Social discrimination and social justice Books

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Book SynopsisEurope has come a long way at least in the institutional response to racism. This book describes the responses of the Council of Europe and the European Union to the worrying trends of racism and xenophobia in the 1990s, and considers the prospects for combating discrimination in Europe using tools that have emerged as a result. Part one looks at the evolution of the Council of Europe apparatus to combat discrimination and the anti-discrimination standards prescribed by its institutions. Part two considers the legislative measures recently adopted by the European Union. The contributions in Part three take a comparative perspective of all measures adopted at European level to combat racial and ethnic discrimination.Trade Review'The Development of Legal Instruments to Combat Racism in a Diverse Europe provides a useful reference point to the question of the legal regulation of racial discrimination by European institutions, and consequential problems faced by States in the implementation of their international obligations. The work provides a valuable contribution to the academic literature in this field and should prove useful to those engaged in this particular area. Steven Wheatley, International Journal on Minority and Group Rights, Volume 12 (2005).Table of ContentsIntroduction, Jan Niessen and Isabelle Chopin; Part I: Council of Europe Anti-discrimination Standards: 1. The Application of Article 14 ECHR by the European Court of Human Rights Janneke Gerards; 2. A new European Standard against Discrimination: Negotiating Protocol no. 12 to the European Convention on Human Rights, Jeroen Schokkenbroek; 3. The Preparation of ECRI General Policy Recommendation No. 7 on National Legislation to Combat Racism and Racial Discrimination Giancarlo Cardinale; Part II: European Union Anti-discrimination Legislative Measures: 4. The Starting Line and the Racial Equality Directive, Jan Niessen and Isabelle Chopin; 5. The Negotiation of the European Community Directive on Racial Discrimination, Adam Tyson; 6. The European Court of Justice and Anti-Discrimination Law: Some reflections on the experience of gender equality jurisprudence for the future interpretation of the Racial Equality Directive, Sejal Parmar; 7. Comparing National and Community Anti-Discrimination Law, Per Johansson; Part III: A Comparative Perspective: 8. Setting Standards in the Fight against Racism: A Comparison of the European Union and the Council of Europe, Mark Bell; 9. Implementing European Anti-Discrimination Law: A Critical Analysis, Ann Dummett; Annexes: 1. Council Directive 2000/43/EC of 29 June 2000 implementing the principle of equal treatment between persons irrespective of racial or ethnic origin; 2. Protocol No 12 to the Convention for the Protection of Human Rights and Fundamental Freedoms and Explanatory Report; 3. ECRI General Policy Recommendation No 7 on National Legislation to Combat Racism and Racial Discrimination; 4. Proposal for a Council Framework Decision on combating racism and xenophobia; List of Contributors; Selected Bibliography; Index.

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Book SynopsisLegislating for Equality – a Multinational Collection of Non-Discrimination Norms is a compilation of national constitutional provisions and laws on non-discrimination and the promotion of equality. The aim of the book, divided into four volumes, is to provide a comprehensive overview of the legal frameworks of all UN Member States on matters relating to discrimination on the basis of race, religion and ethnicity, prohibition of hate crimes and "hate speech". Each volume also includes relevant international and regional treaties and ratification tables. The first volume on Europe was published in August 2012. The second volume on the Americas was published in 2013. In this third volume, we turn our attention to the African continent.Table of ContentsForeword by Director-General of UNESCO, Irina Bokova; Introduction; Algeria; Angola; Benin; Botswana; Burkina Faso; Burundi; Cameroon; Cabo Verde; Central African Republic; Chad; Comoros; Congo, Democratic Republic of Congo, Republic of Cote D'Ivoire; Djibouti; Egypt; Equatorial Guinea; Eritrea; Ethiopia; Gabon; Gambia; Ghana; Guinea, Republic of Guinea-Bissau; Kenya; Lesotho; Liberia; Libya; Madagascar; Malawi; Mali; Mauritania; Mauritius; Morocco; Mozambique; Namibia; Niger; Nigeria; Rwanda; Sao Tome and Principe; Senegal; Seychelles; Sierra Leone; Somalia; South Africa; South Sudan; Sudan; Swaziland; Tanzania; Togo; Tunisia; Uganda; Zambia; Zimbabwe; International Documents; Regional Documents; Tables – Ratification Status of treaties.

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Book SynopsisIn Challenging the Status Quo: Diversity, Democracy, and Equality in the 21st Century, David G. Embrick, Sharon M. Collins, and Michelle Dodson have compiled the latest ideas and scholarship in the area of diversity and inclusion. The contributors in this edited book offer critical analyses on many aspects of diversity as it pertains to institutional policies, practices, discourse, and beliefs. The book is broken down into 19 chapters over 7 sections that cover: policies and politics; pedagogy and higher education; STEM; religion; communities; complex organizations; and discourse and identity. Collectively, these chapters contribute to answering three main questions: 1) what, ultimately, does diversity mean; 2) what are the various mechanisms by which institutions understand and use diversity; and 3) and why is it important for us to rethink diversity? Contributors: Sharla Alegria, Joyce M. Bell, Sharon M. Collins, Ellen Berrey, Enobong Hannah Branch, Meghan A. Burke, Tiffany Davis, Michele C. Deramo, Michelle Dodson, David G. Embrick, Edward Orozco Flores, Emma González-Lesser, Bianca Gonzalez-Sobrino, Matthew W. Hughey, Paul R. Ketchum, Megan Klein, Michael Kreiter, Marie des Neiges Léonard, Wendy Leo Moore, Shan Mukhtar, Antonia Randolph, Victor Erik Ray, Arthur Scarritt, Laurie Cooper Stoll.Table of ContentsAcknowledgments Map and Tables Notes on Contributors Part 1: Introduction 1Diversity: Good for Maintaining the Status Quo, Not So Much for Real Progressive Change  David G. Embrick Part 2: Policy, Politics, and Practice 2Diversity and Affirmative Action: A Closer Look at Concepts and Goals  Sharon M. Collins 3Is Diversity Racial Justice? Affirmative Action in Admissions and the Promises and Perils of Law  Ellen Berrey 4Disfavored Subjects: How Liberalist Diversity Fails Racial Equity in Higher Education  Joyce M. Bell and Wendy Leo Moore 5“Boatloads of Money” in the Great Equalizer: How Diversity Furthers Inequality at the Neoliberal University  Michael Kreiter and Arthur Scarritt Part 3: Pedagogy and Transformation in Higher Education 6Teaching in Black and White: Reflections of Teaching the Social Construction of Race  Tiffany Davis, Wendy Leo Moore and Joyce M. Bell 7“Formed, Transformed, Destroyed, and Re-formed”: Diversity Formation at a Majority-Minority University  Shan Mukhtar Part 4: Diversity and stem 8Diversity in stem: How Gendered Structures Affect Women’s Participation in Science  Marie des Neiges Léonard 9Equal Opportunity in Science: Diversity as an Economic and Social Justice Imperative  Enobong Hannah Branch and Sharla Alegria Part 5: Diversity and Communities 10Diversity in the Church: A Comparative Analysis of Multiracial, White, and Black Congregations  Michelle S. Dodson 11“Not in My Backyard”: How Abstract Liberalism and Colorblind Diversity Undermines Racial Justice  Laurie Cooper Stoll and Megan Klein 12Sympathetic Racism: Color-Blind Discourse’s Liberal Flair in Three Diverse Communities  Meghan A. Burke Part 6: Diversity and Complex Organizations 13When a Lack of Diversity Matters: How Juvenile Justice Professionals See Non-White Juveniles  Paul R. Ketchum 14Critical Diversity in the U.S. Military: From Diversity to Racialized Organizations  Victor Erik Ray 15Undermining Prisoner Re-entry Initiatives: Neoliberalism, Race and Profits  Edward Orozco Flores Part 7: Meanings, Discourse, and Identity 16On-Demand Diversity? The Meanings of Racial Diversity in Netflix Productions  Bianca Gonzalez-Sobrino, Emma González-Lesser and Matthew W. Hughey 17From Capital to Credit: On the Contingent Value of Difference within Diversity Discourse  Antonia Randolph 18The Spectacle of Volunteerism: Aid, Africa, and the Western Helper  Michele C. Deramo Index

