This document summarizes a PhD student's research on the River Street neighborhood in Boise, Idaho and how it functioned as a "memoryscape" in shaping racial identities. The student interviewed both black and white former residents. While they agreed on boundaries, white residents saw the area as crime-ridden while black residents emphasized neighborliness. The neighborhood allowed for co-existence but was racialized by outsiders to establish whiteness. Memoryscapes are shaped by individual experiences and interpret the world through social lenses like race. The racialization of River Street maintained it as a place for "others" and has shaped its remembrance today.
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.
Whiteness, White Supremacy and White PosessionAlana Lentin
This week will examine the role of race in upholding white supremacy on both a national and a global scale. We will look at whiteness as a form of possession and/or property. We will think about how whiteness works as an institution of power even if it associates itself with white-skinned people. We will ask how white advantage works in everyday situations. We will examine the concepts of ‘White Ignorance’, ‘White Innocence’ and ‘White Fragility’. We will examine the recent re-emergence of white supremacist movements in Australia and elsewhere and consider how they are attached to more everyday forms of whiteness. Finally, we will ask whether or not it is possible or desirable to dismantle and/or leave whiteness. What would refusing the benefits accrued through whiteness mean in a practical sense?
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
HISTORY YEAR 9 - RACISM. Contains: racism definition, type of racism, racial discrimination, institutional racism, economic racism, symbolic racism, cultural racism, xenophobia, colour blindness, othering, prejudice against minority groups, anti racism movements, civil rights movements, Martin Luther King Jr, anti apartheid movement, Nelson Mandela.
This presentation investigates how notion of “race” is socially constructed. It arose concurrently with the advent of European exploration as a justification and rationale for conquest and domination of the globe beginning in the 15th century of the Common Era. Therefore, “race” is an historical, “scientific,” and biological myth. It is an idea. Geneticists tell us that there is often more variability within a given so-called “race” than between “races,” and that there are no essential genetic markers linked specifically to “race.”
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.
Whiteness, White Supremacy and White PosessionAlana Lentin
This week will examine the role of race in upholding white supremacy on both a national and a global scale. We will look at whiteness as a form of possession and/or property. We will think about how whiteness works as an institution of power even if it associates itself with white-skinned people. We will ask how white advantage works in everyday situations. We will examine the concepts of ‘White Ignorance’, ‘White Innocence’ and ‘White Fragility’. We will examine the recent re-emergence of white supremacist movements in Australia and elsewhere and consider how they are attached to more everyday forms of whiteness. Finally, we will ask whether or not it is possible or desirable to dismantle and/or leave whiteness. What would refusing the benefits accrued through whiteness mean in a practical sense?
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
HISTORY YEAR 9 - RACISM. Contains: racism definition, type of racism, racial discrimination, institutional racism, economic racism, symbolic racism, cultural racism, xenophobia, colour blindness, othering, prejudice against minority groups, anti racism movements, civil rights movements, Martin Luther King Jr, anti apartheid movement, Nelson Mandela.
This presentation investigates how notion of “race” is socially constructed. It arose concurrently with the advent of European exploration as a justification and rationale for conquest and domination of the globe beginning in the 15th century of the Common Era. Therefore, “race” is an historical, “scientific,” and biological myth. It is an idea. Geneticists tell us that there is often more variability within a given so-called “race” than between “races,” and that there are no essential genetic markers linked specifically to “race.”
Since the end of the Civil Rights Movement, large numbers of black people have made their way into
settings previously occupied only by whites, though their reception has been mixed. Overwhelmingly white
neighborhoods, schools, workplaces, restaurants, and other public spaces remain. Blacks perceive such
settings as “the white space,” which they often consider to be informally “off limits” for people like them.
Meanwhile, despite the growth of an enormous black middle class, many whites assume that the natural
black space is that destitute and fearsome locality so commonly featured in the public media, including
popular books, music and videos, and the TV news—the iconic ghetto. White people typically avoid black
space, but black people are required to navigate the white space as a condition of their existence.
Reconstructing Racial IdentitiesAuthor(s) K. Anthony Ap.docxsodhi3
Reconstructing Racial Identities
Author(s): K. Anthony Appiah
Source: Research in African Literatures, Vol. 27, No. 3 (Autumn, 1996), pp. 68-72
Published by: Indiana University Press
Stable URL: http://www.jstor.org/stable/3820309
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FORUM
Reconstructing Racial
Identities
K. Anthony Appiah
The main theoretical gap in In My Father's House-in
the opinion, at least, of its author-is the lack of a proposed alternative to the
account of identity in the black diaspora that the book criticizes.' The pseudo-
biological essentialist account of black identity is, in my judgment, now generally
understood to be untenable; what is lacking is an alternative positive account of
black identity. In the book I criticized the biological account as a proposed basis
for identities in the continent as well: but I offered, in the chapter on "African
Identities," some suggestions for a positive basis for a range of continentally
based mobilizations of Africa as what I called "a vital and enabling badge." But
what I had to say about diasporic identities was, to put it kindly, perfunctory.
