Thesis advisor: Andrew Miller / This qualitative case study explored anti-racist educational leadership during a time of crisis, specifically the COVID-19 pandemic and our nation’s recent racial reckoning, within a Massachusetts school district. The study used Critical Race Theory as its theoretical framework and Community Cultural Wealth as its conceptual framework. This study examined the experiences and perceptions of Black educational leaders and the associated outcomes of leveraging community cultural wealth for communities of color. Data were collected through interviews, a focus group, a survey, and a review of documents. Findings revealed an experience of racism for Black educational leaders consistent with research that asserts that Black, Indigenous, and people of color (BIPOC) leaders face racist challenges (Frank et al, 2019). Findings also present the perception of an opportunity in this historical moment for anti-racist work at the individual and system levels through increased attention to racism across the country, specifically anti-Blackness. Black educational leadership in the district experienced a decrease in daily microaggressions. In pursuit of anti-racist work, Black educational leaders leveraged social and resistant capital to sustain them in the field. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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Made available in DSpace on 2016-08-17T13:54:39Z (GMT). No. of bitstreams: 1 Dissertacao Cleuma.pdf: 2676048 bytes, checksum: 3715e88acb43463f558e62729fd0174c (MD5) Previous issue date: 2013-10-25 / In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by everyday oral language. It confuses culturally made concepts with universal and natural ones. Thus, this piece of research addresses the language of racism, especially in its oral aspect, having the municipal elementary school Unidade Escolar de Educação Básica Gonçalves Dias in Açailândia MA as a locus. It aims to analyze what is being "black" in children‟s minds and to characterize the discrimination in the school environment, having the language as the tool for the construction (or destruction) of racism. The study was developed using the qualitative theoretical and methodological approach, focusing on search-action , and having as theoretical sources the works of Bourdieu (2010), Bakhtin (2009), Echeverria (2007), Munanga (1998), Moore (2007) and Sales (2008). In this context, it is possible to conclude that the oral language is a way to efficiently spread the pejorative meanings attributed to the black and a tool to consolidate cordial relationships of power. The study also identifies a witty talk capable of anesthetizing its victims precisely due to the friendship and to the lack of formality among the members of the group. This is efficient in reproducing stigmas that label the bodies and the social representation of the black people. It is noticed that in the considered school in theory an institution responsible for disseminating culture and knowledge and for the social interaction among individuals the spreading of an oral language filled with racist intents and meanings. Therefore it is through a discriminatory oral language that children assimilate racist values. Hence, the acknowledgment of the social and ethical effects of racism in schools, as well as its mean of dissemination, is necessary. / Em uma sociedade marcada pelo analfabetismo da população, a idéia negativa dada a determinados signos - entre eles o Negro - é construída pela cultura racista e reproduzida pela linguagem oral cotidiana. Esta confunde conceitos culturalmente produzidos com conceitos universais e natos. Dessa maneira, discutimos neste trabalho a linguagem do racismo, sobretudo a oral, tendo como lócus a escola municipal Unidade Escolar de Educação Básica Gonçalves Dias , de Açailândia-MA. Buscou-se analisar a posição ocupada pelo ser negro no imaginário infantil e caracterizou-se as manifestações de discriminação nesse ambiente escolar, refletindo-se sobre a linguagem como meio de (des)construção do racismo. A pesquisa desenvolveu-se a partir da abordagem teórico-metodológica qualitativa, tendo como enfoque a pesquisa-ação e como principais fontes teóricas os estudos de Bourdieu (2010), Bakhtin (2009), Echeverria, (2007), Munanga (1998), Moore (2007) e Sales (2008). Assim, verificamos que significados pejorativos atribuídos ao signo negro são divulgados de forma eficiente pela oralidade - instrumento eficaz para disseminar e consolidar as relações cordiais de poder. Identificamos que há um discurso espirituoso, capaz de anestesiar suas vítimas justamente por se caracterizar pela ausência de formalidade e pela intimidade entre os membros do grupo. Ele age eficientemente, (re)produzindo estigmas que rotulam os corpos e a representação social do povo negro. Observamos que na escola pesquisada em tese uma instituição responsável pela socialização da cultura, do conhecimento e pela interação social dos indivíduos -, a divulgação de uma oralidade carregada de significados e intencionalidade racistas. Desta forma, constata-se que se a oralidade do meio no qual a criança está inserida é preconceituosa, é possível que ela interiorize valores racistas. Por isso, é necessário que a escola e seus autores reconheçam a relevância social, moral e ética de ações racistas no seu espaço, assim como os respectivos mecanismos de divulgação.

