This document provides an overview of a cultural diversity training presentation on racial and ethnic inequality. The presentation discusses how race is a social construct rather than biological fact, how racial categories have changed over time, and examines concepts like culture, ethnicity, minorities, prejudice, discrimination, and their impacts. It also lists several books and theories related to understanding race and inequality.
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Because there was a lot of dense material in this mini-lecture, I presented it as a SlideShare to make it visually more appealing and to break up the information a little.
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
A review of the impact of society on race, racism, and racial equality, particularly in America. Appropriate for 100-level sociology courses. If you like it, feel free to use it!
----
"You May Ask Yourself" second edition (2011), D. Conley, W.W. Norton - Chapter 9
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*** This is only my "reworking" of pre-packaged PPT files included textbook published by W.W. Norton. Some materials copyright by W.W.Norton.
C-SAP teaching resources: Teaching race and ethnicity theoretical overviewCSAPSubjectCentre
This resource was produced as part of C-SAP's project "Teaching Race and Ethnicity" http://www.teachingrace.bham.ac.uk/ by Dr Stephen Spencer from Sheffield Hallam University.
Because there was a lot of dense material in this mini-lecture, I presented it as a SlideShare to make it visually more appealing and to break up the information a little.
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
A review of the impact of society on race, racism, and racial equality, particularly in America. Appropriate for 100-level sociology courses. If you like it, feel free to use it!
----
"You May Ask Yourself" second edition (2011), D. Conley, W.W. Norton - Chapter 9
----
*** This is only my "reworking" of pre-packaged PPT files included textbook published by W.W. Norton. Some materials copyright by W.W.Norton.
C-SAP teaching resources: Teaching race and ethnicity theoretical overviewCSAPSubjectCentre
This resource was produced as part of C-SAP's project "Teaching Race and Ethnicity" http://www.teachingrace.bham.ac.uk/ by Dr Stephen Spencer from Sheffield Hallam University.
Enslavement SystemDr. G. J. Giddings.docxelbanglis
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
...
GrobalRaciality-Preface+Intro.pdf
Global Raciality
Global Raciality expands our understanding of race, space, and place by
exploring forms of racism and anti-racist resistance worldwide. Contributors
address neoliberalism; settler colonialism; race, class, and gender inter-
sectionality; immigrant rights; Islamophobia; and homonationalism; and
investigate the dynamic forces propelling anti-racist solidarity and resist-
ance cultures. Midway through the Trump years and with a rise in nativist
fervor across the globe, this expanded approach captures the creativity and
variety found in the fight against racism we see the world over.
Chapters focus on both the immersive global trajectories of race and
racism, and the international variation in contemporary configurations of
racialized experience. Race, class, and gender identities may not only be
distinctive, they can extend across borders, continents, and oceans with
remarkable demonstrations of solidarity happening all over the world.
Palestinians, Black Panthers, Dalit, Native Americans, and Indian feminists
among others meet and interact in this context. Intersections between race
and such forms of power as colonialism and empire, capitalism, gender,
sexuality, religion, and class are examined and compared across different
national and global contexts. It is in this robust and comparative analytical
approach that Global Raciality reframes conventional studies on postcolo-
nial regimes and racial identities and expression.
Paola Bacchetta is Professor of Gender and Women’s Studies, and affili-
ated faculty within the Center for Race and Gender; the Center for South
Asia Studies; the Center for Middle Eastern Studies; and the Center for the
Study of Sexual Cultures at the University of California, Berkeley.
Sunaina Maira is Professor of Asian American Studies, and affiliated fac-
ulty within the Middle East/South Asia Studies Program and the Cultural
Studies Graduate Group at the University of California, Davis.
Howard Winant is Distinguished Professor of Sociology at the University
of California, Santa Barbara, where he is also affiliated with the Black Studies,
Chicana/o Studies, and Asian American Studies departments. He founded
and directed the University of California Center for New Racial Studies.
New Racial Studies
The University of California
Center for New Racial Studies
This series of research publications focuses on the shifting and contradic-
tory meaning of race in the aftermath of the massive racial upheavals that
followed World War II: civil rights, anti-apartheid, major demographic
shifts, decolonialization, significant inclusionary reforms and expansions
of political rights on the one hand, combined with reinvented but still
extremely deep-rooted patterns of structural racism, racial inequality, and
“post-” imperial formations on the other hand.
Global Raciality (2019)
Empire, Postcoloniality, Decoloniality
Edited by Paola Bacchetta, S ...
Democratic Politics Chapter 3 Grade 10 CBSE [Democracy and Diversity]ssh09
Democratic Politics Chapter I for grade 10 i hope it is going to be more interesting and easier for the students to learn and revise. I hope students of CBSE schools will benefit across the globe.
Talking About Race: Moving Toward a Transformative Dialogue
Diversity Training2010
1. Indiana Juvenile Justice Task Force, Inc. Family Support Services Program 1800 North Meridian Street, Suite 402 Indianapolis, IN 46202 Cultural Diversity Training/ Racial and Ethnic Inequality Attempting to Improve communal interactions, by understanding Personal and Professional Paradigms over “ Race”, Culture, Ethnicity, and issues of Discrimination Presenter: M. Sulliván-Tibbs, M.S.W., M.A., ACSW, LCSW, LCAC
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23. Theoretical Explanations of Prejudice and Discrimination Specific Theories Basic Logic Policy Implications Social, Psychological Approaches Scapegoat theory, authoritarian personality theory Prejudice satisfies distinctive personality-level needs Improve child-rearing practices and help people find more appropriate ways of dealing with everyday frustrations Symbolic Interactionism [Integrated Threat Theory], Learning Theory People learn prejudice and discrimination from those around them Increase contacts with members of different groups; work to reduce biases inherent in culture Functionalism Functionalism Prejudice and discrimination provide positive functions for some people Find less harmful functional alternatives to prejudice and discrimination Conflict Theory Spilt labor market theory, exploitation theory Prejudice and discrimination help powerful groups maintain their advantages Reduce power inequalities in society (Lindsay & Beach, 2003)
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41. In summarizing these three characteristics, Sue and Sue (1990) [state]: These three goals stress the fact that becoming culturally skilled is an active process, that it is ongoing, and that it is a process that never reaches an end point. Implicit is recognition of the complexity and diversity of the client and client populations, and acknowledgement of our own personal limitations and the need to always improve. (p. 146) (Journal of Counseling & Development. March/April 1992. VOL 70. pp. 477-486)