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Book SynopsisA sequel to the groundbreaking volume, Race and Racism in Modern East Asia: Western and Eastern Constructions, the present volume examines in depth interactions between Western racial constructions of East Asians and local constructions of race and their outcomes in modern times. Focusing on China, Japan and the two Koreas, it also analyzes the close ties between race, racism and nationalism, as well as the links race has had with gender and lineage in the region. Written by some of the field's leading authorities, this insightful and engaging 23-chapter volume offers a sweeping overview and analysis of racial constructions and racism in modern and contemporary East Asia that is unsurpassed in previous scholarship.Table of ContentsList of Illustrations and Tables Conventions Preface 1. Introduction: The Synthesis of Foreign and Indigenous Constructions of Race in Modern East Asia and Its Actual Operation, Rotem Kowner and Walter Demel I. Antecedents: A Detailed Examination of Early Western Racial Constructions of East Asians II. Interactions: The Fusion of European and Asian Constructions of Race III. Nationalism: Interactions between Race and Ethnic Nationalism in East Asia IV. Gender and Lineage: The Impact of Domestic and Foreign Racial Constructions PART I: ANTECEDENTS 2. East Asians in the Linnaean Taxonomy: Sources and Implications of a Racial Image, Rotem Kowner and Christina Skott The Linnaean Revolution and View of Humankind Sources of Linnaeus’ Racial Perspective on East Asians The Essence of Asia: Swedish Views of China Swedish Reports and Linnaeus’ Revision of His Human Taxonomy Linnaeus’ Legacy and the Unfolding Racial View of East Asians 3. Constructing Racial Theories on East Asians as a Transnational “Western” Enterprise, 1750-1850, Walter Demel The Founding Fathers of Racial Theories: Linnaeus, Buffon, Kant and Camper The Second Generation: Multiple Directions 4. The ‘Races’ of East Asia in Nineteenth-Century European Encyclopaedias, Georg Lehner Classifying the Peoples of Asia The Encyclopedias' Main Sources for Remarks on the “Races” of East Asia Chinese, Japanese and Koreans: Descriptions of East Asian peoples Stereotypes of East Asians in General Knowledge Visual Representations of Race in Works of General Knowledge Concluding Remarks 5. The Racial Image of the Japanese in the Western Press Published in Japan, 1861-1881, Olavi K. Fält Background The Oldest People on Earth The Shining Japanese Race Weak and Inferior Race Praising the Endeavors of a Poor Race Conclusion PART II: INTERACTIONS 6. The Propagation of Racial Thought in Nineteenth-Century China, Daniel Barth The Background: Imperial China and the “Other” Stage I (1846-1851): Marques and Wei Yuan Stage II (1851-1855): Hobson and Muirhead Stage III (1855-1872): The Self-Strengthening Movement Stage IV (1872-1892): John Fryer and the Chinese Scientific and Industrial Magazine Conclusion: Chinese Intellectuals, Social Darwinism and Race 7. Learning from the South: Japan's Racial Construction of Southern Chinese, 1895-1941, Huei-Ying Kuo The South Seas as Japan’s Backyard, 1895-1914 Japan's Expansion into the Southern Chinese Networks, 1914-1928 Chinese Anti-Japanese Nationalism and Japanese Discourses on South Seas Chinese, 1928-1936 Southern Chinese as Non-Han Races, 1936-1941 Conclusions 8. “The Great Question of the World Today”: Britain, the Dominions, East Asian Immigration and the Threat of Race War, 1905-11, Antony Best Immigration and “the Awakening of Asia” The Prophets of Race War Critics of White Solidarity Finessing the Racial Divide Conclusions 9. “Uplifting the Weak and Degenerated Races of East Asia”: American and Indigenous Views of Sport and Body in Early Twentieth-Century East Asia, Stefan Hübner Sportive Citizenship Training in the Philippines Chinese Cooperation and Acceptance of American-Style Modernization Japanese Resistance and its Defeat by American Style Modernization Conclusion 10. Racism under Negotiation: The Japanese Race in the Nazi-German Perspective, Gerhard Krebs Early Nazi Views on the Japanese Racial Position Becoming More Aryan The Problem with the Japanese in the Nazi Worldview Continuing Mutual Mistrust The End 11. Discourses of Race and Racism in Modern Korea, 1890s-1945 , Vladimir Tikhonov Race and Its Uncertainties The Emergence of Race Theories in Modern Korea: One of the Logics of the “Civilized World” “Race” and “Ethnic Nation” in Colonial Korea, 1910-1945 Conclusion: Race as a Path to Modernist Self-assertion? 12. The United States Arrives: Racialization and Racism in Post-1945 South Korea, Nadia Y. Kim Contextual Background: America Marches In and Mass Mediates The American Military, Whiteness, and Imperialist Racial Formation American Mass Media, White Heroes, and Counter-Hegemony Blackness and Imperialist Racial Formation Racism and Invisibility in Korean “America” Concluding Remarks 13. A Post-Communist Coexistence in Northeast Asia? Mutual Racial Attitudes among Russians and Indigenous Peoples of Siberia, David Lewis Discrimination against Siberian Peoples as an Outcome of Racial Prejudice The Origin and Legacy of Russian Attitudes to Asians Racial Attitudes among Indigenous Siberian Peoples The Communist Model of Racial Modus Vivendi The Impact of Prolonged Racism on Indigenous Siberian Peoples Marriage as an Anti-Racist Means in a Multi-Racial Society PART III: NATIONALISM 14. Nationalism and Internationalism: Sino-American Racial Perceptions of the Korean War, Lü Xun Descendants of the Mongolian Hordes: American Perceptions of the Chinese The Ambitious Wolf: Chinese Perceptions of Americans The Mirrored Self: A Nation-State in the Making 15. Gangtai Patriotic Songs and Racialized Chinese Nationalism, Yinghong Cheng Gangtai Patriotic Songs: A “Colored” Political Genre of Pop Music A Tacit Collaboration between the Party-State and Capitalist Cultural Producers in Hong Kong and Taiwan The Interaction between Gangtai Patriotic Songs and Chinese Popular Nationalism Analyses Concluding Remarks 16. Japanese as Both a “Race” and a “Non-Race”: The Politics of Jinshu and Minzoku and the Depoliticization of Japaneseness, Yuko Kawai The Historical Trajectories of Jinshu and Minzoku Being a “Race” and a “Non-Race” in Present-day Japan: An Empirical Study Conclusions and Implications 17. Ethnic Nationalism in Postwar Japan: Nihonjinron and Its Racial Facets, Rotem Kowner and Harumi Befu Premises of Nihonjinron Nihonjinron as a Manifestation of Japanese Nationalism Nihonjinron and Its Concern with Origin, Blood and Racial Hierarchy The Impact of Race-Related Tenets on Everyday Life Functions of Ethnic Nationalism in Contemporary Japan Concluding Remarks 18. Ethnic Nationalism and Internationalism in the North Korean Worldview, Tatiana Gabroussenko The Soviet Discourse of the Outside World: Conditional Internationalism The North Korean Worldview in the “Soviet Era”: Echoing the Soviet Paradigm Mono-Ethnicity as a Special Korean Virtue: The Evolution of the North Korean World Vision under the Influence of Juche North Korean Propaganda about Foreigners from Inclusive and Alienating Perspectives Conclusion PART IV: GENDER AND LINEAGE 19. In the Name of the Master: Race, Nationalism and Masculinity in Chinese Martial Arts Cinema, Kai-man Chang From Anti-imperialist Nationalism to Cultural Nationalism Masculinities That Matter Conclusion 20. Sexualized Racism, Gender and Nationalism: The Case of Japan’s Sexual Enslavement of Korean “Comfort Women”, Bang-soon Yoon Korean “Comfort Women”: Drawn in as Substitutes The Nature of Victimization Colonial Policies and the Mobilization of Korean Women Treatment of Korean “Comfort Women” Lives under Sexual Slavery Nationalism, Gender and Sexual Violence Conclusion 21. “The Guilt Feeling That You Exist”: War, Racism and Indisch-Japanese Identity Formation, Aya Ezawa Power, Discourse, and “Mixed Blood” The Indisch and the Dutch East Indies The Indisch Community under Japanese Occupation Indisch-Japanese Relationships Indisch-Japanese Descendants Conclusion 22. ‘The “Amerasian” Knot: Transpacific Crossings of “GI Babies” from Korea to the United States, W. Taejin Hwang “An Act of Both Humanity and Patriotism”: The Amerasian Immigration Act of 1982 “Confucius’ Outcasts”: The Korean Amerasian “Plight” Inter-country Adoption of Korean “GI Babies” Living as a “Mixed-Blood Child” (Honhyeola) in Cold War Korea “Half-American Also is American”: Towards Migration Conclusion and Postscript PART V: CONCLUSIONS 23. The Essence and Mechanisms of Race and Racism in Modern East Asia, Rotem Kowner and Walter Demel The East Asian Contribution to the Study of Race and Racism East Asia’s Role within the Rise of Racial Theory and the Resulting Hybridity Sources and Manifestations of Racism The Close Links between Racism and Nationalism The Role of Gender and Lineage in Constructions of Race and Racism East Asia and the Future of Race and Racism Contributors Bibliography Index

