Aboriginal nursing faculty have a positive impact in the recruitment and retention of Aboriginal nursing students, informing and implementing culturally responsive curricula, and engaging in research that is responsive to the needs of Aboriginal communities. Given the continued health disparities experienced by Aboriginal peoples, there is a need to recruit and retain increased numbers of Aboriginal nursing faculty. However, Aboriginal faculty have experienced racism in academia for decades. A focus on individual factors as opposed to institutional causes has resulted in little effectiveness in resolving experiences of racism. The purpose of this study was to explore the experiences of Aboriginal nursing faculty to determine if and how they experienced institutional racism. A multiple case study approach utilizing an Institutional Racism Framework (Chesler, Lewis & Crowfoot, 2005) was undertaken. Institutional racism was identified in each of the eight cases explored. Two major findings arose from this study. First, although Aboriginal nursing faculty were expected to be the keeper of all Aboriginal knowledge, Aboriginal participants were often not viewed as ‘authentic’ Aboriginal persons at the university. The perception was that by having attained the credentials to be university faculty, the Aboriginal nursing faculty were no longer considered Aboriginal enough to have an authentic voice. Second, Aboriginal nursing faculty experience ‘walking between two worlds’. They felt that they did not fully belong in their home communities. They also identified that they did not feel that they completely belong, or were supported in the university. Rather than identifying as ‘bicultural’, Aboriginal nursing faculty clearly articulated inhabiting this new space situated between cultures. The identification of institutional elements that address or perpetuate institutional racism allowed for recommendations to be determined. The shift from an individual to an institutional perspective allows for an alternative approach to reducing racism experienced by Aboriginal nursing faculty. / Thesis / Doctor of Philosophy (PhD)

Thesis advisor: Leigh Patel / Despite the 1982 Plyler v. Doe court decision, which upheld the constitutionality of undocumented youth having access to public K-12 education in the United States, Latina students who are undocumented face unique educational and societal barriers. Material and psychological conditions of “illegality” permeate these young women’s social worlds (Muñoz, 2015). Latina students continue to lag behind their Latino and white peers as a result of historically built gendered and raced school structures of dispossession (Cammarota, 2004; Fine & Ruglis, 2009). This institutional ethnography used the lens of intersectionality theory (Crenshaw, 1991; Collins, 1998) to examine how ten Latina students navigated “illegality” in schools, the state house, and an immigrant youth-led organization. Intersectional analyses of the Latinas’ multiple experiences within and across institutional structures shed light on the specific ways that “illegality” and heteropatriarchy manifested, changed or remained stagnant, interconnected with race and class, and how these junctures were negotiated in undocumented spaces of resistance. Based on intersectional analysis of policies, interview, and observation data, it became apparent how nationalistic discourses of citizenship were embedded in structures of white racism and heteropatriarchy. The Latinas of color in the study predominantly endured interlocking forms of gendered and racialized oppression, including sexual violence, which became a dimension of intersectional disempowerment that men of color and white women seldom confronted. Based on findings from interview and observation data, this institutional ethnography challenges gendered and raced nativist conceptions of U.S. citizenship, reclaiming pathways for undocumented communities as well as action-oriented educational policies, theories, and pedagogies rooted in intersectional frames aimed at decentering heteropatriarchal whiteness in the construction of the nation state (Collins, 1998), and more in accordance with the fluid, complex realities of interlocked global economies, local cultures, and transnational citizenry. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Since the 1970s, racial progress in the United States has stalled and in some ways, even regressed. There continues to be vast disparities between racial groups, pointing to serious inequities and systemic racism within our institutions. White privilege, a product of institutional racism and white supremacy, is a collection of unearned social benefits and courtesies that are bestowed upon a select group of people by virtue of their being white (Delgado & Stefancic, 2001). This literature review examines the dynamics of white privilege and power using the tenets of critical race theory to explain how they are both protected and perpetuated by liberal colorblind ideologies, particularly in education. Naming and examining whiteness, as opposed to ignoring and/or denying its significance, is the first step toward transforming the existing racial hierarchies in society. / text

