). No. of bitstreams: 1
3360.pdf: 770733 bytes, checksum: 67f7d054bbe46d94c3da6a82e41872dd (MD5)
Previous issue date: 2010-05-07The 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.
7
Mateyka, Peter J. "Symbolic Racism 1986-2000: How and Why Racial Prejudice is Changing". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33184.
Testo completoAbstract (sommario):
Recent racial attitude research has focused on whites' increasing support for the principles of racial equality and lack of support for programs meant to bring about racial equality. As one explanation for this gap some researchers have hypothesized that a new form of symbolic racism with origins in early-learned feelings of individualism and antiblack affect is taking the place of traditional prejudice. According to symbolic racism theory, whites oppose programs such as affirmative action out of moral resentment toward blacks for not living up to traditional protestant values. However, longitudinal studies of racial attitudes continue to focus on whites increased support for the principles of equality. No study has focused on symbolic racism over time. Using data from the American National Election Studies I analyze symbolic racism among whites from the years 1986-2000 by decomposing the time trend into its attitudinal change and cohort replacement components. Results of the analyses support the view that symbolic racism is not decreasing, and has actually increased slightly since 1986. Results of the analysis do not support the view that symbolic racism has origins in early-learned feelings such as antiblack affect. In fact, the effect of antiblack affect on symbolic racism is decreasing over time as symbolic racism is increasing. Based on this finding, an alternative conceptualization of symbolic racism that places the origins of racial prejudice in competition between groups for status and not in feelings and emotions is offered.Master of Science
8
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.
Testo completo
9
Weaver, 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.
Testo completoAbstract (sommario):
This thesis is a sociological examination of racist humour that uses a) linguistic models of humour to highlight how the mechanisms of humour work rhetorically, and b) the sociological theories of Zygmunt Bauman on the characteristics of order-building discourse in modernity and postmodernity. These ideas are applied to four specific modes or case studies of racist humour to show how it impacts on modem and postmodern discourse. In my first case study, embodied racist humour, a derivative of biological racism, is identified as a racism primarily aimed at black people in the US context, by expressing racist dichotomies and images of the removal of the black `other'. Second, culturally racist humour is shown to have a similar impact on racism aimed at British Asians. Third, the humour of black and Asian comics is examined as a key site of resistance to embodied and cultural racism, but one that is fraught with problems associated with the rearticulation of racism. Lastly, in the postmodern period, liquid racism is highlighted as an increasingly confused and diluted type. Throughout the thesis, racist humour is shown to have a series of interconnected roles in supporting the meaning systems of racism. Overall, the thesis provides a means of analysing racist humour, and in so doing moves sociological humour studies beyond accounts that fail to negotiate the particular semantic frame and functions of racist humour.
10
Tarazona, 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.
Testo completoAbstract (sommario):
La percepción racial, definida como la forma en que una persona interpreta a otra de una diferente etnia racial, nos ayuda a entender el aprendizaje sobre las diferentes razas que los niños tienen a corta edad y saber si sobre ésta predominan aspectos positivos o negativos en su expresión. Los participantes (n= 65; 33 mujeres y 32 hombres), de edades entre 6 y 7 años, de primer grado de primaria de dos centros educativos diferentes (estatal y particular), fueron expuestos a la presencia de dos muñecos de diferente etnia racial (raza blanca y raza negra) y a preguntas para poder determinar sus preferencias sobre estos. Resultados obtenidos reflejan que hay una alta preferencia de los participantes hacia el muñeco de raza blanca, además de una alta identificación con su color a pesar de los participantes ser de raza mestiza, además hay tendencia de atribuir al muñeco de raza negra aspectos negativos. La percepción de los participantes hacia el muñeco negro corresponde el ser feo, ser malo, pobre, poco estudioso, mientras que por el blanco corresponde el ser bueno, bonito, millonario, estudioso. Por lo que se puede discutir en los resultados, es que se observa que la percepción racial a esta edad ya es inadecuada debido a la atribución negativa que se hace sobre los muñecos de raza negra, lo que puede condicionar las actitudes que se tengan sobre esta raza. The racial perception, defined as the way a person interprets another of a different racial ethnicity, helps us to understand learning about the different races that children are at a young age and whether this expression are predominantly positive or negative. Participants (n = 65; 33 women and 32 men) aged between 6 and 7 years, from first grade of two different schools (public and private), were exposed to the presence of two dolls of different racial ethnicity (white and black) and questioned to determine their preference over them. Results show that there is a high preference of participants to the white doll, along with a high identification with their color despite the participants being of mixed race; in addition, there is a tendency to attribute negatives concepts to the black doll. The perception of the participants on the black doll corresponds being ugly, bad, poor, little studious, while to the white doll corresponds being good, beautiful, millionaire, studious. As can be discuss in the results, it is shows that the racial perception at this age is already inadequate by negative attribution on the black dolls, which can influence the attitudes on this race.
