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A formidable critical project on the limits of antiracist philosophy. Exploring anxieties raised by Atlantic slavery in radical enlightenment literature concerned about political unfreedom in Europe, Metaracial argues that Hegel's philosophy assuages these anxieties for the left. Interpreting Hegel beside Rousseau, Kant, Mary Shelley, and Marx, Terada traces Hegel's transposition of racial hierarchy into a hierarchy of stances toward reality. By doing so, she argues, Hegel is simultaneously antiracist and antiblack. In dialogue with Black Studies, psychoanalysis, and critical theory, Metaracial offers a genealogy of the limits of antiracism.
Offers a look at the invention of whiteness and how the inextricable links between race and class were formed in the seventeenth century and consolidated by custom, social relations, and eventually naturalized by the structures that organize our lives and our work. Arguing that, unlike in Europe, where class formed around the nation-state, race deeply informed how class is defined in this country and, conversely, our unique relationship to class in this country helped in some ways to invent race as a distinction in social relations. Begins tracing this development in the slave plantations in 1600s colonial life. Examines how the social structures encoded there lead to a concrete development of racialization. Then takes us up to the present day, where forms of those structures still inhabit our public and economic institutions. Offers a completely original conception of how race and class have operated in American life throughout the centuries. From publisher description.
For most of the twentieth century, Brazil was widely regarded as a "racial democracy"-a country untainted by the scourge of racism and prejudice. In recent decades, however, this image has been severely critiqued, with a growing number of studies highlighting persistent and deep-seated patterns of racial discrimination and inequality. Yet, recent work on race and racism has rarely considered gender as part of its analysis. In Negras in Brazil, Kia Lilly Caldwell examines the life experiences of Afro-Brazilian women whose stories have until now been largely untold. This pathbreaking study analyzes the links between race and gender and broader processes of social, economic, and political exclusion. Drawing on ethnographic research with social movement organizations and thirty-five life history interviews, Caldwell explores the everyday struggles Afro-Brazilian women face in their efforts to achieve equal rights and full citizenship. She also shows how the black women's movement, which has emerged in recent decades, has sought to challenge racial and gender discrimination in Brazil. While proposing a broader view of citizenship that includes domains such as popular culture and the body, Negras in Brazil highlights the continuing relevance of identity politics for members of racially marginalized communities. Providing new insights into black women's social activism and a gendered perspective on Brazilian racial dynamics, this book will be of interest to students and scholars of Latin American Studies, African diaspora studies, women's studies, politics, and cultural anthropology.
Learn how to center, affirm, and develop Black immigrant literacies in ways that allow all youth to engage with and honor their literacies. This book presents a framework to revolutionize teaching in ways that draw on students’ assets for redesigning, rethinking, and reimagining literacy and the English Language Arts curriculum. This novel framework has five mechanisms through which Black immigrant literacies and languaging can be better understood: the struggle for justice, the myth of the model minority, transraciolinguistics, the local-global, and holistic literacies. Presenting authentic narratives of Afro-Caribbean youth, the author describes how teachers and educators can: (1) teach the Black literate immigrant; (2) use literacy and English language arts curriculum as a vehicle for instructing Black immigrant youth; (3) foster relations among Black immigrants and their peers through literacy; and (4) connect parents, schools, and communities. The text includes lesson plans, instructional modules, and templates that range in their focus from K–12 to college. Book Features: Details how teachers, curriculum, and instruction can benefit from understanding the experiences of Black immigrant students, and how that experience differs from other Black American students.Highlights authentic narratives that center the holistic voices of Afro-Caribbean immigrant youth from Jamaica and the Bahamas. Demonstrates how students grapple with racialization, becoming immigrants, and the responses of others to their use of Englishes in the United States. Offers research-based methods for teaching all students to draw on their metalinguistic, metacultural, and metaracial understandings in literacy and ELA classrooms.Presents concrete strategies for supporting Black immigrant populations in establishing and sustaining a sense of community across linguistic, cultural, and racial contexts.
Transcultural Pedagogies for Multilingual Classrooms by Rahat Zaidi,Umit Boz,Eve Moreau Pdf
This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.