Katya Azoulay's critique of my work ("Outside Our Parents' House: Race,
Culture, and Identity" in RAL 27.1 [1996]: 129-42) identifies this theoretical gap
and rightly draws attention to it. Let me offer at least a sketch of an approach.2
In early American history, the label "African" was applied to many of those
who would later be thought of as "Negroes," by people who may have been under
the impression that Africans had more in common culturally, socially, intellectu-
ally, religiously, than they actually did. Neither of these kinds of errors, however,
stopped the labeling from having its effects. As slavery in North America became
racialized in the colonial period, being identified as an African, or, later, as a
Negro, carrying what Du Bois called the "badge of color," had those predictable
negative consequences, which he so memorably captured in the phrase: the
"social heritage of slavery; the discrimination and insult" (117).
If we follow the badge of color, from "African" to "Negro" to "Colored
Race" to "Black" to "Afro-American" to "African-American" (and this ignores
such fascinating deto ...
George Michael, Faith”httpswww.youtube.comwatchv=lu3VTng.docxhanneloremccaffery
George Michael, “Faith”
https://www.youtube.com/watch?v=lu3VTngm1F0
Comments and reflections from last week’s film?
The truth about stories is that they are all that we are. Stories tell us about to think about the past, the present and the future.
Stories can be dangerous.
Stories can help us heal.
Stories and responsibility
overview
Ideas of race are not timeless
Not to project the present into the past
Not human nature
Not a natural antipathy to difference
Race rooted in unequal relations of power
overview
Race as a social construct with regulatory power
The social construction of race
Historically grounded in European expansion
Institutional forms of racism
Racialization of the west
Enlightenment philosophers
1700-1800 scientific inquiry
classifying men & animals
1800s biological origins
19th century: the rise of modern race prejudice
Linked to changes in production & distribution
Race as a cultural idea
Ivan Hannaford
Race: A History of an Idea in the West
Not to project of our ideas into the past
Martin Bernal
Black Athena
The aryanization of Greece
2 models of Greek history
Ancient and euro-aryan
When Europe chose Greece as the cradle of western civilization, it erased everything about it that was Jewish, Arabic, and African
Frank Snowden
Before Color Prejudice
Color prejudice major issue in the modern world not so in the ancient world
Color not the focus of irrational sentiments or judging a man or a woman
Majority of slaves in the ancient world were white not black
No single ethnic group associated with slave status
Audrey Smedley
Dispossession of the Irish
The colonization of Ireland
Skin color is not the crucial sign of
Otherness
Avoid colourism
Douglas Lorimer
Color, Class and the Victorians
mid-19th century
New doctrine of racial supremacy
White skin becomes the essential marker of a gentleman
Crawford Killian , Go Do Some Great Thing: Black Pioneers of British Columbia
James Douglas, first governor of British Columbia
Born in Demerara, Guyana, mixed descent (his father was Scottish and his mother was Creole from Barbados)
Douglas married to Amelia Connolly, whose mother was Cree
Historian Sylvia Van Kirk
Many founding Victoria families mixed descent
Erasure of history
Invalidation of mixed marriages
“Tracing the Fortunes of Five Founding Families of Victoria”
Issue BC Studies Studies no. 115/116 Autumn/Winter 1997
Robert Young
Colonial Desire
1850s
Hardening of social attitudes
From universal brotherhood to imperial hierarchy
(Indian Mutiny of 1857; American Civil War 1861-65; Jamaican Insurrection 1865; Red River Resistance 1869)
Rethinking slavery
History of whiteness
Some groups considered “white” today were not considered white in the early part of the twentieth century
Expanding the category of whiteness to include formerly excluded groups helps to support white supremacy
Marxist sociologists (Oliver Cox; Robert Miles)
Racism as integ ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Chapter 3 - Islamic Banking Products and Services.pptx
Memoryscapes, Archaeology, and the River Street Neighborhood, Boise, Idaho
1. Memoryscapes, Whiteness, and River Street: How African
Americans Helped Maintain Euroamerican Identity in Boise, Idaho
By William A. White, III
PhD Student
School of Anthropology
University of Arizona
Tucson, Arizona
2. African American homesteader Pearl Royal Hendrickson kills 2 peace officers in Boise
Foothills. Hours later he is shot to death by 30—50 officers
3. No Pearl Royal Hendrickson
memorial
Nearly stricken from
Euroamerican consciousness
Long-time African American
residents recall the shooting
as an affirmation of
Euroamerican dominance