Libri sul tema "Racism"
1
Bonilla-Silva, Eduardo. Racism without racists: Color-blind racism and racial inequality in contemporary America. 3a ed. Lanham: Rowman & Littlefield, 2010.
Cerca il testo completo
2
Khan, Sheila, Nazir Ahmed Can, Helena Machado e Ana Monteiro. Racism and Racial Surveillance. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003014300.
Testo completo
3
Robert, Miles. Racism. London: Routledge, 1989.
Cerca il testo completo
4
Freeman, Glenn M. Good racism--bad racism. New York: Vantage Press, 1999.
Cerca il testo completo
5
Grunsell, Angela. Racism. London: Gloucester Press, 1991.
Cerca il testo completo
6
Garg, Samidha. Racism. Austin, Tex: Raintree Steck-Vaughn, 1997.
Cerca il testo completo
7
Gifford, Clive. Racism. North Vancouver, B.C: Walrus Books, 2006.
Cerca il testo completo
8
Laurence, Cendrowicz, a cura di. Racism. London: Franklin Watts, 2008.
Cerca il testo completo
9
Noël, Merino, a cura di. Racism. Detroit: Greenhaven Press, 2009.
Cerca il testo completo
10
Rooney, Anne. Racism. North Mankato, MN: Smart Apple, 2006.
Cerca il testo completoCapitoli di libri sul tema "Racism"
1
Zack, Naomi. "Racism and Neo-racisms". In Philosophy of Race, 149–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78729-9_7.
Testo completo
2
Zack, Naomi. "Racism and Neo-racisms". In Palgrave Philosophy Today, 145–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27374-2_7.
Testo completo
3
Linstroth, J. P. "Racial Trauma and Racism". In Politics and Racism Beyond Nations, 139–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91720-3_5.
Testo completo
4
Orelus, Pierre W. "Un-Schooling Racism is Anti-Racist Education". In Unschooling Racism, 39–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_5.
Testo completo
5
Solomos, John, e Les Back. "Racism and Anti-Racism". In Racism and Society, 102–20. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24735-6_5.
Testo completo
6
Kehily, Mary Jane, e Ian Grosvenor. "Racism and Anti-Racist Education". In Teacher Information Pack 1: Behaviour, 241–52. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_26.
Testo completo
7
Moran, Anthony. "Race, Racism and Nationalism". In Racism, 65–92. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003267690-4.
Testo completo
8
Moran, Anthony. "The Subjectivities of Race and Racism". In Racism, 93–122. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003267690-5.
Testo completo
9
Moran, Anthony. "How Modern is Racism?" In Racism, 15–40. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003267690-2.
Testo completo
10
Moran, Anthony. "Conclusion". In Racism, 178–86. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003267690-8.
Testo completoAtti di convegni sul tema "Racism"
1
Grigg, Kaine, e Lenore Manderson. "The Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): Measuring Racism in Australia". In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/vzpl9248.
