A Feminist Analysis of Black Female Characters'Blindness in Native Son

The interpretation of black female characters in Richard Wright’s Native Son has long been degraded and ignored while the male protagonist consistently attracts the majority of academic attention.Through the scrutiny of the representative black women figures,we may discern the element of blindness to be the most prominent shared feature which turns out to be the inevitable product of double oppressions and discriminations from racism and sexism in the morbid society.For the disadvantaged black women,their path towards the awakening of self-identity and self-fulfillment is bound to be extremely arduous and tortuous.     

“But I’m oppressed too”: white male college students framing racial emotions as facts and recreating racism

Most analyses of racism focus on what people think about issues of race and how this relates to racial stratification. This research applies Feagin’s white racial frame to analyze how White male college students at two universities feel about racism. Students at the academically non-selective and less diverse university tended to be apathetic while those attending the academically selective and more racially diverse campus tended to be angry. This study highlights the interconnectedness of affective and cognitive responses to race: two areas integral to both the maintenance and dismantling of systemic racism. It also highlights how men frequently frame emotions as facts, which can also support racial stratification.     

How private ‘everyday racism’ and public ‘racism denial’ contribute to unequal and discriminatory educational experiences

The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial.     

Discourses of whiteness and blackness: an ethnographic study of three young children learning to be white

In blatant, but nuanced and often invisible ways, racism continues to exist globally, nationally and locally, implicating us all. The insidious nature of racism is deeply rooted in the lives of young children. In order to interrupt and reverse those practices, we must know how race is constructed during the early years. This study looked closely at the lives of three white children to identify and examine discourses in their worlds that unveiled how they learned to be raced.     

Confronting dominant whiteness in the primary classroom: progressive student teachers' dilemmas and constraints

Concerns about new teachers' capacity to address diversity in their classrooms are growing in many parts of the West, and there is some consensus that one aspect of the problem is the narrow range of cultural and social backgrounds from which teacher candidates are drawn. Yet a minority of socially aware teachers, from all backgrounds, continue to join the profession, and attempt to teach in ways that address diversity and confront racism. Drawing on data from an on-going longitudinal study of progressive teachers in their early careers, this article explores the dilemmas and constraints faced by four student teachers on their final teaching practice. Focusing on the curriculum, it examines their different responses to the unexamined white norms and priorities in the material they are expected to teach. It concludes that while there is cause for optimism about some new teachers' understanding of and commitment to race equality and ethnic diversity, more attention needs to be paid to how schools respond to teachers who offer a challenge to hegemonic norms and practices. This work takes on a new significance in the context of recent government proposals to shift responsibility for initial teacher education in the UK from higher education institutions to the schools themselves.     

The Anti-Black Order of No Child Left Behind: Using Lacanian psychoanalysis and critical race theory to examine NCLB

During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB.     

“This Actually Happened”: An Analysis of Librarians’ Responses to a Survey about Racial Microaggressions

Racial microaggressions are subtle, derogatory messages conveyed to people of color. While often delivered unconsciously, these persistent and pervasive negative messages can have devastating effects on individuals and organizations. In an effort to investigate academic librarians’ experiences and observations of racial microaggressions, a survey was sent to three ACRL listservs in the spring of 2012. In a preliminary analysis of the 129 comments left by survey participants, seven themes were identified: microassaults, microinsults, microinvalidations, environmental microaggressions, uncertainty or racism not observed, being excluded or isolated, and implications for recruitment and retention.     

浅析希特勒反对犹太人的主要原因

希特勒歧视、屠杀犹太人是现代世界历史上骇人听闻的历史事件。通过深刻剖析这一基本史实,从思想根源、政治立场、经济因素、战略需要等方面出发,探究希特勒反对犹太人的各种原因。     

托尼·莫里森创作中非裔美国黑人的文化身份

托尼·莫里森是当代芙国文坛上的一位重要女作家。她的创作试图从非洲主体自身的身份言说以及在诸如欧洲白人与美洲新世界的客体影响下的他者身份言说两个方面入手,揭示非裔芙因黑人独特的双重意识,从而在发展变化的历史背景中重新建构非裔美国黑人特有的文化身份。     

Antiracism Education? A Study of an Antiracism Workshop in Finland

In doing antiracism education there is a risk that it can in effect reinforce the very racialisation it is supposed to fight against. This paradox becomes a formidable challenge given the ubiquity of race in contemporary ways of knowing and ways of being for both its subjects and its objects: more so in an era of “racism without race,” a neoliberal attempt to move beyond racism without fully coming to terms with racial histories and their accompanying racialising consequences. This study examines the challenges of doing antiracism education within a multiculturalist framework using the case of KYTKE, a non-governmental organisation project in upper-secondary schools in Finland. We argue that when antiracism education fails to critically examine power relations in established traditions and knowledge or when it does not genuinely prioritise knowledge generated through the creative resistance of racialised groups, it can participate in re-inscribing racialised social relations.