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Agnew delves into the public and private spheres of several distinct communities in order to expose the underlying inequalities within Canada's economic, social, legal, and political systems that frequently result in the denial of basic rights to migrant women.
Race, Racism and Development places racism and constructions of race at the centre of an exploration of the dominant discourses, structures and practices of development. Combining insights from postcolonial and race critical theory with a political economy framework, it puts forward provocative theoretical analyses of the relationships between development, race, capital, embodiment and resistance in historical and contemporary contexts. Exposing how race is central to development policies and practices relating to human rights, security, good governance, HIV/AIDS, population control, NGOs, visual representations and the role of diasporas in development, the book raises compelling questions about contemporary imperialism and the possibilities for transnational political solidarity.
This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.
The areas of race, class, and gender have generated increasing attention within the academy, providing a strong critique of the supposed neutrality of the research process. Interrogating Racism in Qualitative Research Methodology presents qualitative studies and essay reviews that connect these emerging theories to research and practice in the public schools as well as in institutions of higher education. Each chapter explores an emerging area of legal scholarship known as critical race theory and adopts a penetrating perspective that recognizes the normality and invisibility of racism in all aspects of society. This book explores the links between critical race theory and qualitative research methodology, and it interrogates how race connects and conflicts with other areas of difference and is never entirely absent from the research process.
Historians, anthropologists, and sociologists examine how race and racism have mattered in Andean and Mesoamerican societies from the early colonial era to the present day.
The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages.
Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch, 2003; Chandler, 2015; Chandler & Hawley, 2017; Husband, 2010; King & Chandler, 2016; Ladson-Billings, 2003; Ooka Pang, Rivera & Gillette, 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies teaching and research (e.g. Chandler, 2015, Chandler & Hawley, 2017; Ladson-Billings, 2003; Woyshner & Bohan, 2012). In order to challenge the presence of racism within social studies, research must attend to the control that whiteness and white supremacy maintain within the field. This edited volume builds from these previous works to take on whiteness and white supremacy directly in social studies education. In Marking the "Invisible", editors assemble original contributions from scholars working to expose whiteness and disrupt white supremacy in the field of social studies education. We argue for an articulation of whiteness within the field of social studies education in pursuit of directly challenging its influences on teaching, learning, and research. Across 27 chapters, authors call out the strategies deployed by white supremacy and acknowledge the depths by which it is used to control, manipulate, confine, and define identities, communities, citizenships, and historical narratives. This edited volume promotes the reshaping of social studies education to: support the histories, experiences, and lives of Students and Teachers of Color, challenge settler colonialism and color-evasiveness, develop racial literacy, and promote justice-oriented teaching and learning.
“Profound and revelatory, Racial Innocence tackles head-on the insidious grip of white supremacy on our communities and how we all might free ourselves from its predation. Tanya Katerí Hernández is fearless and brilliant . . . What fire!”—Junot Díaz The first comprehensive book about anti-Black bias in the Latino community that unpacks the misconception that Latinos are “exempt” from racism due to their ethnicity and multicultural background Racial Innocence will challenge what you thought about racism and bias and demonstrate that it’s possible for a historically marginalized group to experience discrimination and also be discriminatory. Racism is deeply complex, and law professor and comparative race relations expert Tanya Katerí Hernández exposes “the Latino racial innocence cloak” that often veils Latino complicity in racism. As Latinos are the second-largest ethnic group in the US, this revelation is critical to dismantling systemic racism. Basing her work on interviews, discrimination case files, and civil rights law, Hernández reveals Latino anti-Black bias in the workplace, the housing market, schools, places of recreation, the criminal justice system, and Latino families. By focusing on racism perpetrated by communities outside those of White non-Latino people, Racial Innocence brings to light the many Afro-Latino and African American victims of anti-Blackness at the hands of other people of color. Through exploring the interwoven fabric of discrimination and examining the cause of these issues, we can begin to move toward a more egalitarian society.
'Why are you making this about race?' This question is repeated daily in public and in the media. Calling someone racist in these times of mounting white supremacy seems to be a worse insult than racism itself. In our supposedly post-racial society, surely it’s time to stop talking about race? This powerful refutation is a call to notice not just when and how race still matters but when, how and why it is said not to matter. Race critical scholar Alana Lentin argues that society is in urgent need of developing the skills of racial literacy, by jettisoning the idea that race is something and unveiling what race does as a key technology of modern rule, hidden in plain sight. Weaving together international examples, she eviscerates misconceptions such as reverse racism and the newfound acceptability of 'race realism', bursts the 'I’m not racist, but' justification, complicates the common criticisms of identity politics and warns against using concerns about antisemitism as a proxy for antiracism. Dominant voices in society suggest we are talking too much about race. Lentin shows why we actually need to talk about it more and how in doing so we can act to make it matter less.
In The Everyday Language of White Racism, Jane H. Hillprovides an incisive analysis of everyday language to reveal theunderlying racist stereotypes that continue to circulate inAmerican culture. provides a detailed background on the theory of race andracism reveals how racializing discourse—talk and text thatproduces and reproduces ideas about races and assigns people tothem—facilitates a victim-blaming logic integrates a broad and interdisciplinary range of literaturefrom sociology, social psychology, justice studies, critical legalstudies, philosophy, literature, and other disciplines that havestudied racism, as well as material from anthropology andsociolinguistics Part of the ahref="http://eu.wiley.com/WileyCDA/Section/id-410785.html"target="_blank"Blackwell Studies in Discourse and CultureSeries/a