Testo completoAbstract (sommario):
No existing scale has been designed for, and validated in, the Australian context which can objectively evaluate the levels of general racist attitudes in Australian individuals or groups. Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. Without suitable instruments, racism reduction programs implemented in Australia cannot be appropriately evaluated and so cannot be judged to be making a meaningful difference to the attitudes of the participants. To address the need for a general measure of racial, ethnic, cultural, and religious acceptance, an Australian scale was developed and validated for use with children, adolescents, and adults. The Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) is a 34-item self-report instrument measuring explicit racist attitudes, consisting of three interdependent subscales (Accepting Attitudes – 12 items; Racist Attitudes – 8 items; Ethnocentric Attitudes – 4 items) and a 10-item measure of social desirability. The current chapter summarises the mixed methods approach to the development and evaluation of the novel scale, and reports on the reliability and validity data for children, adolescents, and adults from diverse racial, ethnic, cultural, and religious backgrounds around Australia. The results of examinations of psychometric properties, including latent structure, internal consistency, test-retest reliability, convergent validity, discriminant validity, and predictive validity, are discussed. Utilised analytical techniques include qualitative thematic analysis of interviews and focus groups, unidimensional and multidimensional Rasch (Item Response Theory) analyses, and various Classical Test Theory analyses.
2
Roudbari, Shawhin, Ana Colón Quiñones e Ann Marie Dang. "Forming Anti-Racist and Counter-Hegemonic Spaces". In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.20.
Testo completoAbstract (sommario):
Racism persists in the work we do as architects, architecture students, and architectural educators. In this paper, we combine sociological theories of colorblind racism and white hegemony with an analysis of architectural design processes. We draw from writings, poetry, imagery, and renderings as media that aid in making architecture’s racial discrimination visible. We propose ways of thinking about colorblind racism in design that we hope will aid design practioners, students, and teachers in countering hegemonic racist ideologies that are present in our work. We consider ways that in our practices and our teaching, we conceptualize space as colorblind, we render those spaces as white, hegemonic, and normative, and we disengage when those spaces sustain racism. We argue that our failure to see the racialization of the spaces we imagine is an expression of colorblind racism.
3
Roudbari, Shawhin, Michelle Sanchez e Katelyn Warren. "Participatory anti-racist design: confronting colorblind racism in predominantly white spaces". In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.77.
Testo completoAbstract (sommario):
Popular cafés are often sites of racial contention and controversy. While notorious examples of racism at the Ink! Cafe in Denver and the Starbucks in Philadelphia gained national attention in 2017 and 2018, there are countless racist interactions at similar cafés around the country that occur daily. Ranging from microaggressions to surveillance to physical and emotional harm, expressions of racism are violent and overwhelming to some, but remain invisible for many others. A collective of owners of a prominent independent café and longstanding local institution partnered with the authors of this paper on a community engagement grant to conduct a participatory antiracist community design exercise. In this paper, the authors present the research design of this project as a case study of a methodological framework for confronting racism in predominantly white social institutions such as cafés. Building on sociological framings of white institutions and colorblind racism, this paper reports on the application of these theories and methods in participatory design. The authors present a two-part methodology that includes methods of collaboration and methods of community engagement, in tandem, as means toward engaging the political stakes of antiracist work. This methodology builds on the lineage of slow, intentional, and redistributive community engagement work. The authors argue that successful engagement with contentious political issues, like racism, requires politicized methods of collaboration. Given the prevalence of colorblind racist ideologies, the predominantly white and affluent community demographic of this case test the limitations and potentials of antiracist design methods in participatory design work. The paper contributes a timely case study of community-engaged design as well as a methodological framework for antiracist design justice that can inform design and institutional change in everyday community institutions where colorblind racism remains a powerful force.
4
Barnes, Germane, John Reynolds, Shawhin Roudbari e Skye Niles. "White Space: the Architecture of Institutional Racism". In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.39.
Testo completoAbstract (sommario):
Racist ideologies are embedded in spaces we design. From courtrooms to classrooms, and from circulation to threshold, architects in the US design spaces that reflect an institutionalization of white supremacy. While the whiteness of such spaces may be invisible to some, it is oppressive and even violent for others. This paper contributes a framework for describing and analyzing institutional white space in architecture. We build on sociological theories of white institutions to demonstrate how architectural elements express and perpetuate institutional racism. We illustrate this framework through reviewing sociological interpretations of institutional spaces. Such elements as spatial hierarchy in courtrooms not only harbor a white institutional history, but they engender a racialized experience of space. We argue that reading architecture through the proposed lens of white institutional space is an important step toward confronting institutional racism inherent in design and space.