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Book SynopsisA sequel to the groundbreaking volume, Race and Racism in Modern East Asia: Western and Eastern Constructions, the present volume examines in depth interactions between Western racial constructions of East Asians and local constructions of race and their outcomes in modern times. Focusing on China, Japan and the two Koreas, it also analyzes the close ties between race, racism and nationalism, as well as the links race has had with gender and lineage in the region. Written by some of the field's leading authorities, this insightful and engaging 23-chapter volume offers a sweeping overview and analysis of racial constructions and racism in modern and contemporary East Asia that is unsurpassed in previous scholarship.Table of ContentsList of Illustrations and Tables Conventions Preface 1. Introduction: The Synthesis of Foreign and Indigenous Constructions of Race in Modern East Asia and Its Actual Operation, Rotem Kowner and Walter Demel I. Antecedents: A Detailed Examination of Early Western Racial Constructions of East Asians II. Interactions: The Fusion of European and Asian Constructions of Race III. Nationalism: Interactions between Race and Ethnic Nationalism in East Asia IV. Gender and Lineage: The Impact of Domestic and Foreign Racial Constructions PART I: ANTECEDENTS 2. East Asians in the Linnaean Taxonomy: Sources and Implications of a Racial Image, Rotem Kowner and Christina Skott The Linnaean Revolution and View of Humankind Sources of Linnaeus’ Racial Perspective on East Asians The Essence of Asia: Swedish Views of China Swedish Reports and Linnaeus’ Revision of His Human Taxonomy Linnaeus’ Legacy and the Unfolding Racial View of East Asians 3. Constructing Racial Theories on East Asians as a Transnational “Western” Enterprise, 1750-1850, Walter Demel The Founding Fathers of Racial Theories: Linnaeus, Buffon, Kant and Camper The Second Generation: Multiple Directions 4. The ‘Races’ of East Asia in Nineteenth-Century European Encyclopaedias, Georg Lehner Classifying the Peoples of Asia The Encyclopedias' Main Sources for Remarks on the “Races” of East Asia Chinese, Japanese and Koreans: Descriptions of East Asian peoples Stereotypes of East Asians in General Knowledge Visual Representations of Race in Works of General Knowledge Concluding Remarks 5. The Racial Image of the Japanese in the Western Press Published in Japan, 1861-1881, Olavi K. Fält Background The Oldest People on Earth The Shining Japanese Race Weak and Inferior Race Praising the Endeavors of a Poor Race Conclusion PART II: INTERACTIONS 6. The Propagation of Racial Thought in Nineteenth-Century China, Daniel Barth The Background: Imperial China and the “Other” Stage I (1846-1851): Marques and Wei Yuan Stage II (1851-1855): Hobson and Muirhead Stage III (1855-1872): The Self-Strengthening Movement Stage IV (1872-1892): John Fryer and the Chinese Scientific and Industrial Magazine Conclusion: Chinese Intellectuals, Social Darwinism and Race 7. Learning from the South: Japan's Racial Construction of Southern Chinese, 1895-1941, Huei-Ying Kuo The South Seas as Japan’s Backyard, 1895-1914 Japan's Expansion into the Southern Chinese Networks, 1914-1928 Chinese Anti-Japanese Nationalism and Japanese Discourses on South Seas Chinese, 1928-1936 Southern Chinese as Non-Han Races, 1936-1941 Conclusions 8. “The Great Question of the World Today”: Britain, the Dominions, East Asian Immigration and the Threat of Race War, 1905-11, Antony Best Immigration and “the Awakening of Asia” The Prophets of Race War Critics of White Solidarity Finessing the Racial Divide Conclusions 9. “Uplifting the Weak and Degenerated Races of East Asia”: American and Indigenous Views of Sport and Body in Early Twentieth-Century East Asia, Stefan Hübner Sportive Citizenship Training in the Philippines Chinese Cooperation and Acceptance of American-Style Modernization Japanese Resistance and its Defeat by American Style Modernization Conclusion 10. Racism under Negotiation: The Japanese Race in the Nazi-German Perspective, Gerhard Krebs Early Nazi Views on the Japanese Racial Position Becoming More Aryan The Problem with the Japanese in the Nazi Worldview Continuing Mutual Mistrust The End 11. Discourses of Race and Racism in Modern Korea, 1890s-1945 , Vladimir Tikhonov Race and Its Uncertainties The Emergence of Race Theories in Modern Korea: One of the Logics of the “Civilized World” “Race” and “Ethnic Nation” in Colonial Korea, 1910-1945 Conclusion: Race as a Path to Modernist Self-assertion? 12. The United States Arrives: Racialization and Racism in Post-1945 South Korea, Nadia Y. Kim Contextual Background: America Marches In and Mass Mediates The American Military, Whiteness, and Imperialist Racial Formation American Mass Media, White Heroes, and Counter-Hegemony Blackness and Imperialist Racial Formation Racism and Invisibility in Korean “America” Concluding Remarks 13. A Post-Communist Coexistence in Northeast Asia? Mutual Racial Attitudes among Russians and Indigenous Peoples of Siberia, David Lewis Discrimination against Siberian Peoples as an Outcome of Racial Prejudice The Origin and Legacy of Russian Attitudes to Asians Racial Attitudes among Indigenous Siberian Peoples The Communist Model of Racial Modus Vivendi The Impact of Prolonged Racism on Indigenous Siberian Peoples Marriage as an Anti-Racist Means in a Multi-Racial Society PART III: NATIONALISM 14. Nationalism and Internationalism: Sino-American Racial Perceptions of the Korean War, Lü Xun Descendants of the Mongolian Hordes: American Perceptions of the Chinese The Ambitious Wolf: Chinese Perceptions of Americans The Mirrored Self: A Nation-State in the Making 15. Gangtai Patriotic Songs and Racialized Chinese Nationalism, Yinghong Cheng Gangtai Patriotic Songs: A “Colored” Political Genre of Pop Music A Tacit Collaboration between the Party-State and Capitalist Cultural Producers in Hong Kong and Taiwan The Interaction between Gangtai Patriotic Songs and Chinese Popular Nationalism Analyses Concluding Remarks 16. Japanese as Both a “Race” and a “Non-Race”: The Politics of Jinshu and Minzoku and the Depoliticization of Japaneseness, Yuko Kawai The Historical Trajectories of Jinshu and Minzoku Being a “Race” and a “Non-Race” in Present-day Japan: An Empirical Study Conclusions and Implications 17. Ethnic Nationalism in Postwar Japan: Nihonjinron and Its Racial Facets, Rotem Kowner and Harumi Befu Premises of Nihonjinron Nihonjinron as a Manifestation of Japanese Nationalism Nihonjinron and Its Concern with Origin, Blood and Racial Hierarchy The Impact of Race-Related Tenets on Everyday Life Functions of Ethnic Nationalism in Contemporary Japan Concluding Remarks 18. Ethnic Nationalism and Internationalism in the North Korean Worldview, Tatiana Gabroussenko The Soviet Discourse of the Outside World: Conditional Internationalism The North Korean Worldview in the “Soviet Era”: Echoing the Soviet Paradigm Mono-Ethnicity as a Special Korean Virtue: The Evolution of the North Korean World Vision under the Influence of Juche North Korean Propaganda about Foreigners from Inclusive and Alienating Perspectives Conclusion PART IV: GENDER AND LINEAGE 19. In the Name of the Master: Race, Nationalism and Masculinity in Chinese Martial Arts Cinema, Kai-man Chang From Anti-imperialist Nationalism to Cultural Nationalism Masculinities That Matter Conclusion 20. Sexualized Racism, Gender and Nationalism: The Case of Japan’s Sexual Enslavement of Korean “Comfort Women”, Bang-soon Yoon Korean “Comfort Women”: Drawn in as Substitutes The Nature of Victimization Colonial Policies and the Mobilization of Korean Women Treatment of Korean “Comfort Women” Lives under Sexual Slavery Nationalism, Gender and Sexual Violence Conclusion 21. “The Guilt Feeling That You Exist”: War, Racism and Indisch-Japanese Identity Formation, Aya Ezawa Power, Discourse, and “Mixed Blood” The Indisch and the Dutch East Indies The Indisch Community under Japanese Occupation Indisch-Japanese Relationships Indisch-Japanese Descendants Conclusion 22. ‘The “Amerasian” Knot: Transpacific Crossings of “GI Babies” from Korea to the United States, W. Taejin Hwang “An Act of Both Humanity and Patriotism”: The Amerasian Immigration Act of 1982 “Confucius’ Outcasts”: The Korean Amerasian “Plight” Inter-country Adoption of Korean “GI Babies” Living as a “Mixed-Blood Child” (Honhyeola) in Cold War Korea “Half-American Also is American”: Towards Migration Conclusion and Postscript PART V: CONCLUSIONS 23. The Essence and Mechanisms of Race and Racism in Modern East Asia, Rotem Kowner and Walter Demel The East Asian Contribution to the Study of Race and Racism East Asia’s Role within the Rise of Racial Theory and the Resulting Hybridity Sources and Manifestations of Racism The Close Links between Racism and Nationalism The Role of Gender and Lineage in Constructions of Race and Racism East Asia and the Future of Race and Racism Contributors Bibliography Index