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This thesis provides an analytical case study of Huerta del Valle Community Garden as a successful model of redefining social capital through not only providing healthy, affordable, high quality produce to a community subjected to the disproportionate consequences of systemic inequality, but also in incorporating a food justice education framework to underlie all development at the garden. Located in the city of Ontario, Southern California – the heart of the Inland Empire, known for its prominence within the nation’s goods movement industry and its landscape of sprawling warehouses – local residents face high rates of poverty, obesity, and a lack of food access. This research identifies the socio-economic, historical factors that led to Ontario as we know it today. I argue that Ontario was founded upon institutionally racist principles, which set the region up for a future of economic disparity. It is through ‘bottom-up,’ grassroots community organizing that deeply engrained structural barriers are most successfully challenged.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-02T13:18:10Z No. of bitstreams: 1 2016 - Viviane da Silva Almeida.pdf: 1712854 bytes, checksum: d1ef429de2be9d23655e502d0ea0ae56 (MD5) / Made available in DSpace on 2017-03-02T13:18:10Z (GMT). No. of bitstreams: 1 2016 - Viviane da Silva Almeida.pdf: 1712854 bytes, checksum: d1ef429de2be9d23655e502d0ea0ae56 (MD5) Previous issue date: 2016-02-04 / The racism is present in the relation of Brazilian social groups; however, this racism does not only happen in interpersonal relation but also it is subjectively embedded on social institutions and in mostly cases, the selection processes for employment and public positions show racism trace. Brazil as a nation, which is impregnated of sequels from slave regime, the African-Brazilian access to positions that are considered of high social prestigious have been difficult, the access to diplomatic career doesn?t show differences. It is showed the historical and ideological moment, which IRBr was created, analyzing the requirements and selection processes to access the diplomatic agent. The empirical analysis is reported through the impressions that characters of research establish during the dialogue between the academic and professional career, the selection processes to diplomat position, their impressions regarding to diplomatic career, the institutional racism and politics implementation of affirmative action connected to theoretical reference of this research and the support of Critical Analysis of Speech. The objective was to analyze if the selection process to diplomat position IRBr is embedded by institutional racism for African-Brazilians. In social and historical perspective, were gathered the clashes which the diplomatic professionals faced in their career, not only for African-Brazilians but also for whites Brazilians. It is a basic research, phenomenological, of qualitative analysis, which were used as methodological procedures, the bibliographic analysis, the documentary, the semi structured interview, open questionnaire and the Critical Analysis of Speech. The analysis is clarified in impressions from diplomatic professional about the career, their conceptions regarding to institutional racism and experiences from African-Brazilian diplomatic professionals when they joined in diplomatic service / O racismo est? presente nas rela??es dos grupos sociais brasileiros, por?m este racismo n?o acontece somente nas rela??es interpessoais, ele est? permeado, ainda que subjetivamente nas institui??es sociais e, na maioria dos casos, se apresenta nos processos de sele??o ? empregos e cargos p?blicos. O Brasil, como uma Na??o impregnada de sequelas do regime escravocrata, o acesso aos cargos considerados de alto prest?gio social tem sido dificultado aos afro-brasileiros, o acesso ? carreira diplom?tica n?o demonstra ser diferente. S?o apresentados o momento hist?rico e ideol?gico no qual o IRBr foi criado analisando os requisitos necess?rios e os processos seletivos de acesso ao cargo de diplomata. A an?lise emp?rica ? apresentada atrav?s das impress?es que os sujeitos da pesquisa estabelecem por meio do di?logo entre a trajet?ria acad?mica e profissional destes(as) entrevistados(as), os processos seletivos ao cargo de diplomata, suas impress?es sobre a carreira diplom?tica, o racismo institucional e a implementa??o de pol?ticas de a??o afirmativa ? luz do referencial te?rico desta pesquisa e tamb?m com o apoio da An?lise Cr?tica do Discurso. O objetivo foi analisar se o processo de sele??o ao cargo de diplomata do IRBr est? permeado pelo Racismo Institucional ante afro-brasileiros. Numa perspectiva s?cio-hist?rica, foram levantados os enfrentamentos pelos quais os diplomatas tanto afro-brasileiros como brancos tem vivido em suas trajet?rias. Trata-se de uma pesquisa b?sica, fenomenol?gica, de an?lise qualitativa, na qual foram utilizados como procedimentos metodol?gicos, a an?lise bibliogr?fica, a documental, entrevista semiestruturada, question?rio aberto e a An?lise Cr?tica do Discurso (ACD). A an?lise est? elucidada nas impress?es dos diplomatas sobre a carreira, de suas concep??es sobre o racismo institucional e nas experi?ncias que os diplomatas afro-brasileiros tem ao ingressarem na diplomacia.

