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Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This thesis examines abolitionist support for interracial marriage. It demonstrates that far from being a marginal viewpoint within the movement, support for interracial marriage was widespread among both black and white abolitionists. Many abolitionists stated they personally did not recommend interracial marriage at present due to the backlash couples would face, while also denying that it was unnatural or immoral. A few abolitionists eschewed such a disclaimer. A few also married people of different races themselves. To a considerable extent, defense of interracial marriage was part of a larger push for racial integration and equality. This thesis also looks at British abolitionists who criticized the American stigma against interracial marriage, and children and grandchildren of abolitionists who defended interracial marriage, the most prominent being the famous, controversial lawyer, Clarence Darrow.

This study examines the development of Marshall Keeble’s work during the early and middle parts of the twentieth century in the Church of Christ. The purpose of this study is to examine the direction taken by Keeble in his work and determine whether he was a submissive Tom used by whites to accomplish their goals among blacks, or to determine if he was pursuing his own grand strategy to defuse racial tension in the Church of Christ. Conclusions of this research denote that Marshall Keeble was following a grand strategy, or a decisive course of action designed to erase the color line in the Church of Christ without the negative effects of creating further division in the church. The final analysis demonstrates that the strategy of Marshall Keeble was effective, whereas the strategy of Keeble’s contemporaries was impotent.

Primary school teachers’ commitment to social justice may be enshrined in various educational policies in Scotland and beyond, yet it stands in conflict with growing push for teacher accountability, value of education as a market place (Ball, 2006) and the persistence of the myth of meritocracy (Tomlinson, 2008; Oyler, 2012). At the level of practice, whether teachers actually engage in inclusive and critical multicultural education is not always clear; what we know for sure is that teachers find it difficult and shy away for any discussions which challenge power relations between groups (May and Sleeter, 2010). As student population continues to diversify, minority groups demand recognition in ways not seen before. Yet still, discrimination based on ethnicity, language, religion social class, disability, gender and sexual orientation is commonplace, and racism can often be an elephant in the (class)room, discussed in hushed voices only when an ‘isolated incident’ happens. Much more often, it remains unrecognised or is dealt with in a way which perpetuates white privilege (Arshad, 2008). Antiracism is oftentimes misunderstood or outright avoided, as teachers fear using any terminology that sounds negative or they are unsure of, and retreat to the language of all-encompassing, positive sounding, but fuzzy celebration of diversity and equality (Gaine, 2005). Multiculturalism, on the other hand, being blamed for failing integration and social cohesion of communities by the political right, remains in popular debates but occupies a weak position in education and public policy (Modood, 2007). This research set out to investigate what are primary school teachers’ perspectives on multicultural and antiracist education in the context of Scotland, where legislation and educational policies are in theory demanding educators to be proactive. The research followed a nested case study design, which involved observing and interviewing 9 class teachers in 4 primary schools, both rural and urban. I used the critical interpretive lens to find out what are their understandings of multicultural and antiracist education, both as concepts and principles and in terms of how they are being incorporated into their everyday teaching. Teachers were asked to define these terms, as they developed in the specific national context (Ball, 1990), and then consider the interplay of ideals behind ‘race’ equality policies with the realities of their school and classroom practice. This study was concerned with the personal, structural and institutional aspects of teachers’ work. The importance of the context of teachers’ work is stressed, that is their ‘organizational embeddedness’ (Holstein and Gubrium, 1994) and institutional thinking that teachers are thought to be immersed in. To get to know this context better, additional interviews with 4 Head teachers, 3 English as an Additional Language teachers and 5 other Key Informants were conducted. Finally, policy analysis was undertaken, using aspects of Critical Theory to find out how teachers’ attitudes correspond to the attitudes expressed in education policy, as well as what is the impact of educational policy on these attitudes. The findings suggest that there is no one definition of the study’s central concepts to which all teachers can ascribe. Whether or not teachers take up issues of discrimination and difference depends more on their own dispositions and characteristics rather than on any official policy, of which they are largely unaware. Teachers’ prior knowledge, attitudes to diversity and personal experiences of discrimination influenced their commitment for social justice and exercising agency in practice. Structural and institutional boundaries placed on teachers acted as either directions, limits, opportunities or enablers. These related to the leadership within the school more than from the local authority, and included the influence of various actors within the school context. Finally, the translation of policy ideals into everyday school life was seen as uncertain, as it depends on a number of actions and interpretations within any school context. This study concludes by comparing teacher’s perspectives on critical multicultural practice with policies on racial equality in Scotland, to demonstrate which areas need most bridge-building if policy and practice are to be more closely aligned.