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Book SynopsisThis fifth volume in the Brill Research Perspectives in Comparative Discrimination Law surveys the field of comparative race discrimination law for the purpose of providing an introduction to the nature of comparing systems of discrimination and the transnational search for effective equality laws and policies. This volume includes the perspectives of racialized subjects (subalterns) in the examination of the reach of the laws on the ground. It engages a variety of legal and social science resources in order to compare systems across a number of contexts (such as the United States, Canada, France, South Africa, Brazil, Colombia, Peru, Hong Kong, Japan, Korea, Israel, India, and others). The goal is to analyze the strengths and weaknesses of various kinds of anti-discrimination legal devices to aid in the study of law reform efforts across the globe centered on racial equality.Table of ContentsRacial Discrimination  Tanya Kateri Hernandez  Abstract  Keywords  Part 1: Comparative Law’s Resistance to Race  Part 2: Procedural Law Comparisons as to Equality Claims  Part 3: Definitions of Discrimination, Equality and Race Discrimination  Part 4: Criminal v. Civil Law  Part 5: Multiple Discrimination/Intersectionality  Part 6: Affirmative/Positive Action Remedies for Race Discrimination  Part 7: Conclusion  References

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Table of ContentsIntroduction 1 1. Equity against the Odds: Three Stories of Island Prisons, Education and Hope 13 Elaine Unterhalter 2. Holocaust Education in Transition: A Transnational Perspective 29 Masako Shibata 3. Implementing Multicultural Curriculum for Equity: Islam in Hong Kong Education 43 Liz Jackson 4. Educational-Work Projects and Post-Graduate Pathways of Secondary Students in Chile: Individual Strategies in an Unequal Education System 59 Leandro Sepúlveda and María José Valdebenito 5. The European Qualifications Framework as an EU Policy Instrument for the Marketisation of Adult and Lifelong Education 79 Eleni Prokou 6. Necessity or Right? Europeanisation and Discourses on Permeability between Vocational Education and Training and Higher Education in Germany and France 95 Nadine Bernhard 7. Mentoring in Widening Access to Higher Education 117 Jan McGhie 8. Discourse and Desire: Wellbeing as Escape from Nepali Village Life 137 Joanna Nair 9. Doing Equality through Greater Transparency? Troubling Surveillance Expansion in the Russian School System 155 Nelli Piattoeva 10. Contesting the Cities: A Comparative Perspective on the Geographically Specific Tendencies in Urban Education Policies 173 Sezen Bayhan 11. Parental Involvement in Disadvantaged Districts of Santiago: Intergenerational Consequences for Equity of a Market-Driven Educational System 189 Marcela Ramos 12. Interrogating Equity Discourses: Conceptual Considerations and Overlooked Complexities 207 Marianna Papastephanou Index 221

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Book SynopsisDespite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.Table of ContentsPreface List of Figures PART 1: Overview of Theory and Resources 1 Introduction to Critical Whiteness Studies  1 What Is the Purpose and Function of CWS?  2 Is CWS an Attack on White People?  3 What Are the Scholarly Origins of CWS?  4 Aren’t We Post-Racial? Why Is CWS Still Needed?  5 Where Does the Term “White” Come From?  6 But I Am Not Racist, so Why Do I Need Critical Whiteness Studies?  7 What If I Don’t Feel Privileged? Or—Conversely—How Do I Respond to Those Who Deny Privilege?  8 Are Universities Actually Offering Courses Dedicated to CWS?  9 Has CWS Made Its Way beyond the Academy?  10 What’s Next for CWS? 2 Bills, Cases, Conventions, Laws, and Orders 3 Web Resources PART 2: Pedagogical Resources 4 Activities for Structuring a Dialogic Classroom or Workshop 5 Sample Syllabus  1 Rhetorics of Whiteness 6 Sample Assignments with Sample Student Texts  1 Considerations for Writing Short Responses  2 Sample Response  3 Facilitation Guidelines  4 Book Review Assignment  5 Sample Book Review  6 Sample Review of Book Read in Electronic Format  7 Memoir or Critical Dialogue  8 Sample Memoir  9 Sample Memoir  10 Sample Critical Dialogue  11 Second Sample Critical Dialogue  12 Cultural Studies Rhetorical Analysis Assignment  13 Sample Cultural Studies Rhetorical Analysis Glossary Bibliography

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Book SynopsisCare Relations in Southeast Asia: The Family and Beyond, edited by Patcharawalai Wongboonsin and Jo-Pei Tan, examines the care relations and transactions within and beyond the family network across three middle-income Southeast Asian countries, namely the Federation of Malaysia, the Kingdom of Thailand and the Socialist Republic of Vietnam at the national and sub-national level. On the national level, changes and continuity in care relations along the changing demographic, socio-economic and political contexts of each country are addressed. On the sub-national level, the complex dimensions of care relations are analyzed by looking at the attitude towards and practice of elderly and child care within, between and beyond the family system. These regional analyses are based on merged data of three most recent family surveys in Kuala Lumpur, Bangkok Metropolis, and Hanoi. Alternative and innovative policy recommendations for current and future challenges are also offered. Contains contributions by: Asmidawati Ashari, Ki Soo Eun, Tengku Aizan Hamid, Rahimah Ibrahim, Thuttai Keeratipongpaiboon, Nguyen Huu Minh, Pataporn Sukontamarn, Jo-Pei Tan, Tran Thi Minh Thi, Kua Wongboonsin and Patcharawalai WongboonsinTable of ContentsPreface  Patcharawalai Wongboonsin and Jo-Pei Tan List of Illustrations List of Abbreviations Notes on Contributors 1 Introduction  Patcharawalai Wongboonsin and Jo-Pei Tan Part 1: Cultural, Demographic and Socio-economic Background of Care Relations 2 Cultural, Demographic, Socio-economic Background and Care Relations in Malaysia  Rahimah Ibrahim, Jo-Pei Tan, Tengku Aizan Hamid and Asmidawati Ashari 3 Changes in Family Composition and Care Relations in the Kingdom of Thailand  Patcharawalai Wongboonsin, Thuttai Keeratipongpaiboon and Kua Wongboonsin 4 Changes in Family Structure and Care Relations in Vietnam  Nguyen Huu Minh Part 2: Attitudes and Practices in Care 5 Care Relations Within the Family  Jo-Pei Tan and Rahimah Ibrahim 6 Care Relations Among Non-coresident Families  Nguyen Huu Minh, Tran Thi Minh Thi, Patcharawalai Wongboonsin, Jo-Pei Tan and Rahimah Ibrahim 7 Main Elderly and Child Care Provider: Who is and Who Should Be?  Patcharawalai Wongboonsin and Pataporn Sukontamarn Part 3: Synopsis and Way Forward 8 Convergence versus Divergence: Care Relations across Three Societies  Jo-Pei Tan, Ki Soo Eun, Patcharalawai Wongboonsin, Kua Wongboonsin, Rahimah Ibrahim and Nguyen Huu Minh 9 Synopsis and Way Forward  Patcharawalai Wongboonsin, Rahimah Ibrahim, Jo Pei Tan and Tengku Aizan Hamid Appendix Index

