This article explores trans*versal connections between transness, blackness, and the animal. Drawn from the conceptual vocabulary of cultural theorist Felix Guattari, this article argues that the central purpose of transversality is to create linkages between previously unexplored singularities in a field, and then to create connections in other conceptual topographies at different levels of discursivity. The article advances an extension of Guattari's transversal into a more capacious concept of the trans*versal, to analyze the #blacklivesmatter and #blacktranslivematter movements that draw on critical animal studies to reveal ways that species hierarchies are always present in processes of racialization that allow some lives to matter more, or less, than others.

<p>  </p> <p>EEG is a commonly used method in both research and medical practice that is reliant on electrode to scalp contact to record brain activity.  Anti-black racism is a problem that is prevalent within EEG because of both the differences in hair texture, density, and follicle shape as well as the cultural and historical significance of Black hair and touching Black hair for Black people. The potential impact of Black people being unable to successfully receive EEG substantial including: risk of misdiagnosis, lack of representation within neurophysiological research, and negative experiences to Black patients and participants. In the current study, we began to address the gap in the literature regarding Black hair and EEG by surveying current principal investigators (PIs) who are leading laboratories using EEG as a primary method. The primary objective was to gain an initial understanding of the way in which members of laboratories primarily using EEG in various parts of the country currently engage with Black participants, and to what extent they do so at all. We utilized quantitative and qualitative questions in order to assess a variety of components for each laboratory. We used a case study method approach to data analysis. Our findings suggest that there is value in examining concerns of underrepresentation of Black people in EEG. The laboratories in our study primarily did not have tailored outreach for Black participants. Many laboratories in our sample did not alter protocols for Black participants. Eight of our nine case studies reported additional challenges when working with Black participants in comparison to Non-Black participants; Each of those laboratories reported excluding the Black participant or not using the Black participant’s data after the fact. It is essential that we continue to examine the various components of conducting EEG with Black people to gain a better understanding, and therefor inform future best practices.</p>

This paper begins by establishing a theory of systemic racism that has three aspects: a genetic, functional, and ontological aspect. I aim to show the anti-black racism meets all of these three aspects of systemic racism. I base my conception of systemic racism in the theories of Joe Feagin, Cheryl Harris, Christopher Lebron, Charles Mills, and Tommie Shelby. I understand anti-black racism to be pervasive amongst U.S institutions and the ideologies of citizens in a way that facilitates the school-to-prison pipeline. I present evidence of anti-black racism in the education system, the policing of Blacks, and the sentencing of Blacks. I ultimately propose a partial remedy to systemic racism through a change in the history curricula across American schools.

nÃo hà / CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / A ciÃncia de si, a consciÃncia sobre as ciÃncias e sobre as dificuldades e equÃvocos da CiÃncia sÃo campos que dÃo origem a esta tese e suas propostas reflexivas. A pesquisa realizada propÃe uma contribuiÃÃo ao debate de educaÃÃo nos capÃtulos sobre: a africanidade e o eurocentrismo, a realidade vivida pela populaÃÃo afrodescendente na vida acadÃmica, a ciÃncia sentida pela populaÃÃo negra e os embates cotidianos do fazer cientÃfico na sociedade e na vida das populaÃÃes negras brasileiras e africanas. Recorre a desvendar a produÃÃo cientÃfica do ocidente, a questionar os seus princÃpios e bases epistÃmicas, assim como as formas do seu desenvolvimento, tendo como ancora a realidade vivida e a observaÃÃo dos conflitos vivenciados pela populaÃÃo negra nos territÃrios universitÃrios. A ciÃncia, o poder e o poder da ciÃncia enfeixam o debate que problematiza sobre as caracterÃsticas das CiÃncias e sobre como seus paradigmas conversam com o racismo cientÃfico e epistÃmico atravÃs de seu corpo sistematizado de conhecimento. A pesquisa realizada teve como objetivos de: 1) analisar e compreender as ciÃncias no Ocidente e a inserÃÃo das populaÃÃes negras (como sujeitos e/ou como objetos de pesquisa) no territÃrio cientÃfico; 2) Conhecer e compreender a formaÃÃo educacional, acadÃmica e cientÃfica de uma populaÃÃo africana (guineense); e 3) Conhecer o/a intelectual guineense e como ele/a pode nos ajudar a compreender o fenÃmeno do racismo antinegro e antiafricano na CiÃncia Ocidental. E a partir dessas diretrizes chegar Ãs bases do conhecimento africano, em que sÃo estudadas as visÃes dos pesquisadores africanos e de Guine Bissau sobre ciÃncia, conhecimento, educaÃÃo, sociedade. Aqui os pesquisadores guineenses nos ajudam a compreender o fenÃmeno do racismo antinegro e antiafricano na CiÃncia Ocidental e o trabalho conclui apontando sobre as razÃes da necessidade de distanciamento das ideias de verdade e universalidade de CiÃncia e do estabelecimento de um campo autÃnomo na produÃÃo de conhecimento das e para as populaÃÃes negras. / The science of the self, the consciousness about the sciences and the misconceptions of science are fields that give rise to this thesis and its reflective proposals. The research carried out offers a contribution to the debate on education in the chapters on africanity and eurocentrism, on the reality lived by the afrodescendant population in academic life, on the science felt by the black population and on the daily conflicts of scientific action that fall on society and In the lives of black, Brazilian and African populations. The research seeks to uncover the scientific production of the West, to question its principles and epistemic bases, as well as the forms of its development, based on the reality lived and the observation of the conflicts experienced by the black population in the university territories. The science, power, and power of science envelop the debate that questions the characteristics of science and how its paradigms talk to scientific and epistemic racism through its systematized body of knowledge. The research carried out had as objectives: 1) to analyze and understand the sciences in the West and the insertion of the black populations (as subjects and / or as objects of research) in the scientific territory; 2) To know and understand the educational, academic and scientific education of an African (Guinean) population; And 3) To know the Guinean intellectual and how he / she can help us to understand the phenomenon of anti-Black and anti-African racism in Western Science.