[pt] O objetivo do estudo dessa pesquisa visou primeiramente refletir sobre a Lei 10639/03, seu corolário e projetos de implementação, buscando identificar os alcances e limites que ela se expressa, e de que forma a resignificação da história e cultura negra contribuem para a construção de novos sujeitos coletivos. Para o desenvolvimento da pesquisa foi escolhido o projeto A Cor da Cultura, um dos projetos de implementação da lei, por intermédio da análise dos materiais que compõem seu kit e entrevistas com diversos atores sociais que o vivenciaram. A referida lei caracteriza uma política que busca combater toda e qualquer prática discriminatória e racista na comunidade escolar através de uma nova valorização do patrimônio cultural afrodescendente no Brasil. É notório que o espaço escolar reproduz uma série de conceitos, idéias e práticas que contribuem efetivamente com a construção do mito da inferioridade do negro. Não se pode deixar de levar em consideração o caráter ideológico da escola. Enquanto espaço privilegiado de socialização, a escola tanto pode contribuir para a transformação da sociedade quanto para manutenção das bases hierárquicas que possibilitam as desigualdades sociais. Das cinco entrevistas feitas, com capacitadores, professores, coordenadores, o que se pode identificar é que apesar de consideraram a importância da legislação enquanto instrumento de superação do racismo, também apontam a dificuldades encontradas no cotidiano da escola por falta de uma política efetiva. / [en] This work deals with the 10.639/2003 Law, its corollary and implementation projects, with the goal of understanding its reaches and limitations. The purpose of this study is to understand how far the re-signification of the African and Afro-descendent Brazilian history can contribute to the construction of new collective subjects. To develop the fieldwork it was selected the project “The Color of Culture” (Fundação Roberto Marinho, Canal Futura), one of the most accepted and recognized application projects of the Law. The methodology included an analysis of the kit materials and the realization of five interviews, with several social agents involved with its implementation. That Law is a substantial part of a set of policies designed to oppose any form of racial discrimination through the educational system, by re-affirming the value of the Afro descendent cultural heritage in Brazil. It is well known that the school environment reproduces a series of concepts, ideas and social practices that effectively contribute to the construction of the black inferiority myth. In this context, it cannot be forgotten the ideological aspects of the educational system. For this reason, as a privileged socialization environment, the school holds a potential to transform society in terms of bridging social inequalities, as well as to maintain them. The research interviews were done with teachers, coordinators and project coaches. The findings point out to the fact that, although all the interviewed agreed on the importance of that Law as an instrument to surpass racism, they also recognize a lack of effectiveness of the policy in the day-to-day school life.

[pt] A referida dissertação tem por objetivo exibir os resultados da pesquisa de mestrado em que procurou ressaltar a gênese da Pastoral Afro-brasileira (PAB) e sua importância na articulação contra o racismo. O projeto está inserido na linha de pesquisa Trabalho, Políticas Sociais e Sujeitos Coletivos do programa de Pós-graduação do Departamento de Serviço Social da PUC Rio e o propósito central do presente estudo é analisar o surgimento e a criação da PAB, para que assim possa compreender seu papel em prol da igualdade racial. Tendo como objetivo geral, compreender a gênese da Pastoral Afro-brasileira e sua ação na questão racial, assim como, identificar como se constituem as ações norteadoras da PAB no campo racial, qual a representação que a identidade afro-brasileira tem para seus membros e principais protagonistas da PAB. A pesquisa foi de cunho qualitativo, com a perspectiva de responder questões que não poderiam ser quantificadas, sendo utilizada para a mesma, uma entrevista semiestruturada. O primeiro capítulo da pesquisa consiste em relatar a história da constituição da Pastoral Afro-brasileira, ressaltando toda a trajetória de formação da Pastoral, enfatizando a Campanha da Fraternidade de 1988, que é o marco histórico para o surgimento da PAB. E no capítulo seguinte, a pesquisa sintetiza a gênese da Pastoral Afro-brasileira no olhar dos protagonistas leigos e religiosos envolvidos com as articulações da Pastoral. Concluo a pesquisa com as considerações da importância que a articulação e reflexão social que a PAB dispõe, enriquecem a luta em prol da igualdade racial. / [en] The purpose of this dissertation is to show the results of the master s research in which it sought to highlight the genesis of the Afro-Brazilian Pastoral (PAB) and its importance in articulating against racism. The project is part of the research line of Work, Social Policies and Collective Subjects of the Postgraduate Program of the Department of Social Work of PUC Rio and the main purpose of this study is to analyze the emergence and creation of the PAB, so that it can understand their role in favor of racial equality. Having as a general objective, to understand the genesis of the Afro-Brazilian Pastoral and its action