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Angry and Afraid: Race, Public Opinion, and the Politics of Punishment in the StatesDuxbury, Scott W. 11 September 2020 (has links)
No description available.
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Naming Our Reality: Exploring Racism in EmploymentIssari, Sasan 04 August 2011 (has links)
The existence of racism in Canada is well documented (Johnson and Enomoto 2007; Henry and Tator 2006; Lopes and Thomas 2006), yet little is known about the employment experiences of those marginalized by race. In a study looking at African Canadians’ experiences of racism related stress, James, Este, Bernard, Benjamin, Lloyd and Turner (2010), found that racism in the employment sector was one of the most significant areas of stress faced by the study participants. Given these findings, this qualitative study sought to further explore the everyday employment experience of adults in Nova Scotia, who are marginalized by race. In addition, it sought to foster deeper understandings of the influence of employment equity policy on organizational change.
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Racist white stereotypes and physician race : factors influencing black health care related responses /Thomas, Duane J. January 2005 (has links) (PDF)
Thesis (M.S.)--University of North Carolina at Wilmington, 2005. / Includes bibliographical references (leaves: [25]-33)
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Biopolitics, race and resistance in the novels of Salman RushdieTwigg, George William January 2016 (has links)
The twenty-first century has seen a resurgence of academic interest in biopolitics: the often oppressive political power over human biology, human bodies and their actions that emerges when political technologies concern themselves with and act upon a population as a species rather than as a group of individuals. The publication of new works by theorists including Michel Foucault, Giorgio Agamben, Roberto Esposito, Michael Hardt and Antonio Negri has furthered academic understanding of biopolitical attempts to ensure an orderly, productive society. Biopolitics bases these attempts upon optimising the majority population’s health and well-being while constructing simultaneously a subrace of unruly, unproductive bodies against which the majority requires securitising. However, despite the still-proliferating and increasingly diverse recent theoretical work on the subject, little material has appeared examining how literature represents biopolitics or how theories of biopolitics may inform literary criticism. This thesis argues for Salman Rushdie’s novels as an exemplary site of fictional engagement with biopower in their portrayal of the increasingly intense and pervasive biopolitical technologies used in the twentieth and twenty-first centuries. Rushdie has been considered frequently as a novelist who explores political discourses of race and culture. However, analysis of the ways in which he depicts these discourses animating recent biopolitical practices has proven scarcer in Rushdie Studies. This thesis asserts that Rushdie’s novels affirm consistently the desirability of non-racialising polities, but almost always suggest little possibility of constructing such communities. In the process, it will reveal that he represents more numerous and varied forms of racialisation than has been supposed previously. This study considers how Rushdie describes biopolitical racialisation by state and superrace alike, the massacres of subraces that often ensue, how biopower operates and is resisted in space, and the discursive and practical forms this resistance takes. Contrasting Rushdie’s early fiction with his less-studied more recent works, this analysis deploys, critiques and augments canonical theories of biopower in order to chart his generally growing disinclination to depict this resistance’s potential success. This study thus works towards a new biopolitical literary criticism which argues that although the theories of Foucault and others illuminate the ways in which literature represents power and resistance in contemporary politics, narrative fiction indicates simultaneously the limitations of these theories and the practices of resistance they advocate.
