Youth using identity: the racial politics of belonging and resistance in an educational equity program

A growing body of scholarship in teacher education has explored the historical, systemic, interactional, and individual factors that create possibilities and challenges in White teachers’ reconceptualization of their racial identity and of the purpose and nature of their work in a racialized society. However, there has been little attention to programs of teacher education as critical mediators of such learning and change. Through an analysis of in-depth interviews with four prospective White teachers in the United States, we develop a framework of White teachers’ racial identities as situated within racial ideologies and mediated by the context of teacher education programs. The framework helps elucidate how teachers’ racial identities are instantiated through interactions and available identities in a program space, which are in turn shaped both by ideology and program structure and culture. The framework and findings urge an insertion of our own agency, as teacher educators, into the analyses of White prospective teachers’ learning and change, by highlighting our role as individuals who co-construct the programmatic structure and culture that partially instantiates these teachers’ racial identities.

Teaching and Learning Guide for: A Glimpse into the Sociology of White Antiracism and White Nationalism

Racial Imperatives: Discipline, Performativity, and Struggles Against Subjection

Teaching & Learning Guide for: Multiracial Americans: Racial Identity Choices and Implications for the Collection of Race Data

This article develops a provocative approach for thinking about the role of race in democratic politics. I identify the Supreme Court's descriptive and normative struggles with racial identity, which have led many on the Court to question the constitutionality of the Voting Rights Act. I rely upon the social identity literature in social psychology, as well as the race and politics literature in political science, to demonstrate empirically the relationship between racial and political identity. I then use the right of assciation, particularly as developed by the Supreme Court in the party and ballot access cases, to argue that the First Amendment protects the right of votes of color to associate as voters of color where race and political identity are correlated. In so doing, I characterize the Court's attempt to grasp the proper role of race in democratic politics as a deeper struggle between equality and liberty values. I conclude by suggesting a framework for balancing liberty and equality concerns in the design of electoral institutions.

This article develops a provocative approach for thinking about the role of race in democratic politics. I identify the Supreme Court's descriptive and normative struggles with racial identity, which have led many on the Court to question the constitutionality of the Voting Rights Act. I rely upon the social identity literature in social psychology, as well as the race and politics literature in political science, to demonstrate empirically the relationship between racial and political identity. I then use the right of assciation, particularly as developed by the Supreme Court in the party and ballot access cases, to argue that the First Amendment protects the right of votes of color to associate as voters of color where race and political identity are correlated. In so doing, I characterize the Court's attempt to grasp the proper role of race in democratic politics as a deeper struggle between equality and liberty values. I conclude by suggesting a framework for balancing liberty and equality concerns in the design of electoral institutions.

The sociology of white America: A teaching and learning guide

Whenever Ofilwe, a black character in the novel Coconut, and her family are told by white customers at restaurants, shopping malls, and other public spaces to stop acting black, Ofilwe in particular becomes perplexed by what it means to black. She will rhetorically ask: are not Concerning race, this kind of encounter is a reification of an existing difference in the conceptualization of between the interlocutors. Ofilwe's obvious puzzlement is based on the fact that she identifies herself within the apartheid frame of racial categorization which placed people into categories of white, Asian, colored, and African (black) on the bases of reputation and appearance (Marx 105). For Ofilwe, at least in this context, one belongs to the he/she appears to fit into. Racial identity is not determined by ways of behavior. Consequently, it is impossible for one to act race, to act black. To her white interlocutors however, in the milieu of apartheid South Africa, does not necessarily concern the phenotype of a person. It shows a political and/or economic relationship among groups of people where the binaries of the superior and the subordinate could be acted. What this means is that one could become white on the basis of an admissible reputation and a behavior considered typical of that status. To be precise, a black person who is accepted into a white status is required to exhibit a behavior fully purged of the inferiority of his/her black origin.In his assessment of racial performativity, Ian Hacking observes that human acts come into being hand in hand with our invention of the [racial] categories labeling them (Qtd in Appiah 78). This includes the construction of racial identities based on a way of behavior presumed to mark out one's race. It is for this reason that we expect people of a certain to behave a certain way not simply because they are confirming to the script for that identity, performing that role, but because they have certain antecedent properties that are consequences of the label's properly applying to them4 (Appiah 79). The antecedent property in Ofilwe's encounter is her black racial inferiority and subservience assessed in relation to white superiority and hegemony. Apart from explaining the underlying power relations based on which racial classifications are constructed, the narrative from Coconut providing the context for my introductory comments here problematizes racial identity in South Africa. For example, what exactly does the Ofilwe's brother, Tshepo, mean when he says: All I am saying is that my skin is black? (Matlwa 5). In other words, does having a black-colored skin make one also racially Also, how are to understand another black character like Fikile who declares her desire to be white? (Matlwa 135). Does her identity change from black to white on the basis of the disavowal of her black self?The task of this paper is to provide an analysis of racial identity formations in post apartheid South Africa through the medium of Coconut. Careful not to cause any undue mutilation of the work of fiction by insisting on it being both universal and race-free (Morrison 12), I propose to use the South African philosophy, Black Consciousness (hereafter BC), to offer a reading of racial identity which is specific to the setting of the novel. As a current literary expression on the issue of and racial relations in South Africa, I will be much concerned with looking at how BC offers a theoretical framework for understanding the idea of racial in the post-apartheid space fictionalized in the story. I will look at how BC's (re)classification of race into white, non-white, and blacks, offers an alternative method for rethinking in Coconut.Coconut is the debut novel of the black female South African writer Kapano Matlwa. Published in the year 2007, the story revolves around a middle-class black family living in a white suburb in post apartheid South Africa. …

Race, Ethnicity, and Education moves beyond traditional thinking and approaches to multicultural education to more accurately reflect the dramatically changing circumstances faced by North American schools in an age of globalization. The volumes address ways in which race and ethnicity affect learning across the life span, at all levels of formal education as well as in informal educational settings. Issues of school curriculum, instruction, and administration are examined. These volumes aim to address both the foundational assumptions and the practices of education in relation to changing conceptions of race and ethnicity. Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at color-blind racism; white supremacy in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization.