on the racial issue, as well as to identify how the guiding actions of the PAB in the racial field are constituted, what is the representation that the Afro-Brazilian identity has for its members and main protagonists of the PAB. The research was qualitative, with the perspective of answering questions that could not be quantified, being used for the same, a semistructured interview. The first chapter of the research is to describe the history of the formation of the Afro-Brazilian Pastoral, emphasizing the whole formation process of the Pastoral, emphasizing the Brotherhood Campaign of 1988, which is the historical landmark for the emergence of PAB. And in the next chapter, the research synthesizes the genesis of the Afro-Brazilian Pastoral in the perspective of the lay and religious protagonists involved with the articulations of the Pastoral. I conclude the research with the considerations of the importance that the articulation and social reflection that the PAB has, enrich the fight for racial equality.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-14T12:46:44Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertação maria da conceição de carvalho v filha.pdf: 1198605 bytes, checksum: bdd9bec4d6b421bcaeae1b275b2dd110 (MD5) / Made available in DSpace on 2016-07-14T12:46:44Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertação maria da conceição de carvalho v filha.pdf: 1198605 bytes, checksum: bdd9bec4d6b421bcaeae1b275b2dd110 (MD5) Previous issue date: 2015-10-29 / CAPEs / A pesquisa trata da prática docente promotora de igualdade racial na primeira etapa da educação básica. Tomamos como categorias analíticas prática pedagógica docente e igualdade racial, as quais deram sustentação teórica ao trabalho. Apoiamo-nos nos estudos de Souza (2009) para a categoria prática pedagógica e nela a prática pedagógica docente. A discussão da prática docente foi referenciada nos estudos de Veiga (1989), Cunha (1989), Zabala (1998) e Freire (2013), enquanto que a categoria igualdade racial, buscamos nos estudos de Gomes (1994, 2002, 2003, 2006, 2010, 2012), Alves (2013), Sposati (2002), Jaccoud e Beghin (2002), Rocha (2007), Pereira (2010), Ferreira (2010), Silva (2014), Gonçalves e Silva (1996), além das normativas legais. Utilizamo-nos da abordagem de natureza qualitativa tendo como instrumentos para coleta dos dados a análise documental, o questionário e a observação, o que permitiu uma maior aproximação com o campo empírico. Para análise, elegemos a técnica de Análise do Conteúdo fundamentada em Bardin (1977, 2009). Os resultados evidenciam esforços por parte das professoras em desenvolver uma prática voltada à promoção da igualdade racial que se materializa a partir da organização do tempo e do espaço pedagógicos, dos conteúdos, dos materiais selecionados e das atividades desenvolvidas sobre as questões étnico-raciais; são práticas que têm como intuito promover a igualdade racial. A leitura foi utilizada como fio condutor para consolidação do conhecimento sobre a temática. A literatura utilizada como atitude pedagógica contribuiu para a construção dos processos identitários e da autoimagem das crianças. Nessa direção, as ações vivenciadas na prática pedagógica docente apontam para a possibilidade das crianças construírem um pensamento positivo sobre a cultura africana e afro-brasileira. Concluímos que a prática das professoras visa à igualdade racial a partir da organização do tempo e do espaço da sala de aula, na relação afetuosa, solidária e questionadora na produção do conhecimento. / This search deals about the practice of teaching that incentives the racial equality on the first years on the basic education. We took as analytical category the practice of teaching and racial equality, that are the theoretical basis of our work. We used as sources the searches written by Souza (2009) about the pedagogical practice, and specially the teaching. The issue about the teaching was nourished through the reading of works written by Veiga (2009), Cunha (1989), Zabala (1998) and Freire (2013). About racial equality, were used information from Gomes (1994, 2002, 2003, 2006, 2010, 2012), Alves (2013), Sposati (2002), Jaccoud e Beghin (2002) Rocha (2007), Pereira (2010) e Silva (2014), in addition the law and the Constitution were studied too. The observing, the questionnaires, the search of data and the analysis of papers were used as instruments of qualitative approach, then it allowed me to keep nearer the empirical field. The Analysis of Content, held in Bardin’s work (1977; 2009), was the method chose. The results show the strength of some teachers to develop a practice directed to incentive the racial equality, fulfilled through the organizing of content, activities, materials, time and space directed to that theme. The reading was used to guide the consolidation of knowledge about this subject. The chose literature as pedagogical attitude helped in the building of identity and black childrens’ self-steam. On this target, the actions accomplished on the pedagogical practice of teaching shows to the black childrens’ a chance of building a hopeful mind about the African and the African-Brazilian cultures. We concluded that the teachers’ practice pursuits the racial practice through the organizing of time and space in classroom, and a tender relationship, full of solidarity and an inquisitive attitude on the production of knowledge.