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Book SynopsisIn Antisemitic Conspiracy Theories in the Early Modern Iberian World: Narratives of Fear and Hatred, François Soyer offers the first detailed historical analysis of antisemitic conspiracy theories in Spain, Portugal and their overseas colonies between 1450 and 1750. These conspiracy theories accused Jews and conversos, the descendants of medieval Jewish converts to Christianity, of deadly plots and blamed them for a range of social, religious, military and economic problems. Ultimately, many Iberian antisemitic conspiracy theorists aimed to create a ‘moral panic’ about the converso presence in Iberian society, thereby justifying the legitimacy of ethnic discrimination within the Church and society. Moreover, they were also exploited by some churchmen seeking to impose an idealized sense of communal identity upon the lay faithful.Trade Review“Arguing against Karl Popper, who regarded conspiracy theories as a product of the eighteenth century, [...] Soyer insists convincingly that they started far earlier, in the early modern period.” Alastair Hamilton, Warburg Institute. In: The Journal of Ecclesiastical History, Vol. 71, No. 2 (2020), pp. 410–412. “compelling and thoroughly researched […]. The author is to be congratulated on an important, and highly recommended, contribution.” Norman Roth, University of Wisconsin–Madison, emeritus. In: Renaissance Quarterly, Vol. 74, No. 2 (Summer 2021), pp. 651–653. “I applaud Soyer’s engagement with a sensitive historical subject like popular antisemitism, without opting to hide behind academic relativism or political correctness. […]. [His book is] solid, convincing, and enrichingly honest.” Claude B. Stuczynski, Bar-Ilan University. In: AJS Review: The Journal of the Association of Jewish Studies, Vol. 45, No. 2 (November 2021), pp. 464–468. “a detailed and fascinating book […], valuable not only for historians but also, and maybe even more so, for people interested in how conspiracy theories work, what they do, and how they endanger ethnic and religious groups.” Lucien van Liere, Utrecht University. In: Exchange: Journal of Contemporary Christianities in Context, Vol. 50, No. 3–4 (2021), pp. 327–328.Table of ContentsContents Acknowledgments Illustrations Abbreviations Maps Introduction  1 The ‘Secret Jews’ and Proto-Racialism of Early Modern Spain and Portugal  2 Conspiracy Theories and Conspiracism 1 Conspiracism and Society in Early Modern Europe  1 Defining the Conspiracy Theory  2 Delusional Paranoia, Collective Emotions and the Emotional Dimension of the Conspiracy Theory  3 Explaining the Popularity of Conspiracy Theories  4 Moral Panics: The Social and Political Function of the Conspiracy Theory  5 ‘Modernity’ and the Origins of Conspiracism  6 Conspiracism in Early Modern Europe: the Demonic Superconspiracy  7 Conclusion: the Conspiracy Theory in the Age of ‘Confessionalization’ 2 Forged Documents and the Fear of Jewish Infiltration: The Jewish World Plot and the Early Modern Iberian World  1 The Early Notions of a Worldwide Jewish Conspiracy in Medieval Europe  2 The Forged Letter of the Jews of Toledo to Those of Jerusalem:  a Fatal Precedent?  3 Warrant for Hatred: the Forged letters from Toledo and Constantinople  4 The Obscure Origins of the Forged Letters  5 The Reception of the Forged Letters  6 Francisco de Quevedo’s La Isla de los Monopantos  7 The Legacy and Influence of the “Toledan Letters” in Modern Antisemitism  8 Conclusion 3 “Seeking to Build a Synagogue within the Church of God”: the Alleged Converso Plot to Infiltrate and Destroy the Catholic Church  1 The Insidious Converso Threat to the Church  2 Perceiving Judaism as a Militant and Missionary Faith  3 The Spectre of the Jewish Dogmatizadores  4 The Menace of Jewish Proselytism amongst Africans and Amerindians  5 Reckless Resistance or Narrative Assault?: the Desecration of Religious Objects and the ‘Jewish Conspiracy’  6 Conclusion 4 Medical Murder: the Myth of the Jewish Serial-Killer Doctors  1 Jews and Medicine in Medieval Iberia  2 Fear of the Homicidal Jewish Doctor and its Medieval Roots  3 The Archetypal Homicidal Doctor: Dr Meir Alguadex  4 Converso Doctors and the ‘Jewish Plot’  5 Ethnic Discrimination and the Medical Professions  6 Medical Antisemitism in the Eighteenth Century  7 Other Medical Conspiracy Theories: a Comparative Study  8 Conclusion 5 “Traitors Who Dwell amongst Us”: the Conversos as Collaborators and Masterminds of the Muslim and Protestant Onslaught against Spain and Portugal  1 The Archetype of Jewish Treason: the Fall of Toledo in 711 CE  2 The ‘Jewish Origins’ of the Reformation: Linking Conversos and Protestants  3 The ‘Jewish Plot’ against the Portuguese Empire  4 A New Toledo in the Americas: Jewish Treason and the Fall of Bahia (1624)  5 Dutch Brazil and the Image of the Conversos  6 The Dutch, the Conversos  and the “Grand Conspiracy” against the Spanish Empire (1610-1650)  7 Conclusion 6 “Sponges That Suck Up the Wealth of Spain”: the Jewish Plot, Economic Parasitism and the Fear of Economic Decline  1 The Trope of Jewish Lust of Gold and Usury beyond  2 The Converso Merchant: a Parasite Growing at the Expenses of the Host  3 The Merchant in the Ancien Régime: a Figure of Suspicion and Fear  4 An Easy Hate Figure: the Converso Tax-Farmers and Asentistas  5 Conclusion Conclusion  1 The Elusive Converso Enemy: a Tool to Construct a Collective Identity  2 Epilogue: the Survival of the Conspiracist Narrative after Bibliography Index

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Book SynopsisA Brill Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.Trade Review"As a member of the Little Rock Nine, I know firsthand how racial discrimination and segregation damages schools and harms millions of Black learners. Dr. Toldson is an education activist for this century who skillfully blends academic prose with sharp wit and human sensibilities to challenge wayward thinking and stimulate innovation. We need to stop the BS driving education policy by reading No BS!" – Ernest Gideon Green, member of the Little Rock Nine (1957) "Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." – Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University "No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldson’s intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." – Roslyn Clark Artis, JD, EdD, President, Benedict College "Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." – Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University "No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" – Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte "Everything is good about No BS. In an era where ‘alternative facts’ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" – David Wilson, PhD, President, Morgan State UniversityTable of ContentsAcknowledgements Part 1: No BS (Bad Stats) Chapter 1: No BS (Bad Stats)  Numbers Are People: The Achievement Gap as a Social Construct  A Duboisian Framework for Educational Equity  Discovering the Talented Tenth Chapter 2: The Happy Bell Curve  Story of My Life  BS Funny Numbers  The Happy Bell Curve  Why Not Trust Objective Research on Black People? Chapter 3: More Black Men in Prison Than College  Introduction  The Dubious Basis for the Line, “There Are More Black Men in Jail Than in College”  The Overrepresentation of Black Men in Prison Continues to Be a Problem  Starting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males  Conclusion, Context, Dissection and the Surge of White Women in Prison Chapter 4: Black Students Don’t Read  Introduction  Failing Black Students  Separating Tests from Test Takers  Learning How to Read  Making a Difference  Why Public Schools Are Confused – An Afterthought Chapter 5: Black Students Are Dropping Out  Introduction  Related Findings Chapter 6: Single Parents Can’t Raise Black Children: What if the Single Parent Was White?  Introduction  Do Black Children from Two-Parent Homes Perform Better in School?  Single Parents and Incarceration – Response to a Message Chapter 7: Smart Black Students Are Acting White  Introduction  What Black Students Think about Being Smart  What Black Students Think about College  What Black Students Need to Be Successful in School  Conclusion Chapter 8: Black Male Teachers Are Missing  Introduction  Black Male Teachers – Separating Facts from Myths  Why Are Black Male Teachers Important?  When Teachers of Color Are Missing, Check Racism First Chapter 9: Waiting for Super-Predator  Introduction  Law and Disorder in Schools for Black Children  Why We See Young Black and White Criminals Differently  When Schools Became Prisons  The Existential Crisis of School Resource Officers  Creating More Opportunities for Black Students  The Inner City – An Afterthought Part 2: Why We Believe Chapter 10: Why We Believe  Why We Believe – An Afterthought Chapter 11: Believing in Black Parents  Introduction  What Schools Need from Black Parents?  What Do Black Parents Need from Schools?  Building Partnerships between Black Parents and Schools  Black Marriage – An Afterthought Chapter 12: Believing Black Students Are College Bound  Introduction  Debunking the BS about Black College Students  Why We Believe Black Students Are College Bound Chapter 13: Believing in Black History  Who Are Black Americans?  Dear Racism, I am Not My Grandparents  How to Teach about Slavery without Looking like a Jerk  When Black History Is a Current Affair Chapter 14: Believing in Black Students with Disabilities  How Black Students with Disabilities End up in Honors Classes? 132  How Black Students without Disabilities End up in Special Education?  What Does This All Mean?  I Don’t Get it … – An Afterthought Chapter 15: Believing in Fair Discipline for Black Students  Introduction  Discipline Data Civil Rights Data Collection  Analysis of Who Gets Suspended  Why Black Students Get Suspended More  How Can We Reduce Suspentions? Chapter 16: Believing White Teachers Can Teach Black Students  Introduction  Education in Black and White  Who Makes up the U.S. Teaching Population?  So, What if Most Teachers Are White?  White Teachers Need to Become Better White People  Beyond Black and White  The Problem with School – An Afterthought Chapter 17: Believing in Black Colleges  Introduction  Debunking the BS about Black Colleges  HBCUs and STEM  Linkage to Theory and Research  Believing in HBCUs  65 Years after Brown v. Board of Education: How Important Is Integration? – An Afterthought  Being an HBCU Scholar Chapter 18: Believing in Black Students About the Author