The current study aimed to uncover processes and experiences that led individuals to critically engage in racial justice activism, specifically the Black Lives Matter movement. A constructivist grounded theory approach was utilized under critical-ideological and Black feminist paradigms in order to build a practical theory related to developing critical consciousness about oppression facing the Black community. Black activists in the movement between the ages of 23 and 60 (N=12) participated in intensive individual interviews. The result of the study is a co-constructed theory of racial justice activism development (the Critical Consciousness of Anti-Black Racism [CCABR] model) that can be used to increase psychopolitical wellness for Black people. In this model, developing CCABR started with witnessing ABR, required three interconnected methods of processing ABR to increase agency, and led to critical action against ABR. Results indicated that CCABR is a cyclical process through which each of the stages build upon and support one another. The CCABR model is discussed with respect to how it converges with, diverges from, and expands upon extant literature. Recommendations and implications associated with the CCABR model are delineated.

The Cassandra Complex is a work in the traditions of critical philosophy and psychoanalysis. In The Cassandra Complex, I examine the intersection of violence, racism, and mourning. I hold that analysis of this intersection gives birth to a critical view on the politics of memory and the politics of racism as it operates in its most discreet forms. What makes violence discreet is that it escapes identity or is continually misidentified. I call that structure of violence that escapes being identified as such "White violence" and argue that this structure of violence undermines our normative ways of addressing racist violence in the present. This creates a continual social pattern of misidentification, mistaken memory, and mistaken practices of thinking about the violence of racism, both past and present. The present form of this misidentification could be called post-raciality, but it is specific to how we understand and remember our own history of anti-Black violence. I argue that post-racial memory produces memory only to facilitate forgetting and thus is only seen as a social pathology in the public sphere. The term "Cassandra Complex" provides an identity for the type of social pathology that appears at the critical edge of political discursivity. From the analysis of this social pathology, I argue that aesthetic sorrow, allegorical memory, and a sublime sense of mourning disrupt the normative functioning of the social pathology. Indeed, I argue that aesthetic sorrow makes the present strange by making the politically unbearable aesthetically unrepresentable. This sense of loss constitutes its own history, appearing first as an aesthetics of anesthesia, then as a memory that is also an amnesia. Thus, I hold that a robust notion of allegory that can be translated into the public sphere as a way of exposing the degenerative effects of post-racial memory. Moreover, I hold that allegory allows for a social analysis of those political conditions that make public that which has gone silent. I argue that an understanding of the political significance of that continual movement of silence is the task of understanding the present form of violence in the post-racial.

