Vicarious racism: a qualitative analysis of experiences with secondhand racism in graduate education

In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the different ways in which doctoral students of color in the study experienced vicarious racism and the consequences of this secondhand racism. These themes are (a) observed racism, (b) trickledown racism, (c) normalization of racism, and (d) racial resistance. The article concludes with implications for future research and practice.     

Expanding the Understanding of the Categories of Dysconscious Racism

Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum.     

Facilitating Reflexivity in Interracial and Multicultural Counselling

The effectiveness of multicultural and multiracial counselling may be compromised when counsellors occupy ideologically encapsulated positions. This paper describes an Anticlient-Proclient Model (Strous, 2001, 2003) for counsellor sensitivity training that may help counsellors to develop improved, critical reflexivity in multicultural and multiracial contexts. The Model derives from theory as well as from exploratory, experiential work with counsellors.     

Caught between cultures: case study of an “out of school” ethnic minority student in Hong Kong

This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an “out of school” student. Based on in-depth interviews, a case was constructed of her previous school days and current “out of school” days. These provided a vivid picture of her life and several themes were created using schema analysis that help explain the reasons for her “dropping out” of school after Form Five. It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education. Yet Maneesha’s case study shows that her experience of failure in other subjects such as Mathematics and Science contributed to her lack of successful schooling. Maneesha’s school failure was more than simply a consequence of academic failure. Rather, there were many other interrelated factors such as peer and community factors, dropout history in the family, racism, differences in schooling culture found that contributed to her school failure. In addition, Maneesha, like many of her ethnic minority friends, enjoyed the freedom afforded her in Hong Kong, but it seemed such freedom also meant inadequate attention from her teachers.     

Audience Matters: Teaching issues of race and racism for a predominantly minority student body

Some of the literature about teaching issues of race and racism in classrooms has addressed matters of audience. Zeus Leonardo, for example, has argued that teachers should use the language of white domination, rather than white privilege, when teaching about race and racism because the former language presupposes a minority audience, while the latter addresses an imaginary or presupposed white one. However, there seems to be little discussion in the literature about teaching these issues to an audience that is in fact predominantly minority. Leonardo assumes that minority students need little convincing about the reality of white domination, but students of color are not a monolithic group. The paper addresses some specific challenges the author has faced teaching theories of white domination to a predominantly minority student audience in New York City. Leonardo is right that audience matters, but audience turns out to matter in ways that defy common assumptions.     

An Analysis of Pecola’s Tragic Fate in The Bluest Eye

In The Bluest Eye,the author narrates a little black girl’s strong desire to have blue eyes.At last,Pecola imagines possessing blue eyes at the cost of going insane.This paper mainly argues that it is the family’s influence,the internalized racism and the whites’powerful and dominant culture that leads to Pecola’s tragic fate.     

Aboriginal Football in Australia: Race Relations and the Socio-Historical Meanings of the 2014 Borroloola Tour to the Brazil World Cup

Abstract

This paper tells the history of the Borroloola Tour to the 2014 Brazil World Cup, when eight Aboriginal adolescent footballers from the remote town of Borroloola in Australia’s Northern Territory were selected to be part of a tour to Brazil. In Brazil they followed the Australian team from the stands, socialized with football idols such as Tim Cahill, and visited a Brazilian Indigenous tribe. John Moriarty, the first Aboriginal Australian to be selected to Australia’s national football team executed this excursion. Considering that race relations within the Australian sporting arena have historically, been tense and contested, this paper brings to light an under-explored aspect of football in Australia. It is timely too, given the insertion of Australian football within the Asian Football Confederation. The paper examines the historical meanings of the Borroloola Tour through the lens of its key participants; as well as by unveiling John Moriarty’s history as the first Aboriginal person to be selected to play for the Socceroos. In conclusion, it reveals that both the past and contemporary history of Aboriginal people’s involvement in Australian football has an emerging face that will shape football in Australia and in Asia in the coming years.     

种族主义：奴隶贸易与当代种族冲突

种族主义源于西方资本主义的扩张,但它的存在却加剧了人类社会发展的不平衡。它限制和阻碍了社会结构和世界体系的平等,导致了当今世界的社会骚乱和各种暴力冲突。我们应该从历史上去追溯种族主义形成的根源。     

A ghetto land pedagogy: an antidote for settler environmentalism

A ghetto land pedagogy begins with two axioms that align it with land education more broadly, and that distinguish it from the general umbrella of environmental education. First, ghetto colonialism is a specialization of settler colonialism. Second, land justice requires decolonization, not just environmental justice. A ghetto land pedagogy thus attends to an analysis of settler colonialism, offers a critique of settler environmentalism, and forwards a decolonizing cartography as a method for land education. This article discusses ‘storied land’ as a critical cartographic method for land education, illustrated through a discussion of land in the San Francisco Bay Area.