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Book SynopsisA Brill Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.Trade Review"As a member of the Little Rock Nine, I know firsthand how racial discrimination and segregation damages schools and harms millions of Black learners. Dr. Toldson is an education activist for this century who skillfully blends academic prose with sharp wit and human sensibilities to challenge wayward thinking and stimulate innovation. We need to stop the BS driving education policy by reading No BS!" – Ernest Gideon Green, member of the Little Rock Nine (1957) "Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." – Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University "No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldson’s intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." – Roslyn Clark Artis, JD, EdD, President, Benedict College "Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." – Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University "No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" – Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte "Everything is good about No BS. In an era where ‘alternative facts’ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" – David Wilson, PhD, President, Morgan State UniversityTable of ContentsAcknowledgements Part 1: No BS (Bad Stats) Chapter 1: No BS (Bad Stats)  Numbers Are People: The Achievement Gap as a Social Construct  A Duboisian Framework for Educational Equity  Discovering the Talented Tenth Chapter 2: The Happy Bell Curve  Story of My Life  BS Funny Numbers  The Happy Bell Curve  Why Not Trust Objective Research on Black People? Chapter 3: More Black Men in Prison Than College  Introduction  The Dubious Basis for the Line, “There Are More Black Men in Jail Than in College”  The Overrepresentation of Black Men in Prison Continues to Be a Problem  Starting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males  Conclusion, Context, Dissection and the Surge of White Women in Prison Chapter 4: Black Students Don’t Read  Introduction  Failing Black Students  Separating Tests from Test Takers  Learning How to Read  Making a Difference  Why Public Schools Are Confused – An Afterthought Chapter 5: Black Students Are Dropping Out  Introduction  Related Findings Chapter 6: Single Parents Can’t Raise Black Children: What if the Single Parent Was White?  Introduction  Do Black Children from Two-Parent Homes Perform Better in School?  Single Parents and Incarceration – Response to a Message Chapter 7: Smart Black Students Are Acting White  Introduction  What Black Students Think about Being Smart  What Black Students Think about College  What Black Students Need to Be Successful in School  Conclusion Chapter 8: Black Male Teachers Are Missing  Introduction  Black Male Teachers – Separating Facts from Myths  Why Are Black Male Teachers Important?  When Teachers of Color Are Missing, Check Racism First Chapter 9: Waiting for Super-Predator  Introduction  Law and Disorder in Schools for Black Children  Why We See Young Black and White Criminals Differently  When Schools Became Prisons  The Existential Crisis of School Resource Officers  Creating More Opportunities for Black Students  The Inner City – An Afterthought Part 2: Why We Believe Chapter 10: Why We Believe  Why We Believe – An Afterthought Chapter 11: Believing in Black Parents  Introduction  What Schools Need from Black Parents?  What Do Black Parents Need from Schools?  Building Partnerships between Black Parents and Schools  Black Marriage – An Afterthought Chapter 12: Believing Black Students Are College Bound  Introduction  Debunking the BS about Black College Students  Why We Believe Black Students Are College Bound Chapter 13: Believing in Black History  Who Are Black Americans?  Dear Racism, I am Not My Grandparents  How to Teach about Slavery without Looking like a Jerk  When Black History Is a Current Affair Chapter 14: Believing in Black Students with Disabilities  How Black Students with Disabilities End up in Honors Classes? 132  How Black Students without Disabilities End up in Special Education?  What Does This All Mean?  I Don’t Get it … – An Afterthought Chapter 15: Believing in Fair Discipline for Black Students  Introduction  Discipline Data Civil Rights Data Collection  Analysis of Who Gets Suspended  Why Black Students Get Suspended More  How Can We Reduce Suspentions? Chapter 16: Believing White Teachers Can Teach Black Students  Introduction  Education in Black and White  Who Makes up the U.S. Teaching Population?  So, What if Most Teachers Are White?  White Teachers Need to Become Better White People  Beyond Black and White  The Problem with School – An Afterthought Chapter 17: Believing in Black Colleges  Introduction  Debunking the BS about Black Colleges  HBCUs and STEM  Linkage to Theory and Research  Believing in HBCUs  65 Years after Brown v. Board of Education: How Important Is Integration? – An Afterthought  Being an HBCU Scholar Chapter 18: Believing in Black Students About the Author

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Book SynopsisThis innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance—at the biggest venue in town—challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.Trade Review"This manuscript contributes more than just a unique case study from the Australian context, it offers ways to think through the role of applied theatre and other creative approaches to anti-racist praxis. It also offers some insights into the realities of young people facing structural violence and racism and the ways creative approaches can be spaces which are both healing and empowering. [I]t is an informative, provocative and instructional work. It manages to weave together an array of theorising, case studies, positionalities, practical applications, and reflections in a deeply contextualised manner. The writing is accessible, and it would offer researchers, practitioners and educators some very useful ways to think through and develop anti-racist praxis via creative modalities" – Sam Keast, Victoria University "The 6 Hours in Geelong project nudges us, ever so gently, to think, wonder, and move with critical praxis through a process grounded in decolonial theory, transformative education, public pedagogy to a performance which acknowledges, exposes, and challenges us to think differently about who we are in relation to race. “The arts,” Maxine Greene suggests, “cannot change the world, but they may change human beings who might change the world." – Elizabeth (Liz) Mackinlay, The University of Queensland "I find this book to be extremely timely and of the utmost importance, especially to readers from the United States given the attacks that are currently being made on the teaching of Critical Race Theory (CRT) in public schools in the US. [...] Overall, I believe this book will be a significant contribution to anti-racism literature providing practical information and powerful messages to teachers, community arts leaders, and others who are concerned about issues of racism in society." – William G. McManus, Boston UniversityTable of ContentsAcknowledgements List of Illustrations Notes on Authors PART 1: Setting the Scene 1 Tackling Racism: Community Theatre, Critical Inquiry, and Epistemic Disobedience  1 Laying the Conceptual Foundations  2 Placing This Study  3 The Structure of This Book 2 Researching from Somewhere: Our Personal and Collective Positioning  1 Alison Baker  2 André de Quadros  3 Dave Kelman  4 Christopher Sonn  5 Julie White 3 Crafting an Approach across and through Difference  1 Bringing Applied Theatre and Research Together  2 Working across, with, and through Diffference as Intra-Action  3 Methodological Approach  4 Conclusion PART 2: Applied Theatre: The Arts Education Project 4 Looking Inward: 6 Hours in Geelong as Process  1 Who Were the Actors?  2 Applied Theatre  3 6 Hours in Geelong  4 Devising Process  5 Characters  6 Authoring Process  7 Play Excerpts  8 Conclusion 5 Looking Outward: How Community Audiences Viewed 6 Hours in Geelong  1 Geelong after Dark  2 School Interactive Performances  3 The Community Performance Events  4 Conclusion PART 3: Theorisation and Perspectives: Interdisciplinary Discussion 6 Applied Theatre: The Practitioner’s Dilemma  1 White Privilege, Race, Power Relations, and Positionalities  2 The Slippery Nature of Artistic Meaning in Context  3 Individual and Group Identity  4 The Nature of the Challenge  5 Processes and Practices for Negotiating Intersections in Making 6 Hours in Geelong  6 Group Authorship  7 A Provisional Offfering 7 “People Don’t Know Our Story”: Exposing Coloniality through Counter-Storytelling  1 Critical Studies of Race, Decoloniality, and Stories  2 Unpacking Stories through the Lens of Coloniality  3 Young People Negotiating Coloniality in Everyday Lives  4 Conclusion 8 Essentialism and Cosmopolitan WEIRDness  1 WEIRDness, Essentialism, and Coloniality  2 Entanglements of Racism, Theatre, and Theory  3 Analysis of Racism and Identity in 6 Hours in Geelong  4 Embracing Complexity PART 4: So What? Implications for Practice 9 Schooling, Racism, and Powerful Conversations  1 Context for Conceptualisation  2 Schools as the Site for Discussions about Race  3 Conceptual Framework for Powerful Conversations  4 How Teachers Can Overcome Obstacles  5 Conclusion 10 Community Arts: Politics and Privilege  1 Community Arts in Context  2 Politics and Privilege in Community Arts Practice  3 Race as Context for Practice  4 Implications 11 Aftermath and Afterwards Appendix: 6 Hours in Geelong Script References Index