The intertwining of political, economic, societal and global changes has resulted in accentuating even more so the 'Muslim question', both domestically and globally. Research has shown that the negative focus Muslims and Islam receive in the West is becoming increasingly mainstreamed, not only through the media, but principally through mainstream political discourse. This mainstreaming is within a global and local narrative of a 'war on terror'. The former followed 9/11 at the outset of this millennium and the latter is represented in the myriad of 'anti-terrorism' initiatives recently augmented in the UK by the Prevent duty. This intensely hostile backdrop has nurtured 'normative truths' about Muslims/Islam. Although Islamophobia did exist long before 9/11, it has now become commonplace and, even, legitimised within the context of tackling terrorism, affecting the experiences of the majority of Muslims in the West and elsewhere in diverse ways. British academia has opened its doors to non-traditional academics, including those from racial and/or ethnic minority backgrounds. Equality policies have been developed, particularly subsequent to the Race Relation Amendment (2000), which has sought to fulfil the recommendations of the Macpherson report (1999). Nevertheless, inequalities do permeate British academia and the experiences of non-traditional academics have been tainted by institutional racism, in both quantity and quality. Statistics attest the former, highlighting the underrepresentation of non-traditional academics in British academia, more particularly in senior leadership and professorial positions. Empirical research findings attest the latter through citing several factors, including career trajectory barriers and the double standards racial bias that operates in a subtle way within higher education institutions (HEIs). These broader and institutional dimensions set the scene for this thesis, the aim of which is to examine the experiences of Muslim academics. The particular experiences of this group of academics have been ignored in previous research, as faith/belief matters have largely been overlooked in studies that explored the experiences of minority academics. This thesis adopts a qualitative approach utilising theoretical bricolage that principally draws on Critical Race Theory (CRT). The notion of race in CRT is, however, expanded to include faith/belief. The thesis also draws on Post-colonial and De-colonial theories, Bourdieu's concept of 'habitus' and Fraser's model of 'status recognition'. It explores the perceptions of Muslim academic participants regarding their own personal/professional identities and how Muslim academics negotiate their Muslim-ness in academia and considers how wider narratives have influenced how they speak about their 'Muslim identity'. The views of the participants are particularly important to examine the extent to which, if any, the 'normative truths' have penetrated academia. This thesis also examines the perceptions of the participants regarding their career experiences and considers whether the experiences of this group of Muslim academics corresponds to, or differs from, the experiences of their fellow non-traditional academics. The Whiteness of the academy was an overarching theme, under which the participants' experiences of racism vis-a-vis job opportunities, career advancement and the multi-faced forms of epistemic racism were discussed. Exceptionalism seemed to be a pre-requisite of gaining a positive experience. Not only did exceptionalism temper perceptions of 'otherness', but being exceptional was an aspect that advanced the career trajectories of some of the participants. Silence was another major theme that recurred in various forms across the fieldwork. These silences appear to have been a consequence of the wider stigmatisation of the Muslim identity, which became evident in the ways some of the participants chose to go about interpreting, or declaring, their Muslim-ness in their workplace. While being Muslim created challenges and required some of the participants to exert substantive negotiations and efforts to fit in, it was advantageous for others, in terms of their career trajectories. Religious micro-aggressions were habitual to the participants with regards to their interactions with staff, and this was particularly acute for females wearing the hijab, where the religious micro-aggressions in HEIs took on a gendered aspect of the 'Muslim problem'. Silence also penetrated the narratives in relation to issues of institutional racism. Networking with other non-white academics was another main theme that featured in the accounts. Muslim academic participants, like other non-traditional academics seek support and mentorship from other minoritised academics to be able to survive in academia. The current study concludes by suggesting that there is a need for more consideration to be given to the aspects of faith/belief in HE policy and practice. This needs to be conducted within a framework that acknowledges the existence of religious microaggressions and the overwhelming normativism of Whiteness in academia.