Language Teacher Identity by Silvia Melo Pfeifer,Vander Tavares Pdf
The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: Provides a broad overview of the different types of challenges language teachers face in their careers Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher’s identity Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
Author : G. Reginald Daniel Publisher : Penn State Press Page : 384 pages File Size : 41,6 Mb Release : 2010-11-01 Category : Social Science ISBN : 9780271045542
Sadomasochism in Everyday Life by Lynn S. Chancer Pdf
Table of Contents Acknowledgments Introduction Reflecting on a Set of Personal and Political Criteria 1 Pt. 1 Expanding the Scope of Sadomasochism Ch. 1 Exploring Sadomasochism in the American Context 15 Ch. 2 Defining a Basic Dynamic: Parodoxes[sic] at the Heart of Sadomasochism 43 Ch. 3 Combining the Insights of Existentialism and Psychoanalysis: Why Sadomasochism? 69 Pt. 2 Sadomasochism in Its Social Settings Ch. 4 Employing Chains of Command: Sadomasochism and the Workplace 93 Ch. 5 Engendering Sadomasochism: Dominance, Subordination, and the Contaminated World of Patriarchy 125 Ch. 6 Creating Enemies in Everyday Life: Following the Example of Others 155 Ch. 7 A Theoretical Finale 187 Epilogue 215 Notes 223 Index 231
Brazil, Mixture Or Massacre? by Abdias do Nascimento Pdf
A penetrating analysis of Brazilian history,politics, art, literature, drama, culture, and,religion make this the most authoritative,Afro-Brazilian perspective available.
Remembering Esperanza has been acclaimed as this generation's most important synthesis of critical theory and Christian theology. Taylor offers North American models of a new theology that serves an informed, critical transformative praxis of resistance to sexism, classism, racism. Taylor's work forges a vital link to an engaged Christianity and the Christ who is its source.
A Transdisciplinary Lens for Bilingual Education by Eurydice Bauer,Lenny Sánchez,Yang Wang,Andrea Vaughan Pdf
Addressing the intersections between cognitive, sociocultural, and sociolinguistic research, this volume explores bilingual development across educational contexts to discuss and uncover the influences and impact of language in school programming and everyday practices. Confronting a standard monolingual lens, this collection highlights the importance of applying cross-disciplinary approaches to examine bilingualism in relation to topics such as language politics, linguistic identities, students’ experiences at home and in schools, asset-based teaching and curricula, and overall benefits. Ideal for courses in bilingualism, literacy, psychology, and language education, this text is an important resource for understanding and applying transdisciplinary, inclusive approaches to positively influence cognitive development, academic learning, and identity formation in bilingual education.
Afrodescendants, Identity, and the Struggle for Development in the Americas by Bernd Reiter,Kimberly Eison Simmons Pdf
Indigenous people and African descendants in Latin America and the Caribbean have long been affected by a social hierarchy established by elites, through which some groups were racialized and others were normalized. Far from being “racial paradises” populated by an amalgamated “cosmic race” of mulattos and mestizos, Latin America and the Caribbean have long been sites of shifting exploitative strategies and ideologies, ranging from scientific racism and eugenics to the more sophisticated official denial of racism and ethnic difference. This book, among the first to focus on African descendants in the region, brings together diverse reflections from scholars, activists, and funding agency representatives working to end racism and promote human rights in the Americas. By focusing on the ways racism inhibits agency among African descendants and the ways African-descendant groups position themselves in order to overcome obstacles, this interdisciplinary book provides a multi-faceted analysis of one of the gravest contemporary problems in the Americas.
Conversations with Colson Whitehead by Derek C. Maus Pdf
Since the publication of his first novel, The Intuitionist, in 1999, Colson Whitehead (b. 1969) has been considered an important new voice in American literature. His seven subsequent books have done little to contradict that initial assessment, especially after 2016’s The Underground Railroad spent many weeks at the top of bestseller lists and won numerous major literary awards, including the Pulitzer Prize. Ranging from 2001 to 2016, the twenty-three interviews collected in Conversations with Colson Whitehead reveal the workings of one of America’s most idiosyncratic and most successful literary minds. Through these interviews, it is clear that none of this well-earned praise has gone to his head. If anything, he still seems inclined to present himself as an awkward misfit who writes about such offbeat subject matter as rival groups of elevator inspectors, the insufficiency of off-brand “flesh-colored” bandages, or a literalized alternate version of the Underground Railroad. Whitehead speaks at length about matters related to his craft, including his varied literary and nonliterary influences, the particular methods of researching and writing that have proved valuable to telling his stories, and the ways in which he has managed the rollercoaster life of a professional writer. He also opens up about popular culture, particularly the unconventional blend of music, genre fiction, B movies, and comic books that he gleefully identifies as a passion that has persisted for him since his childhood.