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Book SynopsisDespite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.Table of ContentsPreface List of Figures PART 1: Overview of Theory and Resources 1 Introduction to Critical Whiteness Studies  1 What Is the Purpose and Function of CWS?  2 Is CWS an Attack on White People?  3 What Are the Scholarly Origins of CWS?  4 Aren’t We Post-Racial? Why Is CWS Still Needed?  5 Where Does the Term “White” Come From?  6 But I Am Not Racist, so Why Do I Need Critical Whiteness Studies?  7 What If I Don’t Feel Privileged? Or—Conversely—How Do I Respond to Those Who Deny Privilege?  8 Are Universities Actually Offering Courses Dedicated to CWS?  9 Has CWS Made Its Way beyond the Academy?  10 What’s Next for CWS? 2 Bills, Cases, Conventions, Laws, and Orders 3 Web Resources PART 2: Pedagogical Resources 4 Activities for Structuring a Dialogic Classroom or Workshop 5 Sample Syllabus  1 Rhetorics of Whiteness 6 Sample Assignments with Sample Student Texts  1 Considerations for Writing Short Responses  2 Sample Response  3 Facilitation Guidelines  4 Book Review Assignment  5 Sample Book Review  6 Sample Review of Book Read in Electronic Format  7 Memoir or Critical Dialogue  8 Sample Memoir  9 Sample Memoir  10 Sample Critical Dialogue  11 Second Sample Critical Dialogue  12 Cultural Studies Rhetorical Analysis Assignment  13 Sample Cultural Studies Rhetorical Analysis Glossary Bibliography

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Book SynopsisThis volume critically examines gender inequality, its origins, and its social and economic implications in Latin America, with a particular focus on Ecuador. For that purpose, Pablo Quiñonez and Claudia Maldonado-Erazo bring together a collection of articles that provide insights from different disciplines, including political economy, history, development studies, political science, microeconomics, and macroeconomics. In Ecuador, as in Latin America as a whole, women dedicate more time than men to unpaid activities while being discriminated against in multiple areas, including labor markets, politics, and access to high-ranking positions. Furthermore, these problems are even greater for women from rural areas and ethnic minorities. Contributors include: Rafael Alvarado, María Anchundia Places, Esteban Arévalo, Diana Cabrera Montecé, Edwin Espinoza Piguave, Gabriela Gallardo, Danny Granda, Claudia Maldonado-Erazo, Wendy Mora, Diana Morán Chiquito, Sayonara Morejón, Carlos Moreno-Hurtado, María Moreno Zea, Ana Oña Macías, Pablo Ponce, Pablo Quiñonez, Valeria Recalde, Josefina Rosales, Ximena Songor-Jaramillo, and Daniel Zea.Table of Contents Acknowledgements  List of Figures and Tables  List of Abbreviations  Notes on Contributors  Introduction  Pablo Quiñonez and Claudia Maldonado-Erazo Part 1: Latin America  1An Overview of Gender Inequality in Latin America from a Political Economy Perspective  Pablo Quiñonez and Claudia Maldonado-Erazo  2Labor and Human Capital Gender Gap and Economic Growth in Latin America  Rafael Alvarado, Pablo Ponce, and Danny Granda  3Debates about Women’s Precarization: Scholz and Federici  Josefina Rosales  4Gender and Economics in Latin America: a Systematic Analysis of Scientific Production in Scopus  Claudia Maldonado-Erazo and Pablo Quiñonez Part 2: Ecuador  5Gender Imaginary in Ecuador: A Literature Review  Esteban Arévalo  6Gender Wage Gaps in Ecuador  Ximena Songor-Jaramillo and Carlos Moreno-Hurtado  7The Cost of Femininity: Evidence for the City of Guayaquil  Diana Morán, Diana Cabrera, and María Moreno  8Political Representation of Women in the Ecuadorian Legislature  Gabriela Gallardo Part 3: Rural and Indigenous Women in Ecuador  9The Invisible Economy of Ecuadorian Peasant Women  Valeria Recalde and Daniel Zea  10Inequality of Income and Job Satisfaction in Ecuador between Genders and Ethnic Groups  Diana Cabrera, Edwin Espinoza, and Ana Oña  11Southern Craftswomen: Weaving Networks in the Solidarity Economy  María Anchundia, Wendy Mora, and Sayonara Morejón  Index

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Book SynopsisUrban Emergency (Mis)Management and the Crisis of Neoliberalism: Flint, MI in Context examines the malfeasance and mismanagement that poisoned a city’s water. The authors emphasize the structural forces that engendered the water crisis, and, especially, the long history of racial oppression, racist government policies, and everyday forms of inequality, that shape the life chances for Flint’s residents.Trade Review"This book will be especially valuable to students and scholars of post-industrial metropolitan governments facing economic and/or environmental crises." --J.F. Bauman, emeritus, California University of Pennsylvania, USA. In CHOICE vol. 59 no. 10 (June 2022).Table of ContentsList of Figures and Tables Notes on Contributors Introduction: The Flint Sacrifice Zone   Terressa A. Benz and Graham Cassano PART 1 Structure in Context 1 Neoliberalism, Urban Policy and Environmental Degradation   David Fasenfest 2 Colorblind Michigan  The Legal Impossibility of Environmental Justice in Flint and Southwest Detroit   Terressa A. Benz 3 Stockton Isn’t Flint, or Is It? Race and Space in Comparative Crisis Driven Urbanization   Raoul S. Liévanos and Julie Sze 4 Too Close to Home  The Incidence and Health Effects of Neighborhood Neglect in Flint, Michigan   Katrinell M. Davis 5 Housing Waste  The Lakeside Public Housing Complex, Pontiac, Michigan   Graham Cassano, Jon Carroll and Daniel J. Clark PART 2 Reaction and Resistance 6 Technocracy and Populism  Remaking Urban Governance in Post-Democratic Flint   Jacob Lederman 7 Waging Love from Detroit to Flint   Michael Doan, Shea Howell and Ami Harbin 8 Bottling Public Thirst  Scarcity, Abundance, and the Exploitation of “Need” in Mid-Michigan   A.E. Garrison 9 Lead Does (Not) Discriminate  Environmental Racism in Expert and Popular Discourse   Benjamin J. Pauli  Afterword: The Flint Water Crisis, KWA and Strategic-Structural Racism  Written Testimony Submitted to the Michigan Civil Rights Commission Hearings on the Flint Water Crisis   Peter J. Hammer Index

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Book SynopsisThe current socio-political climate in the United States sheds a critical, glaring light on the racism and white supremacy which has been part of the fabric of this country since the seventeenth century. Barack Obama’s tenure as president resulted in a major increase in white hate groups, hate crimes, and unrelenting violence against innocent Black men and women by police. In response, people of different races, ethnicities, genders, sexual orientations, religions, ages and classes have taken to the streets in protest, and increased decades long efforts to organize against racism and for a more empathetic, just, democratic society. Social change about racism must begin with acknowledgement followed by open, focused, critical dialogue. Still Hanging: Using Performance Texts to Deconstruct Racism, referencing both the resilience of Black people in the face of institutionalized racism and systemic oppression, and the fact that Black people continue to be literally and metaphorically lynched in 2020, is designed to use the power of lived experience specific performance texts as frames for engaging faculty, students and others interested in beginning to deconstruct racism and construct an anti-racist way of being.Table of ContentsAcknowledgements Message about Cover Art List of Figures About the Authors Introduction PART 1: Sounds of Blackness 1 Still Hanging/On: ‘Strange Fruit’ and ‘Glory’ — Songs of/as/in Protest: Or, from Stage to Page: Documenting Ideological Performance  Bryant Keith Alexander Interlude 1: On Blackouts and Black Notes  Bryant Keith Alexander 2 Black Notes  Mary E. Weems Interlude 2: Confluences of Pain  Bryant Keith Alexander 3 Let the People See What They Did to My Child  Mary E. Weems 4 George Floyd’s Mama  Mary E. Weems 5 Wendy’s, Me, and Rayshard Brooks: Another Black Man Killed (June 12, 2020)  Bryant Keith Alexander 6 Where’s the Beef?  Mary E. Weems Interlude 3: A Moment of Prayer  Bryant Keith Alexander 7 Three Meditations on Prayer and Particularity: Or: On Black Mothers, Social Justice, and Queering Catholicism  Bryant Keith Alexander Interlude 4: Courageous Conversations  Bryant Keith Alexander 8 Three Conversations  Mary E. Weems Interlude 5: Trigger Warnings  Bryant Keith Alexander Interlude 6: Bamboozled  Mary E. Weems 9 Eat Fresh  Mary E. Weems 10 Not a Fan Letter: Or, Trigger Warning: An Autoethnographic Rant on Jussie Smollett  Bryant Keith Alexander Interlude 7: Hanging Chads?  Bryant Keith Alexander PART 2: Bodies on the Line 11 Attached?  Mary E. Weems 12 Still Hanging?  Bryant Keith Alexander Interlude 8: A Crack in My Heart  Bryant Keith Alexander 13 Crack the Door for Some Air  Mary E. Weems PART 3: Black/White Double Consciousness 14 Is There a White Double Consciousness? A Short Dialogue  Mary E. Weems and Bryant Keith Alexander Study Questions, Prompts, and Probes  Bryant Keith Alexander Notes for Teachers, Faculty, and Facilitators on Establishing a Learning Community  Mary E. Weems Bibliography and Further Reading