Given the ongoing persistence of anti-Black racism in Ontario education, I enact a curriculum of Black Excellence and antiracism. In partnership with the Ottawa Carleton District School Board and propelled by calls to action from The Ministry of Education and Black advocacy organization, I ask how The Sankofa Centre of Black Excellence course and program may address these systems of racism. I draw on Critical Race Theory as both a theoretical framework and overarching methodology of analysis for my thesis. In the first of three articles within this thesis I begin by framing my understanding of antiracism with an overview of the possibilities and limitation of Culturally Relevant and Responsive Pedagogy in Ontario public schooling contexts. In the second article, I draw on the literature and method of Critical Race Currere to understand antiracism and Black excellence in relation to teaching the Sankofa course. In the third article, I draw on a social action curriculum project research methodology to analyze and synthesize the course curriculum-as-planned and -lived. Finally, I suggest that the continued engagement with Aoki’s (1993) concept of a curriculum-as-lived serves as a departing point for engaging with broader conversations surrounding Black excellence and antiracism curriculum in the Ontario educational system.

No description available.

BERNARDO, Carolina Maria Costa. Negras raízes questionam a Ciência Ocidental: um estudo sobre a inserção das populações negras, brasileira e guineense, como sujeitos e/ou objetos de pesquisa em território de produção do conhecimento científico. 2016. 242f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-30T11:26:59Z No. of bitstreams: 1 2016_tese_cmcbernardo.pdf: 7869835 bytes, checksum: d97ea30839bb05ffd961db2c5e15b3be (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-04-05T17:12:39Z (GMT) No. of bitstreams: 1 2016_tese_cmcbernardo.pdf: 7869835 bytes, checksum: d97ea30839bb05ffd961db2c5e15b3be (MD5) / Made available in DSpace on 2017-04-05T17:12:39Z (GMT). No. of bitstreams: 1 2016_tese_cmcbernardo.pdf: 7869835 bytes, checksum: d97ea30839bb05ffd961db2c5e15b3be (MD5) Previous issue date: 2016 / The science of the self, the consciousness about the sciences and the misconceptions of science are fields that give rise to this thesis and its reflective proposals. The research carried out offers a contribution to the debate on education in the chapters on africanity and eurocentrism, on the reality lived by the afrodescendant population in academic life, on the science felt by the black population and on the daily conflicts of scientific action that fall on society and In the lives of black, Brazilian and African populations. The research seeks to uncover the scientific production of the West, to question its principles and epistemic bases, as well as the forms of its development, based on the reality lived and the observation of the conflicts experienced by the black population in the university territories. The science, power, and power of science envelop the debate that questions the characteristics of science and how its paradigms talk to scientific and epistemic racism through its systematized body of knowledge. The research carried out had as objectives: 1) to analyze and understand the sciences in the West and the insertion of the black populations (as subjects and / or as objects of research) in the scientific territory; 2) To know and understand the educational, academic and scientific education of an African (Guinean) population; And 3) To know the Guinean intellectual and how he / she can help us to understand the phenomenon of anti-Black and anti-African racism in Western Science. / A ciência de si, a consciência sobre as ciências e sobre as dificuldades e equívocos da Ciência são campos que dão origem a esta tese e suas propostas reflexivas. A pesquisa realizada propõe uma contribuição ao debate de educação nos capítulos sobre: a africanidade e o eurocentrismo, a realidade vivida pela população afrodescendente na vida acadêmica, a ciência sentida pela população negra e os embates cotidianos do fazer científico na sociedade e na vida das populações negras brasileiras e africanas. Recorre a desvendar a produção científica do ocidente, a questionar os seus princípios e bases epistêmicas, assim como as formas do seu desenvolvimento, tendo como ancora a realidade vivida e a observação dos conflitos vivenciados pela população negra nos territórios universitários. A ciência, o poder e o poder da ciência enfeixam o debate que problematiza sobre as características das Ciências e sobre como seus paradigmas conversam com o racismo científico e epistêmico através de seu corpo sistematizado de conhecimento. A pesquisa realizada teve como objetivos de: 1) analisar e compreender as ciências no Ocidente e a inserção das populações negras (como sujeitos e/ou como objetos de pesquisa) no território científico; 2) Conhecer e compreender a formação educacional, acadêmica e científica de uma população africana (guineense); e 3) Conhecer o/a intelectual guineense e como ele/a pode nos ajudar a compreender o fenômeno do racismo antinegro e antiafricano na Ciência Ocidental. E a partir dessas diretrizes chegar às bases do conhecimento africano, em que são estudadas as visões dos pesquisadores africanos e de Guine Bissau sobre ciência, conhecimento, educação, sociedade. Aqui os pesquisadores guineenses nos ajudam a compreender o fenômeno do racismo antinegro e antiafricano na Ciência Ocidental e o trabalho conclui apontando sobre as razões da necessidade de distanciamento das ideias de verdade e universalidade de Ciência e do estabelecimento de um campo autônomo na produção de conhecimento das e para as populações negras.

No description available.