Race, Ethnicity, and Education moves beyond traditional thinking and approaches to multicultural education to more accurately reflect the dramatically changing circumstances faced by North American schools in an age of globalization. The volumes address ways in which race and ethnicity affect learning across the life span, at all levels of formal education as well as in informal educational settings. Issues of school curriculum, instruction, and administration are examined. These volumes aim to address both the foundational assumptions and the practices of education in relation to changing conceptions of race and ethnicity. Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at color-blind racism; white supremacy in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization.

Race, Ethnicity, and Education moves beyond traditional thinking and approaches to multicultural education to more accurately reflect the dramatically changing circumstances faced by North American schools in an age of globalization. The volumes address ways in which race and ethnicity affect learning across the life span, at all levels of formal education as well as in informal educational settings. Issues of school curriculum, instruction, and administration are examined. These volumes aim to address both the foundational assumptions and the practices of education in relation to changing conceptions of race and ethnicity. Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at color-blind racism; white supremacy in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization.

Race, Ethnicity, and Education moves beyond traditional thinking and approaches to multicultural education to more accurately reflect the dramatically changing circumstances faced by North American schools in an age of globalization. The volumes address ways in which race and ethnicity affect learning across the life span, at all levels of formal education as well as in informal educational settings. Issues of school curriculum, instruction, and administration are examined. These volumes aim to address both the foundational assumptions and the practices of education in relation to changing conceptions of race and ethnicity. Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at color-blind racism; white supremacy in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization.

This study investigates how racial identity and phenotypicality (i.e., racial ambiguity) shape the perception of biracial individuals in both White and Black perceivers. We investigated complex racial categorization and its downstream consequences, such as perceptions of discrimination. We manipulated racial phenotypicality (Black or racially ambiguous) and racial identity (Black or biracial) to test these cues' influence on Black and White race categorizations in a sample of both White (n = 145) and Black (n = 152) identified individuals. Though racial identity and phenotypicality information influenced deliberate racial categorization, White and Black participants used the cues in different ways. For White perceivers, racial identity and phenotypicality additively influenced Black categorization. For Black perceivers, however, racial identity was only used in Black categorization when racial ambiguity was high. Perceived discrimination was related to White (but not Black) perceivers' distribution of minority resources to targets, however Black categorization related to perceived discrimination for Black perceivers only. By demonstrating how Black and White individuals use identity and phenotype information in race perceptions, we provide a more complete view of the complexities of racial categorization and its downstream consequences. (PsycINFO Database Record

Now in English for the first time, Keila Grinberg's compelling study of the nineteenth-century jurist Antonio Pereira Rebouças (1798–1880) traces the life of an Afro-Brazilian intellectual who rose from a humble background to play a key--and conflicted--role as Brazilians struggled to define citizenship and understand racial politics. One of the most prominent specialists in civil law of his time, Rebouças explained why blacks fought stridently for their own inclusion in society but also complicitly embraced an ethic of silence on race more broadly. Grinberg argues that while this silence was crucial for defining spaces of social mobility and respectability regardless of race, it was also stifling, and played an important role in quelling political mobilization based on racial identity. Rebouças’s commitment to liberal ideals also exemplifies the contradiction he embodied: though he rejected movements that were grounded in racial political mobilization, he was consistently treated as potentially dangerous for the single fact that he was of African origin. Grinberg demonstrates how Rebouças’s life and career—encompassing such themes as racial politics and identities, slavery and racism, and imperfect citizenship—are central for our understanding of Atlantic slave and post-abolition societies.

In this chapter, the author looks at the recent spate of wilful violence against people from the north-east in Delhi, the national capital. As he points out, there is only one way of describing these assaults and the grass roots reaction they elicit: they are racist. It is crucial to note that capitalist development is not necessarily antithetical to cultural racism. The argument can be further extended to indicate that it is in the very nature of capitalist development to produce its well-demarcated racial categories before primitive accumulation can begin. With the emergence of global finance capital, the modes of reconstituting and redeploying races/ethnicities have morphed in significantly new ways. The author argues that racism in India is not an atavistic survival, but the pith and marrow of the contemporary economic exigencies. But, in what ways does global capital reconstitute and redeploy races/ethnicities? The chapter demonstrates this through a study of the Indian north-east where the emergence of the neoliberal market–state complex has given rise to autonomy movements. Most of these movements make political and economic claims in the name of race or ethnic identities. The very mark of their newly imagined minority identity or subject position is actively utilized to make claims for integration into the majoritarian logic, be it global economic or national statist. While the deployment of these ‘new’ race identities gives groups in the north-east extra teeth in terms of claims-making, it also opens up these groups to racist attacks elsewhere in the country through economic and cultural revisibilization.