Perpetuation Of Discrimination Research Articles

Working as a Sensitivity Reader: Just Another Step on the Way to Publication

The use of sensitivity readers has become increasingly prevalent in the publishing industry over the past decade (Brouillette 2023; Jilani 2023; Kingsbury 2024; Sharma 2023; Thomalla 2023; West-Knights 2023). To some, sensitivity readers are controversial figures who seek to censor writers’ voices, while for others they are much-needed defences against the perpetuation of discrimination in literature (Lawrence 2020). Given the relatively novel application of sensitivity reading in publishing processes, there remains a scarcity of research into, and understanding of, the practical implications of this editorial process. The following transcript of a discussion between University of Exeter Master of Arts (Publishing) student, D-M Withers, and sensitivity reader and published author Georgina Kamsika reflects on the specificities of this industry role, providing insight into our understanding of sensitivity reading as a unique editorial layer within the publishing chain.

Islamophobia in India: The Orientalist Reformulation of Tipu Sultan— The Tiger of Mysore

Islamophobia in India, with the coming to power of BJP, a Hindutva (Indian nationalist) party, is on the increase. To understand Islamophobia in India, the approach in this article diverts from studies that focus on empirical data of incidence and discriminatory legislation to the construct of the figure of the Muslim as the Other. My approach focuses on Hindutvaism and the British Orientalist construction of the 18th-century figure of Tipu Sultan as a signifier in the marking of Muslims as the Other. British Orientalists during colonialism and Hindutvaism in post-colonial India both construct Tipu as the figure of the Muslim. This brings the Orientalist discursive practice, which constructed the figure of Muslim as an obstruction to imperial British national imagination, in dialogue with the Hindutva Islamophobic narrative. To show that the Hindutva construction of the figure of Muslim has echoes of Orientalism, I adopt a decolonial approach of “coloniality,” as a continuation of Westerncentric global political dominance, and “colonial situation,” as the perpetuation of discrimination against a marked identity in post-colonial nations. Contrasting the construction of Tipu in Orientalism and Hindutvaism situates Islamophobia as a repertoire of problematizing the figure of the Muslim in Orientalism. The approach challenges the view that the colonialist discursive practice that marked Muslims as Other is the preserve of Orientalism, highlighting the influence of Orientalism, as a way of thinking, in post-colonial nations and the unfinished business of decolonisation.

"Are We Safe Analysts?" Cisgender Countertransferential Fantasies in the Treatment of Transgender Patients.

The authors examine the impact of countertransference in two clinical cases of transgender patients treated by two cisgender analysts who are accustomed to receiving nonconforming gender patients in France and Brazil. The context is that of contemporary views of transphobic countertransference reactions, specifically the work of Griffin Hansbury, who describes these reactions in terms of "unthinkable anxieties." Like other theorists with expanding notions of countertransference, the authors view transphobia in analysis as an "instrument of research" and consider how taking responsibility for the transference is particularly relevant in respect to clinical cases that also reflect societal changes. Following the authors' case presentations, they identify four different fantasies and countertransferential reactions that sprang from their efforts to be safe analysts or, in other words, analysts concerned about the perpetuation of discrimination, violence, and oppression that may have guided their work.

Canada’s Façade of Equality: Austin Clarke's More

Canada prides itself as a nation welcoming to immigrants, but this multicultural façade cloaks the struggles of immigrants who fight against systemic inequality. This study aims to expose the mechanisms of societal and systemic oppression faced by immigrants in Canada, especially Black immigrants, as well as the psychological isolation they endure living in the diaspora. The study relies primarily on Austin Clarke’s novel More, and investigates economic gatekeeping by Canadian employers who often require Canadian experience and education, relegating skilled migrants to unemployment and underemployment. This illustrates the barriers to upward social mobility faced by Canadian immigrants, a reality portrayed in More by the protagonist Idora’s poverty despite living for thirty years in Canada. This paper also delineates the societal oppression which manifests in the Canadian media’s perpetuation of discrimination and projection of degeneracy on Black Canadians. Furthermore, it investigates the role of unchecked police brutality in continuing psychological exclusion and brutal violence towards Black Canadians. The psychological alienation and denigration experienced by immigrants and those living in the diaspora is also explored through More. In this context, those living in the diaspora is defined by migrants and their descendants who live in one country but feel strong emotional and identity ties to their former country. Therefore, Canada’s image as haven for immigrants is dispelled through its systemic and societal prejudice and exploitation of immigrants, complicity towards acts of brutal violence conducted by police officers, and exclusion towards those living in the diaspora.