5
Mujaddadi, Abrar. "Subtitling Racist Discourse from English to Arabic: Concealing Racism?" In Eighth Saudi Students Conference in the UK. IMPERIAL COLLEGE PRESS, 2015. http://dx.doi.org/10.1142/9781783269150_0068.
Testo completo
6
Bartneck, Christoph, Kumar Yogeeswaran, Qi Min Ser, Graeme Woodward, Robert Sparrow, Siheng Wang e Friederike Eyssel. "Robots And Racism". In HRI '18: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3171221.3171260.
Testo completo
7
Field, Anjalie, Su Lin Blodgett, Zeerak Waseem e Yulia Tsvetkov. "A Survey of Race, Racism, and Anti-Racism in NLP". In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.149.
Testo completo
8
Perumal, Juliet, e Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
Testo completoAbstract (sommario):
Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
9
Gonçalves, Marcus Fabiano, e Terezinha Azevedo de Oliveira. "Slavery and colonialism – Seen & not seen – In current Brazilian society: for social pride". In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-126.
Testo completoAbstract (sommario):
This article will seek to raise bibliographical references on social inequalities found in contemporary Brazil. This theme is covered in the book entitled Paths to Recognition, Equality and Respect, by Jacques D'Adesky (2018). The guiding thread of this work brings reflections aimed at revisiting the past to launch us, at the same time, into questions about the future of racial relations in Brazil and in the contemporary world with a view to expanding the debate about the limits of colonial practices and racism to the future of humanity and, in particular, for populations subordinated in their identities and cultural values. From this perspective, the questions raised in this study focus on racial relations in Brazil in dialogue with the reflections elaborated by Brazilian black activism, namely: are there really equal opportunities, principles of non-discrimination and merit in the face of affirmative action policies? ? Are such political practices effective in promoting equal opportunities, recognition and combating racism in contemporary times?
10
Mizelle, Nathalie, James Maiden, Quintin Boston e Anthony Andrews. "Systematic Racism: Racial Disparities in Mental Health during COVID-19". In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.10.
Testo completoAbstract (sommario):
Systemic racism exacerbates the adverse impacts of social determinants of health, causing health disparities for African Americans. The COVID-19 pandemic's effect on communities of color has provided more attention and respect to African Americans' need for mental health care. This conceptual article explores COVID-19 and systemic racism disproportionately affecting African Americans' mental health and psychological well-being. The article also provides recommendations for counselor educators and mental health professionals to combat the problem.
Rapporti di organizzazioni sul tema "Racism"
1
Kamp, Alanna, Nida Denson, Rosalie Atie, Kevin Dunn, Rachel Sharples, Matteo Vergani, Jessica Walton e Susan Sisko. Asian Australians’ Experiences of Racism during the COVID-19 Pandemic. Centre for Resilient and Inclusive Societies, 2021. http://dx.doi.org/10.56311/dsha5548.
Testo completoAbstract (sommario):
"Our research looked at Asian Australians’ experiences of racism before and during the COVID-19 pandemic. We examined how these experiences are associated with their mental health, wellbeing and feelings of belonging. We analysed how targets and witnesses respond to racist incidents, and whether they report these incidents.
2
Ben, Jehonathan, Amanuel Elias, Rachel Sharples, Kevin Dunn, Craig McGarty, Mandy Truong, Fethi Mansouri, Nida Denson, Jessica Walton e Yin Paradies. Identifying and filling racism data gaps in Victoria: A stocktake review. Centre for Resilient and Inclusive Societies, giugno 2022. http://dx.doi.org/10.56311/mqvn2911.
Testo completoAbstract (sommario):
Despite Australia’s and Victoria’s stated commitment to promoting multiculturalism and equality, and to eradicating racism, our knowledge about the nature, extent and impact of different forms of racism on diverse populations is not as well-developed as it should be. Stakeholders addressing racism increasingly recognise that anti-racism initiatives must rely on robust scholarly evidence and high-quality data. Yet existing data have serious limitations. We report on a stocktake review of racism data collected nationally in Australia and with a specific focus on Victoria. We provide a comprehensive overview, summary and synthesis of quantitative data on racism, identify gaps in racism data collection, analysis and uses, and make recommendations on bridging those data gaps and informing anti-racism action and policy. Overall, the review examines data collected by 42 survey-based, quantitative studies, discussed in over 120 publications and study materials, and 13 ongoing data collection initiatives, platforms and projects. Based on the review, we identified eight gaps to racism data collection and analysis and to collection methodologies. We recommend four interconnected ways to fill racism data gaps for anti-racism researchers, organisations and policymakers: 1) Further analyse existing data to address critical questions about racism; 2) Collect and analyse additional data; 3) Enhance data availability and integration; and 4) Improve policies that relate to the collection, analysis, reporting and overall management of racism data.