Previous studies of interracial couples' residential outcomes in the United States have limited their focus to a truncated selection of interracial couple-types. To provide a more complete understanding of the residential patterns of interracial couples and how they fit into the contemporary color line, I assess an expanded set of interracial and monoracial couple-types' outcomes in percentage White, entropy, and neighborhood income. I do this by employing multiple OLS regression analysis using data from the Home Mortgage Disclosure Act from 2005 to 2015. My results suggest that different types of interracial couples follow residential patterns that are distinctive from those of monoracial White couples and in many instances, from those of their monoracial couple-type counterparts.

Made available in DSpace on 2016-04-29T14:16:23Z (GMT). No. of bitstreams: 1 Matilde Ribeiro.pdf: 5451033 bytes, checksum: 9a7a3799213d9fb4ccf13c6cd9d11009 (MD5) Previous issue date: 2013-06-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis aims to analyze the trajectories and strategies for the institutionalization of racial equality policies in Brazil from 1986 to 2010, considering that in recent decades the Black Movement and the organization of black women have constituted strategic references for confrontation and negotiation with the State and society with a view to attending to the historical needs of the black population. The research was based on critical theory, using authors from several fields social work, sociology, politics, philosophy, history, anthropology, social psychology, economics, law, education and race relations. The methodological procedures adopted were bibliographical and documentary research, as well as field work with an emphasis on participant observation. The Brazilian literature was amply consulted, in addition to international references conference declarations and reports, legislation, regulations, speeches by Presidents of the Republic, governmental programs and projects, as well as the theoretical/political production of the social movement. Twenty-one interviews were conducted with eight women and thirteen men, of whom four white and seventeen black with people with activities in various fields: social movements (Black Movement, black women s organizations, feminist movement, labor movement), academia and the Legislative and Executive branches at the federal level. The theoretical and empirical analyses show that during the period studied, governments have recognized the existence of racism and the need to overcome it. Hence, one has witnessed the institutionalization of public policies of racial equality promotion, in the form of affirmative actions. But this institutionalization has not yet become consolidated. There remain numerous structural and budgetary difficulties, as well as strong conflicts between more progressive and traditional views on race relations in Brazil, the latter based on the myth of racial democracy. However, the study does identify certain social and political changes that reveal greater advances in terms of rights vis-à-vis the promotion of socio-racial justice / A presente tese tem como objetivo a análise dos percursos e estratégias para a institucionalização das políticas de igualdade racial no Brasil, no período de 1986 a 2010, considerando que o Movimento Negro e a organização de mulheres negras têm sido nas últimas décadas, referências estratégicas de negociação e de tensionamento com o Estado e a sociedade, visando o atendimento às necessidades históricas da população negra. A pesquisa teve por base a teoria crítica, os autores são de diversas áreas serviço social, ciências sociais, filosofia, história, antropologia, psicologia social, economia, direito, educação e relações raciais. Os procedimentos metodológicos adotados foram as pesquisas bibliográfica; documental; e, de campo, com ênfase na observação participante. Foi consultada ampla bibliografia nacional, somando-se às referências internacionais declarações e relatórios de conferências, leis, normatizações, discursos dos Presidentes da República, programas e projetos governamentais, assim como a produção teórico-política do movimento social. Foram realizadas ao todo 21 entrevistas oito mulheres e 13 homens, quatro brancos e 17 negros com atuação em diversas áreas: movimentos sociais (negro, organização de mulheres negras, feminista e sindical), academia, parlamento e executivo federal. As análises teóricas e empíricas apontam que no período estudado, por parte dos governos, tendo por base o reconhecimento da existência do racismo e da necessidade de sua superação, houve a institucionalização das políticas públicas de promoção da igualdade racial, sob forma de ações afirmativas. Esta institucionalização ainda não está consolidada, são muitas as dificuldades estruturais e orçamentárias, e, ainda existem fortes conflitos entre visões tradicionais sobre as relações raciais no Brasil (embasadas no mito da democracia racial) se opondo àquelas mais progressistas. No entanto, o estudo identifica mudanças sociais e políticas que traduzem uma maior conquista de direitos quanto a promoção de justiça sociorracial