Professional and Personal Experiences as Leverage for Learning

The current transnational climate in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960s, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favourable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognise the need to reduce progression and attainment gaps. However, their focus tends to only consider the student ‘Black and Minority Ethnic attainment gap’ with almost no attention being given to educators’, or more specifically there is a distinctive lack of thought given to the female BME educators’ progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female’s BME educators’ personal and professional experiences, and ‘gives voice to previously silenced and marginalized experiences’ (Boylorn & Orbe, 2014:15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.

Challenges of organizational learning: perpetuation of discrimination against employees with disabilities

This article examines why organizations struggle with learning how to prevent discrimination against their employees with disabilities. To explore this issue, qualitative archival data were collected and analyzed from 53 Americans with Disabilities Act (ADA) lawsuits filed against 44 organizations. Theoretical analysis of the qualitative data suggests that several organizationally based learning theories explain the difficulty organizations have with creating a disability-friendly work environment. These barriers to learning are embedded in complex defense mechanisms and discriminatory organizational routines. Furthermore, organizations have difficulties engaging in higher-order and vicarious learning. We conclude the article with examples of successful learning practices as they relate to barriers identified in the qualitative analysis.

When Firms Fail to Learn

Scholarly and anecdotal evidence suggests that despite an increasing tolerance for diversity among many Americans, workplace discrimination is on the rise. This article addresses the role that learning, or more specifically barriers to learning, plays in the perpetuation of discrimination. The authors use several organizationally based learning theories to illustrate ways in which firms may fail to learn how to manage diversity challenges effectively, such as a discrimination lawsuit. They conclude the article with two relatively successful learning situations involving the Georgia Power Corporation and the Denny’s restaurant chain, both of which have faced discrimination lawsuits in recent years. They use this discussion to highlight reactive versus reflective learning strategies and how each may lead to successful discrimination lawsuit resolution.

When Firms Fail to Learn: Perpetuation of Discrimination in the Workplace

Scholarly and anecdotal evidence suggests that, despite many Americans' increasing tolerance for diversity, workplace discrimination is on the rise. This essay addresses the role that learning or, more specifically, barriers to learning play in the perpetuation of discrimination. We use several organizationally based learning theories to illustrate ways in which firms may fail to learn how to effectively manage diversity challenges such as a discrimination lawsuit. We conclude the essay with two relatively successful learning situations involving the Georgia Power Corporation and the Denny's restaurant chain, both of which have faced discrimination lawsuits in recent years. We use this discussion to highlight reactive versus reflective learning strategies and how each may lead to the successful resolution of discrimination lawsuits.

Race, Racism And Risk Assessment: Linking Theory To Practice With Black Mentally Disordered Offenders

Hindpal Singh Bhui explores a range of issues facing practitioners who carry out risk assessments on black offenders who have or are thought to have some form of mental disorder. He identifies ways in which the perpetuation of discrimination through poor assessment might be minimised, drawing attention to relevant knowledge and research.

Feminist criminology and probation practice: The implications for teaching DipSW probation courses

This paper considers the impact of Feminist Criminology upon the teaching of DipSW Probation Streams. Paper 30 (CCETSW, 1991) and an increasing body of Feminist criminological research and literature makes it imperative that gender is incorporated as a central feature of Probation training if the perpetuation of discrimination against women in Criminal Justice is to be avoided. Both the content of courses and the processes by which they are delivered needs to be addressed. The Probation Service has a key role in the assessment process pre-court, in the court arena, and in supervising women offenders in the community. The training of future officers could positively contribute to practice change in these areas, and this paper explores what courses should deliver in order to aid this process. In addition to content and process recommendations, the paper recognises the wider gender inequalities institutionalised both within Probation and the Criminal Justice system. This is the context within which students ...