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Racial Profiling and Moral Responsibility for Racialized CrimeGordon, Tiffany M. 11 1900 (has links)
This thesis began (in thought) as a response to the killing of Trayvon Martin in 2012 and that of Mike Brown not too long after, and the many victims who succumbed to some form of racial profiling of another before these deaths, in-between, and after. Desmond Cole wrote an article in 2015 that further precipitated the thought into action and the desire to address racial profiling in writing form. In the thesis I take a philosophical approach to racial profiling, and although in the first two chapters I address the ordinary discussions surrounding racial profiling, in the latter two I tackle the problem of moral responsibility which I take to be central. In the first part of the thesis I defend the policy in the case of illegal weapons possession based on Henry Shue’s principle of basic rights, but in the latter part I question this assertion. Even if blacks were shown to commit more of certain crimes or even violent crimes, that does not address the fact that crime arises out of context and in the case of “black crime” out of a racialized context. In the latter part of the thesis I work through the problem of collective and personal moral responsibility, eventually maintaining that not only is reparations just, but for racial profiling to be justified investment must be made into racialized communities with high rates of poverty. This is because collective responsibility must be taken for the societal oppression and discrimination that has partly resulted in high rates of racialized crime. / Thesis / Master of Arts (MA)
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Reflexões sobre raça e racismo em sala de aula: uma pesquisa com duas professoras de inglês negras / Reflections on race and racism in the classroom: a survey of two teachers of English blackSILVA, Paula de Almeida 30 November 2009 (has links)
Made available in DSpace on 2014-07-29T16:19:13Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009-11-30 / The present study is a recherche-formation accomplished by two graduating black female English teachers and supported by a researcher. This study attempted to investigate the
meaning of race and racism for these teachers and how these two themes were approached in their lessons. Furthermore, it attempts to investigate the consequences of the research for the life of these teachers. In order to carry out this work studies about four themes were used as theoretical background: race and racism (CARNEIRO, 2002; FOUCAULT, 1999; GUIMARÃES, 1999; Hooks, 1992; MOORE, 2007; MUNANGA, 2004; STEPAN, 2005; SALES JR., 2006); language (AUSTIN, 1975; WEEDWOOD, 2002; RAJAGOPALAN, 2003; BAKHTIN, 1888); critical teaching and teaching education (GOMES, 1995; GONÇALVES E SILVA, 2006; FREIRE, 1993;
MOITA LOPES, 2002); and recherche-formation (JOSSO, 1999; 2000; 2004). The results show that, by participating in the meetings promoted by the research, which focused on their life s history and their classes, the teachers reflected more profoundly about race and racism in Brazil, showing that recherche-formation, based on the participants narratives, helped to better understand how personal and professional relations are intertwined by race and racism. Based on their own reflections, the teachers developed activities addressing the two themes in a way that reflecting with students was also undertaken. The data analysis portrays that the
teachers have also become researchers and have adopted the approach of these themes in their classrooms as a permanent agenda, and changed their perceptions as black women. / Este estudo é uma pesquisa-formação, realizada por duas professoras de inglês negras em formação universitária, com o apoio de uma pesquisadora. Com este estudo, buscou-se
investigar a concepção de raça e racismo das professoras e como esses dois temas são abordados em suas aulas. Além disso, buscou-se investigar as consequências da pesquisa para
a vida pessoal e profissional das professoras. Para a sua realização, foram utilizados como referenciais teóricos estudos sobre: raça e racismo (CARNEIRO, 2002; FOUCAULT, 1999;
GUIMARÃES, 1999; hooks, 1992; MOORE, 2007; MUNANGA, 2004; STEPAN, 2005; SALES JR., 2006); língua e linguagem (AUSTIN, 1975; WEEDWOOD, 2002; RAJAGOPALAN, 2003;
BAKHTIN, 1888); ensino crítico e formação docente (GOMES, 1995; GONÇALVES E SILVA, 2006; FREIRE, 1993; MOITA LOPES, 2002); e pesquisa-formação (JOSSO, 1999; 2000; 2004). Os resultados indicam que, ao participar dos encontros promovidos pela pesquisa, que tinham como foco os relatos de vida compartilhados e reflexões sobre as aulas, as professoras
refletiram mais profundamente sobre raça e racismo no Brasil, evidenciando, assim, que a pesquisa-formação com base em histórias de vida ajudou a proporcionar maior entendimento
sobre como as relações pessoais e profissionais estão interligadas pela raça e pelo racismo. Com base em suas reflexões, as professoras elaboraram atividades sobre os dois temas para suas aulas de inglês de forma que a reflexão com estudantes também fosse empreendida. A análise dos dados evidencia que as professoras se tornaram pesquisadoras do assunto, adotaram a abordagem dos temas como agenda permanente em suas aulas e mudaram suas percepções como mulheres negras.
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"Here to stay ... so ... deal with it" : experiences and perceptions of Black British African Caribbean people about nursing careersWatson, Naomi Anna January 2014 (has links)
There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.
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Rasismus a Nové Rozměry Zobrazování Multikulturní Zkušenosti v Současném Britském Dramatu / Racism and New Dimensions of Projecting the Multicultural Experience in Contemporary British DramaHennawi, Chada January 2019 (has links)
The thesis Racism and New Dimensions of Projecting the Multicultural Experience in Contemporary British Drama analyzes multiculturalism in contemporary Britain and questions its discursive boundaries through the works of some black and Asian contemporary playwrights such as Roy Williams, debbie tucker green and Tanika Gupta. The works of these playwrights articulate a set of experiences that reflects an image of the contemporary issues of bigotry and violence in Britain. Williams, Gupta and green present new approaches on the multicultural Britain concerning the issues of racism, discrimination and knife crime, shedding light on the cruelly racist world from the 'white and black' perspectives. Rethinking the questions of identity, Britishness, social agency and national affiliation from new proportions. The second chapter Roy Williams's Sing Yer Heart Out for the Lads (2002), Sucker Punch (2010) and The No Boys Cricket Club (1996). Williams stages sport in all its complexity as a rich ground for contemplating the issues of racism, belonging, nationalism and identity. He portrays an image of the conflict among the ethnic communities in a multicultural space, highlighting that conflict in its larger context. The third chapter discusses Tanika Gupta's White Boy (2008) and Sugar Mummies (2006). Both of...