3
Reed, Genna, Beto Lugo-Martinez e Casey Kalman. Environmental racism in the heartland. Union of Concerned Scientists, novembre 2021. http://dx.doi.org/10.47923/2021.14322.
Testo completoAbstract (sommario):
As a result of a legacy of systemic racism,communities of color and low-income communities in Kansas City face a greater risk of exposure to environmental hazards. These hazards are associated with myriad negative health outcomes including cancer, respiratory illness, and shorter life expectancy.
4
Reeves, Courtney. How Do We End Racism? Ames (Iowa): Iowa State University, gennaio 2020. http://dx.doi.org/10.31274/cc-20240624-842.
Testo completo
5
Vanijaka, Voranai. Shedding light on Asia's racism problem. A cura di Shahirah Hamid e Chris Bartlett. Monash University, luglio 2024. http://dx.doi.org/10.54377/fc61-b9db.
Testo completo
6
Webb, Schuyler C., e William J. Herrmann. Historical Overview of Racism in the Military. Fort Belvoir, VA: Defense Technical Information Center, febbraio 2002. http://dx.doi.org/10.21236/ada487814.
Testo completo
7
Roberts, Ronald. Implementing the Race Equality Action Plan. Wales Centre for Public Policy - Cardiff University, novembre 2021. http://dx.doi.org/10.54454/20211115.
Testo completoAbstract (sommario):
The Welsh Government’s Race Equality Action Plan sets out to tackle structural racial inequalities in Wales in order to make ‘meaningful and measurable changes to the lives of Black, Asian and Minority Ethnic people by tackling racism’ and achieve ‘a Wales that is anti-racist by 2030’. The consultation closed in July and responses are currently being reviewed. Delivering on this ambitious vision will require concerted and carefully thought-through actions. The Welsh Government and public bodies are going to need to establish a very clear set of priorities and metrics to ensure accountability for achieving measurable race equality improvements. Building on the recommendations in WCPP’s evidence reviews on improving race equality in Wales, which informed the development of the Race Equality Action Plan, this commentary highlights some of the steps that might be necessary or helpful to make good on the Plan’s aims.
8
Hartley, Curtis, e Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, aprile 2024. http://dx.doi.org/10.62689/hgzcul.
Testo completoAbstract (sommario):
Racism and discrimination are the root causes of health disparities in our world. Most schools of public health fail to address these issues. Critical Race Theory (CRT) is a viable framework for exploring how racial bias is reinforced at various levels in our society and how privilege differs based on race. Health promotion pedagogy informed by CRT and social justice can be an opportunity to explore relationships, social cohesion, and promote health equity. This paper describes and explores how an undergraduate/graduate public health instructor and students at the University of North Carolina Greensboro presented materials and speakers that influenced how students perceived racism and discrimination as a public health problem. Students learned about perspective, privilege, and positionality during guest interviews throughout the class. Excerpts of student essays presented in this paper demonstrate how college health courses like this one can transform, change, heal, and connect students with a world that dismantles racism and promotes health equity and justice for all. Teaching public health and social justice requires a different teaching approach and unique content developed in an authentic way from individuals with lived experience of social justice issues. Elevating CRT as a framework and giving voice to the historically minoritized and marginalized must be the goal of transformative pedagogy in health promotion. Now is the time.
9
Spencer, Joi, e Kerri Ullucci. Resources for Teaching about Racism and Police Violence. San Diego, CA: University of San Diego, agosto 2020. http://dx.doi.org/10.22371/05.2020.006.
Testo completo
10
Hayashi, Miyako. The Effects of Positive Illusions on Perceived Racism. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.6964.
Testo completo