The proposed experimental study seeks to explore under what conditions white participants might demonstrate less behavioral resistance to engaging in conversations about racism. In this study, approximately 128 white-identifying students at Scripps College will be randomly assigned to one of two conditions: a non-racist framing condition (in which racism is primarily conceptualized on an individual level) or an anti-racist framing condition (in which racism is primarily conceptualized on an institutional level). After completing the framing task, participants will be asked to imagine that they are going to meet with a group of Students of Color to discuss the issue of the lack of diversity on campus. Participants’ interview behaviors will be videotaped, and later coded for behavioral resistance. Lastly, participants will complete affect and self-esteem self-report measures. Participants in the non-racist framing group are expected to score lower on self-esteem, and higher on negative affect and resistant behavior than participants in the anti-racist framing group. Furthermore, the effect of framing on participants’ behavior is expected to be mediated by participants’ affect. Lastly, it is predicted that the effect of framing on participants’ affect will be mediated by participants’ self-esteem.

Thesis advisor: Devin O. Pendas / This dissertation examines the relationship between Black America and East Germany from 1949 to 1989, exploring the ways in which two unlikely partners used international solidarity to achieve goals of domestic importance. Despite the growing number of works addressing the black experience in and with Imperial Germany, Nazi Germany, West Germany, and contemporary Germany, few studies have devoted attention to the black experience in and with East Germany. In this work, the outline of this transatlantic relationship is defined, detailing who was involved in the friendship, why they were involved, and what they hoped to gain from this alliance. This dissertation argues that the GDR's ruling party utilized the relationship as a means of authenticating claims of East German anti-racism, a component of the Party's efforts to acquire legitimacy and diplomatic recognition from the international community in the wake of World War II, the Holocaust, and the division of Germany. African American radical leftists saw in East Germany a means of support and solidarity in the struggle for rights at home, as well as a society that was allegedly racism-free, upon which they could model their own attempts to eradicate racism in the US. Utilizing a transnational framework and analyzing government documents, newspapers, correspondence, photographs, and autobiographies, this work probes the ways in which two groups, pushed to the margins, sought to navigate the geopolitics of an ideologically-charged world. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: History.

Made available in DSpace on 2016-04-27T19:31:07Z (GMT). No. of bitstreams: 1 Rafaela Capelossa Nacked.pdf: 985446 bytes, checksum: 9f91c44e9c43d567977d8135169be100 (MD5) Previous issue date: 2015-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to investigate the poetics of blackness and this anti-racism in the lyrics of Gilberto Gil songs recorded between 1972 and 1985. The focus of this research explores the political dimension of Gil songs, his role as political and artistic militancy at Movimento Negro Unificado, the Blocos afro-carnavalescos from Salvador, afoxé Filhos de Gandhy and Candomblé, articulating artistic subjectivity, artistic work as well as the racial identity politics that were at stake in this effervescent historic moment throughout the Black Atlantic. Its purpose is to contribute to cultural studies and representations, supporting studies and actions based on the role of music in subjectivity and emancipation historically racialized populations / Este trabalho de investigação tem como objetivo desvelar a poética da negritude e do antirracismo presente nas letras das músicas de Gilberto Gil gravadas entre 1972 e 1985. O foco da pesquisa explora a dimensão política das canções de Gil, seu papel como militância artística e política junto ao Movimento Negro, os blocos afro-carnavalescos de Salvador, o Filhos de Gandhy e o candomblé, articulando obra e subjetividade do artista, bem como as políticas raciais da identidade que estavam em jogo neste momento histórico efervescente em todo o Atlântico Negro. Sua finalidade é contribuir para os estudos culturais e das representações, subsidiando estudos e ações pautadas no papel da música na subjetividade e na emancipação de populações historicamente racializadas