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Book SynopsisThe current socio-political climate in the United States sheds a critical, glaring light on the racism and white supremacy which has been part of the fabric of this country since the seventeenth century. Barack Obama’s tenure as president resulted in a major increase in white hate groups, hate crimes, and unrelenting violence against innocent Black men and women by police. In response, people of different races, ethnicities, genders, sexual orientations, religions, ages and classes have taken to the streets in protest, and increased decades long efforts to organize against racism and for a more empathetic, just, democratic society. Social change about racism must begin with acknowledgement followed by open, focused, critical dialogue. Still Hanging: Using Performance Texts to Deconstruct Racism, referencing both the resilience of Black people in the face of institutionalized racism and systemic oppression, and the fact that Black people continue to be literally and metaphorically lynched in 2020, is designed to use the power of lived experience specific performance texts as frames for engaging faculty, students and others interested in beginning to deconstruct racism and construct an anti-racist way of being.Table of ContentsAcknowledgements Message about Cover Art List of Figures About the Authors Introduction PART 1: Sounds of Blackness 1 Still Hanging/On: ‘Strange Fruit’ and ‘Glory’ — Songs of/as/in Protest: Or, from Stage to Page: Documenting Ideological Performance  Bryant Keith Alexander Interlude 1: On Blackouts and Black Notes  Bryant Keith Alexander 2 Black Notes  Mary E. Weems Interlude 2: Confluences of Pain  Bryant Keith Alexander 3 Let the People See What They Did to My Child  Mary E. Weems 4 George Floyd’s Mama  Mary E. Weems 5 Wendy’s, Me, and Rayshard Brooks: Another Black Man Killed (June 12, 2020)  Bryant Keith Alexander 6 Where’s the Beef?  Mary E. Weems Interlude 3: A Moment of Prayer  Bryant Keith Alexander 7 Three Meditations on Prayer and Particularity: Or: On Black Mothers, Social Justice, and Queering Catholicism  Bryant Keith Alexander Interlude 4: Courageous Conversations  Bryant Keith Alexander 8 Three Conversations  Mary E. Weems Interlude 5: Trigger Warnings  Bryant Keith Alexander Interlude 6: Bamboozled  Mary E. Weems 9 Eat Fresh  Mary E. Weems 10 Not a Fan Letter: Or, Trigger Warning: An Autoethnographic Rant on Jussie Smollett  Bryant Keith Alexander Interlude 7: Hanging Chads?  Bryant Keith Alexander PART 2: Bodies on the Line 11 Attached?  Mary E. Weems 12 Still Hanging?  Bryant Keith Alexander Interlude 8: A Crack in My Heart  Bryant Keith Alexander 13 Crack the Door for Some Air  Mary E. Weems PART 3: Black/White Double Consciousness 14 Is There a White Double Consciousness? A Short Dialogue  Mary E. Weems and Bryant Keith Alexander Study Questions, Prompts, and Probes  Bryant Keith Alexander Notes for Teachers, Faculty, and Facilitators on Establishing a Learning Community  Mary E. Weems Bibliography and Further Reading

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Book SynopsisThis innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance—at the biggest venue in town—challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.Trade Review"This manuscript contributes more than just a unique case study from the Australian context, it offers ways to think through the role of applied theatre and other creative approaches to anti-racist praxis. It also offers some insights into the realities of young people facing structural violence and racism and the ways creative approaches can be spaces which are both healing and empowering. [I]t is an informative, provocative and instructional work. It manages to weave together an array of theorising, case studies, positionalities, practical applications, and reflections in a deeply contextualised manner. The writing is accessible, and it would offer researchers, practitioners and educators some very useful ways to think through and develop anti-racist praxis via creative modalities" – Sam Keast, Victoria University "The 6 Hours in Geelong project nudges us, ever so gently, to think, wonder, and move with critical praxis through a process grounded in decolonial theory, transformative education, public pedagogy to a performance which acknowledges, exposes, and challenges us to think differently about who we are in relation to race. “The arts,” Maxine Greene suggests, “cannot change the world, but they may change human beings who might change the world." – Elizabeth (Liz) Mackinlay, The University of Queensland "I find this book to be extremely timely and of the utmost importance, especially to readers from the United States given the attacks that are currently being made on the teaching of Critical Race Theory (CRT) in public schools in the US. [...] Overall, I believe this book will be a significant contribution to anti-racism literature providing practical information and powerful messages to teachers, community arts leaders, and others who are concerned about issues of racism in society." – William G. McManus, Boston UniversityTable of ContentsAcknowledgements List of Illustrations Notes on Authors PART 1: Setting the Scene 1 Tackling Racism: Community Theatre, Critical Inquiry, and Epistemic Disobedience  1 Laying the Conceptual Foundations  2 Placing This Study  3 The Structure of This Book 2 Researching from Somewhere: Our Personal and Collective Positioning  1 Alison Baker  2 André de Quadros  3 Dave Kelman  4 Christopher Sonn  5 Julie White 3 Crafting an Approach across and through Difference  1 Bringing Applied Theatre and Research Together  2 Working across, with, and through Diffference as Intra-Action  3 Methodological Approach  4 Conclusion PART 2: Applied Theatre: The Arts Education Project 4 Looking Inward: 6 Hours in Geelong as Process  1 Who Were the Actors?  2 Applied Theatre  3 6 Hours in Geelong  4 Devising Process  5 Characters  6 Authoring Process  7 Play Excerpts  8 Conclusion 5 Looking Outward: How Community Audiences Viewed 6 Hours in Geelong  1 Geelong after Dark  2 School Interactive Performances  3 The Community Performance Events  4 Conclusion PART 3: Theorisation and Perspectives: Interdisciplinary Discussion 6 Applied Theatre: The Practitioner’s Dilemma  1 White Privilege, Race, Power Relations, and Positionalities  2 The Slippery Nature of Artistic Meaning in Context  3 Individual and Group Identity  4 The Nature of the Challenge  5 Processes and Practices for Negotiating Intersections in Making 6 Hours in Geelong  6 Group Authorship  7 A Provisional Offfering 7 “People Don’t Know Our Story”: Exposing Coloniality through Counter-Storytelling  1 Critical Studies of Race, Decoloniality, and Stories  2 Unpacking Stories through the Lens of Coloniality  3 Young People Negotiating Coloniality in Everyday Lives  4 Conclusion 8 Essentialism and Cosmopolitan WEIRDness  1 WEIRDness, Essentialism, and Coloniality  2 Entanglements of Racism, Theatre, and Theory  3 Analysis of Racism and Identity in 6 Hours in Geelong  4 Embracing Complexity PART 4: So What? Implications for Practice 9 Schooling, Racism, and Powerful Conversations  1 Context for Conceptualisation  2 Schools as the Site for Discussions about Race  3 Conceptual Framework for Powerful Conversations  4 How Teachers Can Overcome Obstacles  5 Conclusion 10 Community Arts: Politics and Privilege  1 Community Arts in Context  2 Politics and Privilege in Community Arts Practice  3 Race as Context for Practice  4 Implications 11 Aftermath and Afterwards Appendix: 6 Hours in Geelong Script References Index

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