No / Although ads with subtle racist imagery can reinforce negative stereotypes, advertisers can eliminate this problem. After a brief overview of predominantly U.S.-based research on the racial mix of models/actors in ads, a theoretical framework for unmasking subtle racial bias is provided and dimensional qualitative research (DQR) is introduced as a method for identifying and rectifying such ad imagery. Results of a DQR-based study of 622 U.K. television ads with at least one Black actor indicate (1) subtle racially biased imagery now supersedes overt forms, and (2) the most popular ad appeals often mask negative stereotypes. Implications for public policy and advertisers, as well as recommendations for future research, are discussed.

The novel Bifocal, a fictional young adult novel that examines the racist backlash that occurs at a high school after a male Muslim student is arrested on terrorism charges, was published in 2007 and has received wide critical acclaim for its portrayal of issues of racism. Working from an anti-racist framework, this research interviews two teachers who have used the novel in their classrooms, and considers the value and limitations of the book as an anti-racist teaching tool. Through discussions about specific themes in the novel and its overall presentation of racism, I argue that, while Bifocal presents some useful interventions, it also reflects a simplistic and individualistic perspective on racism and how racism can be addressed. I also examine the ways that Bifocal – and young adult literature in general – can be read in order to encourage more critical discussions about systems of racism and privilege.

The novel Bifocal, a fictional young adult novel that examines the racist backlash that occurs at a high school after a male Muslim student is arrested on terrorism charges, was published in 2007 and has received wide critical acclaim for its portrayal of issues of racism. Working from an anti-racist framework, this research interviews two teachers who have used the novel in their classrooms, and considers the value and limitations of the book as an anti-racist teaching tool. Through discussions about specific themes in the novel and its overall presentation of racism, I argue that, while Bifocal presents some useful interventions, it also reflects a simplistic and individualistic perspective on racism and how racism can be addressed. I also examine the ways that Bifocal – and young adult literature in general – can be read in order to encourage more critical discussions about systems of racism and privilege.

This thesis investigates why British Asians are under-represented as professional footballers proportionally to their numbers in the overall population. Fundamentally, it is both an account of how young, male, British Asian footballers interpret and explain their under-representation in the professional game, and a critical analysis of the strategies and policies employed by the anti-racist football movement to overcome this phenomenon. The central problematic is that anti-racist football organisations are often out of touch with contemporary manifestations of "Asianness" and so the ideologies that underpin their schemes and initiatives are often in direct conflict with the attitudes and aspirations of young, male, British Asian footballers themselves. Using ethnographic research methods - namely semi- structured interviews with large numbers of professional and amateur British Asian footballers, professional football coaches and members of anti-racist football organisations, together with observations of matches, training sessions and social occasions involving British Asian players - this thesis seeks to overcome the previous "silencing" of British Asian footballers. It places their oral testimonies at the centre of the analysis of exclusion. Theoretically, this thesis examines how football interacts with issues of `race', ethnicity, nation, class, locality, family, generation, religion, style and consumption to construct new articulations and experiences of "Asianness". Consequently, the analysis calls for sociological frameworks that no longer essentialise and dichotomise "South Asian" and "British" cultures but that, instead, appreciate how, in the twenty-first century, these elements are actively fused to create specifically British Asian identities and lifestyles. In this regard, this thesis provides a sensitive and timely contribution to the fields of ethnic and racial studies, football and young people.

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.

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