A presente pesquisa buscou compreender como o ensino de Geografia e a Fotografia interagiram na formação de jovens, do Ensino Médio, em uma construção coletiva de reforço de cidadania, com foco na luta contra o preconceito racial. Centramo-nos nas Diretrizes Curriculares Nacionais para a educação das relações raciais e a Lei 10.639. O marco teórico desta investigação encontra aporte nos seguintes autores: Boris Kossoy, Vilém Flusser, Antonio Sérgio Alfredo Guimarães e Renato Emerson dos Santos. Os conceitos utilizados são fotografia, cidadania, ensino de geografia e raça. O principal objetivo é evidenciar e compreender de que maneira as relações entre vivências diárias e falas recorrentes, na nossa sociedade, estão relacionadas a casos de racismo do dia a dia. As experiências foram traduzidas a partir de provocações relacionadas à prática de ensino que se transformou em relatos, rodas de conversas, fotografias, oficinas sobre os grandes nomes da fotografia e suas intencionalidades ao fotografar. Essa serie de possibilidades e enfoques acabou por ser materializada em uma exposição de fotos dos educandos dentro e fora do Instituto de Educação. Os procedimentos metodológicos foram: revisão bibliográfica, pesquisa junto aos estudantes, rodas de conversa, trabalho coletivo, ação efetiva, exposição de resultados com imagens, questionário com os envolvidos e análise das respostas que nos permitem avançar na proposta de cidadania construída dentro da escola pelos estudantes com os professores. / This research sought to understand how the teaching of Geography and Photography interacted in the formation of young people, high school, in a collective construction of citizenship reinforcement, focusing on the fight against racial prejudice. We focus on the National Guidelines for the education of race relations and the Law 10.639. The theoretical framework of this research is input the following authors: Boris Kossoy, Flusser, Antonio Sérgio Alfredo Guimarães and Emerson Renato dos Santos. The concepts used are photography, citizenship, geography education and race. The main objective is to highlight and understand how the relationship between daily experiences and recurring lines in our society, are related to cases of racism every day. Experiments were translated from provocations related to teaching practice that turned into stories, wheels conversations, photographs, workshops on the big picture names and their intentions when shooting. This series of possibilities and approaches turned out to be materialized in a photo exhibition of the students inside and outside the Institute of Education. The methodological procedures were: literature review, survey of students, conversation circles, collective work, effective action, display image results, questionnaire with stakeholders and analysis of the responses that allow us to advance the proposed citizens built within the school by students with teachers.

This paper focuses on issues of Jewish identity, whiteness and victimhood within hegemonic Holocaust education. I argue that today, Jewish people of European descent enjoy white privilege and are among the most socio-economically advantaged groups in the West. Despite this privilege, the organized Jewish community makes claims about Jewish victimhood that are widely accepted within that community and within popular discourse in the West. I propose that these claims to victimhood are no longer based in a reality of oppression, but continue to be propagated because a victimized Jewish identity can produce certain effects that are beneficial to the organized Jewish community and the Israeli nation-state. I focus on two related Holocaust education projects – the March of the Living and the March of Remembrance and Hope – to show how Jewish victimhood is instrumentalized in ways that obscure Jewish privilege, deny Jewish racism and promote the interests of the Israeli nation-state.

This paper focuses on issues of Jewish identity, whiteness and victimhood within hegemonic Holocaust education. I argue that today, Jewish people of European descent enjoy white privilege and are among the most socio-economically advantaged groups in the West. Despite this privilege, the organized Jewish community makes claims about Jewish victimhood that are widely accepted within that community and within popular discourse in the West. I propose that these claims to victimhood are no longer based in a reality of oppression, but continue to be propagated because a victimized Jewish identity can produce certain effects that are beneficial to the organized Jewish community and the Israeli nation-state. I focus on two related Holocaust education projects – the March of the Living and the March of Remembrance and Hope – to show how Jewish victimhood is instrumentalized in ways that obscure Jewish privilege, deny Jewish racism and promote the interests of the Israeli nation-state.

Women’s Studies students’ accounts of their experiences academically, emotionally and politically in feminist university classrooms will be investigated in this thesis. Central to my work, through an anti-racist feminist and intersectional analysis, is to demonstrate the way in which Women’s Studies university classroom spaces are neither ‘innocent’ nor are they devoid of racism/white supremacy as it is present in the bodies who are allowed to enter the space, voices allowed to speak and knowledge being taught. As this research is informed by a personal experience in an undergraduate Women and Gender Studies course at a local university, I will use both auto-ethnography and interviews as method in and through anti-racist feminist research methodology. Highlighting the importance of anti-racism education as a call to action in attending to this disjuncture and also to erode superficial notions of sisterhood will demonstrate white feminist supremacy as an implication for the sociology of race.