This thesis explores the recognition of institutional racism in Ontario. It examines discourses of institutional racism between the late 1960s and early 1980s and argues that the recognition of institutional racism at the provincial and national levels was facilitated by overt acts of racism in one of Canada’s most populous and diverse cities – Toronto. The targets of overt racism were new immigrants from decolonizing nations who utilized the discourse of rights in the context of an increase in racist incidents to press for state recognition of institutional racism. This rise in racially motivated violence concerned most Canadians as it went against Canadians’ self-perception as a raceless, tolerant and peaceful society. The recognition of structural racism was a gradual and contested process as municipal, provincial and federal government actors often denied its existence and deemed overt acts of racism aberrant. When racist acts did occur, state officials and media reports blamed the increased racial tensions on the personal prejudice of extremists. Activist groups composed of visible minorities and human rights activists were key in the formation of a counter-narrative that challenged this persistent denial of structural racism. These groups played a fundamental role in redefining the nature of racism in Canadian society. A central theme of this dissertation is that disintegrating race relations allowed for a redefinition of the Canadian state. It was the increase in racist incidents in 1970s Toronto that fostered a broad discussion on racism in Canada. This discussion emphasized that Canada’s people of colour experienced second-class citizenship because of structural inequalities which were rooted in Canadian institutions. Racial violence in 1970s Toronto was crucial in the recognition of institutional racism as racist incidents brought visible minorities into the public sphere and gave them an opportunity to identify the existence of systemic and institutional racism in Canadian society. However, the recognition of institutional and systemic racism did not result in a deep transformation of the Canadian racial state as policy changes have not been successful in challenging structural inequality. / Thesis (Ph.D, History) -- Queen's University, 2012-08-28 21:13:35.14

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2018-01-31T12:03:24Z No. of bitstreams: 1 arquivototal.pdf: 1330686 bytes, checksum: 734839370aa68c075ba147787f82f4b1 (MD5) / Made available in DSpace on 2018-01-31T12:03:24Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1330686 bytes, checksum: 734839370aa68c075ba147787f82f4b1 (MD5) Previous issue date: 2016-09-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The proposition of this research is to analyse the institucionalized racism on the public healt specialized unitof Crato; to understand the relationship and relevance. To think about the reality of the health for the Afro- descendant population in the municipality. It is also an attempt to understand how the various segments that work with healt and the black population that uses It conceive this theme. In this sense, it seeks to analyze the health institutions work has as main method the analysis of semi- structured interviews with municipal managers, coordinators of health facilities, professionals and patients. Finally, those of African descent are far from benefiting fully the rights granted to them, to denounce many situations negligence, constraints and discrimination in public facilities, demonstrate the effectiveness of institutional racism, the narratives of black patients compared to white patients out this well. / A proposta dessa pesquisa é analisar o racismo Institucional na unidade pública de saúde Centro de Especialidades do Crato; compreender a relação e sua pertinência para pensar a realidade da saúde da população afrodescendente no município. É também uma tentativa de entender como os diversos segmentos que trabalham com a saúde e a população negra que se utiliza dela concebem essa temática. Nesse sentido, procura-se analisar como as instituições de saúde trabalham para garantir à pessoa negra a promoção, proteção e recuperação da sua saúde. O trabalho tem como método principal a análise das entrevistas semiestruturadas realizadas com os gestores municipais, coordenadores das unidades de saúde, profissionais e pacientes. Por fim, os afrodescendentes estão longe de se beneficiar integralmente dos direitos que lhes são concedidos. Ao denunciarem diversas situações de descasos, constrangimentos e discriminação nas unidades públicas, comprovam a eficácia do racismo institucional, as narrativas dos pacientes negros em relação aos pacientes brancos destacam bem isso.

Our Sound Our Silence is a performative documentary about student of color activists at Scripps College. This video project attempts to highlight the fatigue, emotional, mental, and physical exhaustion these students experience from having to work within the institution to advocate for their survival. This video project also attempts to speak to the importance of self-care for students of color and especially for those involved in activism and organizing on campus. I wanted to use the creation of this video as a means of self-care and process of healing for myself, my collaborators, and my community.