Mapping The Language Of Racism

Divided into two parts, this book reviews and criticizes sociological and psychological theoretical approaches to the topic of racism and introduces the challenges to them posed by discourse analysis. It examines how white New Zealanders make sense of their own history and actions towards the Maori minority.

Researchers commonly ask subjects to self-identify their race from a menu of preestablished options. Yet if race is a multidimensional, multilevel social construction, this has profound methodological implications for the sciences and social sciences. Race must inform how we design large-scale data collection and how scientists utilize race in the context of specific research questions. This landmark collection argues for the recognition of those implications for research and suggests ways in which they may be integrated into future scientific endeavors. It concludes on a prescriptive note, providing an arsenal of multidisciplinary, conceptual, and methodological tools for studying race specifically within the context of health inequalities. Contributors: John A. Garcia, Arline T. Geronimus, Laura E. Gómez, Joseph L. Graves Jr., Janet E. Helms, Derek Kenji Iwamoto, Jonathan Kahn, Jay S. Kaufman, Mai M. Kindaichi, Simon J. Craddock Lee, Nancy López, Ethan H. Mereish, Matthew Miller, Gabriel R. Sanchez, Aliya Saperstein, R. Burciaga Valdez, Vicki D. Ybarra

This book analyzes racism in Communist and post-Communist contexts, examining the 'Red' promise of an end to racism and the racial logics at work in the Soviet Union, Central and Eastern Europe, Cuba and China, placing these in the context of global racialization.

Is a racial structure still firmly in place in the United States? White Supremacy and Racism answers that question with an unequivocal yes, describing a contemporary system that operates in a covert, subtle, institutional, and superficially nonracial fash on. Assessing the major perspectives that social analysts have relied on to explain race and racial relations, Bonilla-Silva labels the post-civil rights ideology as color-blind racism: a system of social arrangements that maintain white privilege at all levels. His analysis of racial politics in the United States makes a compelling argument for a new civil rights movement rooted in the race-class needs of minority masses, multiracial in character - and focused on attaining substantive rather than formal equality.

Looking like a Language, Sounding like a Race examines the emergence of linguistic and ethnoracial categories in the context of Latinidad. The book draws from more than twenty-four months of ethnographic and sociolinguistic fieldwork in a Chicago public school, whose student body is more than 90% Mexican and Puerto Rican, to analyze the racialization of language and its relationship to issues of power and national identity. It focuses specifically on youth socialization to U.S. Latinidad as a contemporary site of political anxiety, raciolinguistic transformation, and urban inequity. Jonathan Rosa's account studies the fashioning of Latinidad in Chicago's highly segregated Near Northwest Side; he links public discourse concerning the rising prominence of U.S. Latinidad to the institutional management and experience of raciolinguistic identities there. Anxieties surrounding Latinx identities push administrators to transform "at risk" Mexican and Puerto Rican students into "young Latino professionals." This institutional effort, which requires students to learn to be and, importantly, sound like themselves in highly studied ways, reveals administrators' attempts to navigate a precarious urban terrain in a city grappling with some of the nation's highest youth homicide, dropout, and teen pregnancy rates. Rosa explores the ingenuity of his research participants' responses to these forms of marginalization through the contestation of political, ethnoracial, and linguistic borders.

Early college classrooms provide essential opportunities for students to grapple and contend with the racial geographies that shape their lives. Based on a mixed methods study of students’ writing in a first-year-writing course themed around racial identities and language varieties at St. John’s University, Mapping Racial Literacies shows college student writing that directly confronts lived experiences of segregation—and, overwhelmingly, of resegregation. This textual ethnography embeds early college students’ writing in deep historical and theoretical contexts and looks for new ways that their writing contributes to and reshapes contemporary understandings of how US and global citizens are thinking about race. The book is a teaching narrative, tracing a teaching journey that considers student writing not only in the moments it is assigned but also in continual revisions of the course, making it a useful tool in helping college-age students see, explore, and articulate the role of race in determining their life experiences and opportunities. Sophie Bell’s work narrates the experiences of a white teacher making mistakes in teaching about race and moving forward through those mistakes, considering that process valuable and, in fact, necessary. Providing a model for future scholars on how to carve out a pedagogically responsive identity as a teacher, Mapping Racial Literacies contributes to the scholarship on race and writing pedagogy and encourages teachers of early college classes to bring these issues front and center on the page, in the classroom, and on campus.

Stage 1.

This book discusses a new breed of racism, namely language racism, which is spreading both in the USA and in Europe, as well as other parts of the world. The book is a manifesto promoting a more positive view of linguistic and cultural diversity.

Race and Racism in Russia identifies the striking changes in racial ideas, practices, exclusions and violence in Russia since the 1990s, revealing how 'Russianness' has become a synonym for racial whiteness. This ground-breaking book provides new theories and substantive insights into race and ethnicity in a Russian context.

The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. In this “vital, necessary, and beautiful book” (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’ (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.