In this thesis, the author draws upon data collected through in-depth interviews with twelve social justice activists and organizers in London, UK and Austin, TX to look at contemporary practices of feminist antiracist social justice work. Informed by the Civil Rights, feminist and antiracist social movements of 1960s and 70s, activists and organizers in the United States continue to build upon theoretical understandings of intersecting systems of oppression to build new practices of community and racial justice. / text

This thesis contributes to the knowledge and understanding of the anti-racist movement in Sweden by describing its development from the early 1930s to the mid-2000s. It pays special attention to mapping and analyzing the ideas that have motivated anti-racist activities and their importance for mobilizing support and movement activity. Using the theoretical toolbox of the framing perspective, the strengths, weaknesses, possibilities and limitations of different anti-racist frames are discussed, as are the consequences of different types of intra-movement frame disputes and frame contests with external actors. By tracing and describing the historical development of the movement and different types of anti-racist frames, I create a typology of different anti-racist actors - what I call pragmatic, radical and moderate anti-racists. The activities of these types of actors are described throughout the long and winding history of the movement. In the thesis, the movement’s history is divided into four waves of protest. The movement’s roots stretch back to the 1930s and the struggle against Fascism and Nazism. It continues during the 1960s and onwards with the anti-apartheid movement, the 1980s mass mobilizations against domestic racist groups and the intensified struggles of the last decades against racist extremism, right-wing populism and various aspects of structural racism. Based on the typology, three cases are selected for further scrutiny. Pragmatic anti-racism is studied through the activities of Stoppa rasismen (Stop racism) in the 1980s, radical anti-racism through Antifascistisk aktion (Antifascist action, also known as AFA) during the 1990s and moderate anti-racism through Samling mot rasism och diskriminering (Gathering against racism and discrimination) at the turn of the millennium. By gaining access to extensive empirical material I have been able to follow each case from its first steps to its downfall. The material has been gathered from a variety of sources using different qualitative techniques. I have conducted semi-structured interviews with activists and analyzed protocols, pamphlets, journals, internal bulletins, mails, posters, speeches, web pages that have been disbanded, pictures, films and books. The analysis shows that the different types of actors face different challenges, and have different strengths and weaknesses when it comes to mobilizing consensus and fostering participation. However, the three actors have also faced common challenges when trying to mobilize against racism given the national context, the self-image of Sweden as a tolerant, open and egalitarian country and the dominant views of racism, which taken together has turned racism into a serious but fairly marginal problem. The analysis also shows the effects of frame disputes and frame contests with regard to diagnostic, prognostic and motivational aspects of framing. At times the dividing lines have led to a broadening of the movement and its work, creating a wide mobilization potential and a strong multitudinous movement. During other periods the differences have contributed to long and profound conflicts that have drained the organizations and activists of time, resources and energy. Instead of focusing on combating their opponents, the anti-racist groups have been engulfed in internal strife, which has severely fragmented, divided and weakened the movement and hindered mobilization – contributing to turning the movement into a dispersed “milieu” by the mid-2000s. The thesis concludes with a chapter discussing how the empirical applicability of the framing perspective can be improved.

The experiences of racial minority teacher candidates are often unheard in teacher education programs considering that the student population is increasingly diversifying and the teaching population does not reflect this dynamic. In a country that is internationally known for its multicultural practices, it is important to examine the experiences of racial minority teacher candidates in order to gain a better understanding of the ways in which issues of race and power persist in our education system. This qualitative study documents the experiences of a small group of racial minority teacher candidates who recently completed post baccalaureate teacher education programs at universities in Ontario, Canada. With a particular focus on their practicum placements, the five participants were interviewed in order to bring to light their experiences of working and living in an education system that sustains, what has been called by critics, “a culture of whiteness.” Over the course of the interviews, the five racial minority teacher candidates reveal that the often covert and overt forms of racism are systemic to the education system. It became obvious that in many cases, the participants did not consciously recognize the racism they encountered while working, living, and learning within the education system. Considering a culture of whiteness that is endemic in schools, power relations were further jeopardized and imbalanced by their race. Despite this, the participants also exhibited forms of resistance to the Eurocentric culture that is so deeply entrenched in the education system. Through an investigation of these themes, this thesis offers implications for future racial minority teacher candidates and anti-racist educators. / Thesis (Master, Education) -- Queen's University, 2008-08-29 13:21:55.632