Recreational trails near location of Hendrickson shooting
4. Boise, Idaho evolved from Fort Boise (1863)
• Capitol of Idaho (1890)
• Has always been about 90% white
• 1.5% of Boise’s current population is African
American
• Historically, most black people lived in the River
Street Neighborhood
5. Area that
would one day
become the
River Street
Neighborhood
in 1903
6. Memoryscapes, Geography, and Archaeology
Means of describing the ways people interpret
their surroundings and navigate their relationships
with the places in which they live
Production of place through the inhabitation of
spaces by cultural bodies
Borrowed from ethnography
Uses same source references as landscape
archaeology
7. The memoryscape
is a refinement of
any of the
theoretical
concepts in social
science that
promote the idea
that, “cultures are
planes of meaning
through which
individuals sustain
intelligibility and
comprehensibility”
(Clack 2009:119)
10. White studies is predicated
upon three core theoretical
positions first established by
Ruth Frankenberg (1997:1)
1. Whiteness is a location
of structural advantage
of race privilege;
2. It is a standpoint from
where white people look
at themselves, others,
and society, and;
3. Whiteness refers to a set
of cultural practices that
are usually unmarked
and unnamed
(cf. Hartmann et al. 2009:406)
11. At River Street, memories of the dialectic between white and black
people is visible on the landscape
12. River Street as a Racialized Memoryscape
Interviewees agree on some things
and disagree on others. Here are
some of the ways race plays a role in
recollection.
The neighborhood’s boundaries are
uncontested
Bad reputation was isolated to a
small area by all neighborhood
residents, but not by outsiders
Residents constantly reaffirm the
neighborliness of within River Street
Map of Black households in Boise in the 1960s, YWCA papers
13. “Don’t call this a
ghetto over here
because we
don’t like it. It’s
not a ghetto.
Now when
Pioneer was
over there, it
was horrible….
Everything went
on over there on
Pioneer. You
couldn’t even
drive through
there, which I
didn’t want to”
Bessie Stewart
(1980)
14. One white descendant recalled that the, “…perception of commonality and difference
was expressed in terms of those belonging to the neighborhood as being ‘residents of
Idaho’ or a ‘resident’ of the neighborhood.” For her, longtime residency outweighed
ethnicity in determining who was different. Time living in the neighborhood trumped
skin color. Discrimination came from outside the neighborhood.
15. Descendants disagree over the role the neighborhood played in their identity in the greater
community
• Black descendants were discriminated against because of their race
• White descendants were discriminated against because they lived in the “Black
Neighborhood”
16. How does this relate to
current archaeological
theory?
17. Ontology
Entanglement
Social Logics “Meshworks”
Systematics
Epistemology
METAPHYSICS OF RACIAL IDENTITY
Relational Knowledge
Community of
Practice
Interaction
Observation
Sensory Input
“Memory
Work”
Knowledge
Transfer
Folk
Taxonomies
“Networks”
“Bundling”
“Who are we/you?”
“What is our/my place
in the universe?”
“How do we/you know?”
Structuration
Against a backdrop of:
Environment Time
Evolution Collapse/Survivance
Technology Power
Economics Habitus
18. Conclusion
• River Street has evolved over time and, today, exists largely in the memories of former residents and
other Boiseans
• Landscapes are human constructs within the natural environment that are interpreted differently
based through the lenses of culture, race, society, and other social constructs
• Memoryscapes are not only the way we remember places but also the way we interpret the existing
world based on our individual life experiences
• The racialization of River Street was necessary in order to establish whiteness as a distinct racial
identity
• Enormous effort was taken by Boise’s Euroamerican community to maintain River Street as a place
where the “others” lived. These efforts have shaped the way we remember that neighborhood
• In reality, River Street was just a middle-class neighborhood where people of all races co-existed
• The concept of memoryscapes is useful for a variety of archaeological theoretical paradigms
19. Generous funding provided by:
University of Arizona Graduate Access Fellowship
University of Arizona Traditions, Transitions, and Treasures Fund
City of Boise Department of Arts and History Grant Fund
Charles Redd Center for Western Studies
Acknowledgements:
Pam Demo, Pam Demo Consulting
Dr. Jill Gill, Department of History, Boise State University
Michal Davidson and the rest of the staff at the Idaho State Historical Society
María Nieves Zedeño, Bureau of Applied Research in Anthropology (BARA)
John Bertram, Dick Madry, Lee Rice, II, and Warner Terrell, III