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A Family Affair: Examining Canadian English-language News Media Portrayals of Muslim Families in the Post-9/11 Era / A Family AffairPatel, Sharifa January 2020 (has links)
This dissertation intervenes in debates in Media Studies, Gender and Sexuality Studies, Canadian Immigration Studies, and Critical Race Studies to explore how shifting news media and political representations of Muslim families reflect the complexities of what it means to be Canadian beyond holding citizenship. In the post-9/11 era, the Muslim family has re-emerged in Canadian English-language news media and Canadian political debates as a site of inherent violence. Drawing on orientalist narratives of the Muslim family, news media and political conversations tend to frame these homes as being headed by patriarchal fathers and oppressed mothers, and children seeking to break from families and traditions, yet always holding the potential to become violent themselves. Even though Canada identifies as a multicultural nation, Muslim families are often presented in media as undeserving of the rights of Canadian citizenship, and even deserving of state violence. While news media play a key role in reproducing orientalist framings of Muslim families, news media can also take the government to task when it comes to the violation of immigrant and racialized Canadians’ rights as citizens. Some news media coverage counter orientalist narratives by producing “positive” representations of Muslim families, however, these “positive” representations frequently frame Muslims who are worthy of the rights of citizenship as adhering to heteronormative family dynamics, productive citizenship, and normative Western gender roles and kinship formations. These “positive” portrayals produce varying representations of Muslim families, but such framings can also labour in the way of reifying Canada’s multicultural ideals and Canada’s idea of itself as “civilized.” Drawing on the news media coverage of the family of Maher Arar, the Khadrs, and the Shafias, I argue that such representations still produce the norms of the settler-colonial Canadian nation, where some racialized bodies, in this case Muslim families, can be granted the rights of Canadian citizenship if they are able to proximate normative Canadian kinship formations. / Dissertation / Doctor of Philosophy (PhD) / In the wake of 9/11, many Canadian English-language news media have framed Muslim men as violent and Muslim women as oppressed. This dissertation analyzes the shifting Canadian news media portrayals of the Muslim family. Muslim homes in Canada are often portrayed as spaces for the perpetuation of violence that threatens the Canadian nation. Simultaneously, news media also portray some Muslim homes as spaces of purportedly “good” Canadian citizens, if these Muslim families are able to conform to Canadian “values.” I examine how Canadian news media mobilize heteronormativity, middle-class status, productive citizenship, among others, to portray some Muslims as ascribing to Canadian values, and therefore worthy of the rights of citizenship. Drawing on the news media coverage of the cases of Maher Arar and Monia Mazigh, Ahmed and Omar Khadr and Maha Elsamnah, and Mohammed Shafia, Rona Mohammed, and Tooba Yahya, I analyze how Muslims who are viewed as not assimilating to Western ideals of family are deemed as undeserving of the rights of citizenship, and, in addition, may even deserve violence.
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Nosíme masku: Performativita v Afroamerickém divadle od roku 1950 do roku 1970 / WEARING THE MASK: Performativity in African American Drama from 1950 to 1970Polák, Ondřej January 2019 (has links)
The goal of this thesis is to explore African American theatre through the lens of performativity and to show how the performative concepts of passing and entrenchment affected the writing of African American playwrights in the 1950s and 1960s. To this end, the first part of the work is focused on establishing performativity as a concept, starting with its origins in linguistics and then tracing its development. The main influences for this section are the works of Judith Butler, Nadine Ehlers, Andrew Parker and Eve Sedgewick. Butler's work on performativity is used as the main source for understanding performativity in its contemporary sense and to establish "passing" as a performative act. Ehlers' work serves to connect performativity to race and to show the use of "entrenchment" in performativity. Finally, Parker and Sedgewick's work provides a bridge between performativity and theatrical performance as they describe the "relations of spectatorship" necessary for the existence of theatre. Since performativity, in theatre or anywhere else, is based on discourse, the thesis will show the images and relations of spectatorship that defined African American theatre and performance since its inception. These include slave performance, black minstrelsy, but also the first attempts at quintessentially...
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