mRacism and
Xenophobia
Observing growing racist tendencies that affect most European countries, an
increasing number of scholars feel an urgent need for a comparative reflection
that may bring answers to a central question: over and beyond the empirical
evidence of differences, is there not a certain unity in contemporary racism in
Europe? Is it not possible to elaborate a reasoned set of hypotheses that could
account for most national racist experiences in Europe, while shedding some
light on their specificities?
European unification, in so far as it exists, and the growth of racism are
obviously distinct phenomena, and it would be artificial to try and connect
them too directly. The most usual frame of reference for any research about
racism and race relations remains national. And even the vocabulary or, more
deeply, the analytical and cultural categories that we use when dealing with this
issue vary so widely from one country to another that we meet considerable
difficulties when trying to translate precise terms. There may be large differ-
ences in language, and words with negative connotations in one country will
have positive ones in another. Nobody in France, for instance, would use the
expression relations de race, which would be regarded as racist, although it is
commonly employed in the United Kingdom.
The key preliminary task, therefore, is not to contribute direct empirical
knowledge about the various expressions of racism in Europe, as can be found,
for instance, in the important survey of 'Racism and xenophobia' published in
1989 by the European Community (CCE 1989). Nor is the initial task to
compare elementary forms of racism, such as harassment, stereotypes, dis-
crimination or political racism in a certain number of countries, in order to
prove that they are more or less similar, or that they follow a similar evolution.
292 Michel Wieviorka
Rather the problem is primarily conceptual. If we want to test the idea of a
certain unity of contemporary racism in Europe, we must elaborate sociologi-
cal and historical hypotheses, and then apply them to the facts that we are able
to collect. Thus the most difficult aspect of a comparative approach is not to
find data, but to organize it with well-thought-out hypotheses.
My own hypotheses can be formulated in two different ways, one of which
is relatively abstract and the other more concrete.
RACISM AND MODERNITY
An initial formulation of the problematic, in effect, consists in the construction
of a global argument enabling us to demonstrate that racism is inseparable from
modernity, as the latter developed from European origins, and from its present
crisis (Wieviorka 1992a). Racism, both as a set of ideologies and specious
scientific doctrines, and as a set of concrete manifestations of violence, humili-
ation and discrimination, really gathered momentum in the context of the
immense changes of which Europe was the centre after the Renaissance. It
developed further in mode ...
Alexander Weheliye on desiring for a different worldYHRUploads
This interview with Alexander Weheliye, Professor of African American Studies at Northwestern, comprises part of The 1701 Project, a venture led by The Yale Historical Review.
This is a talk I gave on June 23 at the conference, ‘Race-conscious and colorblind framings: converging and diverging trends in Europe and the Americas’, organized by the CERI and the INED at Sciences Po in Paris by Patrick Simon and Sarah Mazouz.
In it, I talk about how the need to define what is and what is not racism is evidence of a postracial ‘white crisis’.
Listen here
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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4. – Joseph Pearson, The Needle
“I think many Germans have thought long and
hard about this warning, and years of this kind of
moral education (esp. in former West Germany)
makes itself visible on weekends like this past
one. It is at least a foundation on which to build
public engagement and sympathy for the world’s
weak.”
5. BASED ON…
• ‘Postracial Silences: The othering of race in Europe,’
Racism and Sociology (2014)
• ‘What Does Race Do?,’ Ethnic & Racial Studies (2014)
• ‘Racism in Public or Public Racism: Doing antiracism
in ‘postracial’ times,’ Ethnic & Racial Studies
(forthcoming 2015)
• ‘Eliminating Race Obscures its Trace’, Ethnic & Racial
Studies (commissioned article, under review)
6. – Barnor Hesse, 2014
“Racism is more objected to than understood in
sociology. In the objection to a thing, the meaning
of the objectionable thing does not pre-exist the
objection. It is created in the act of objection. When
the meaning of the objection becomes the
condition of possibility for the interpretation of the
thing itself, it is as if the objection becomes the
thing. Any sociological theory of racism needs to be
aware of the historical and conceptual predication
of racism’s meanings upon the political objections
to it.”
9. –Racism in Public or Public Racism?
“Frozen racism serves its concomitant motility
because, by freezing so-called ‘real racism’ in
historical time, we allow discrimination and abuse to
continue polyvalently under the guise of purportedly
postracial arguments about cultural incompatibility,
secularism versus religion, or sovereignty and security.
Racism thus becomes debatable, not because the
racisms of the past are called into question, but
precisely because by fixing ‘real’ racism solely in
historical events, the continuities between racisms past
and present are made undecideable..”
10. ELIDING, NEGLECTING OR
DENYING RACE
“Being attentive to the significance
of race does not necessitate asking
the more commonplace questions
of the type, how could the
Holocaust happen in Enlightened
Europe? It might rather lead to
asking questions such as, by what
mechanisms were logics for the
systematic control and/or
annihilation of Europe’s
constitutive others, established in
the process of colonial expansion,
implemented within Europe?”
Postracial Silences
14. –Adrian Favell, 2008
“Post-colonial theories of race, ethnicity and
multiculturalism that clutter the shelves of
bookstores and the pages of syllabi in the Anglo-
American-dominated field of ‘ethnic and racial
studies’ are also ineffective and largely irrelevant
in relation to these new movements in Europe.”
15. –Adrian Favell, 2003
“European nations are obviously at different
stages of development in their internal debates,
but in most cases academic thinking is now
moving beyond purely denunciatory work on the
negative consequences of immigration (such as
studies of racism) into the conceptualization of
practical integration solutions and trajectories of
multicultural social change.”
16. “As it turns out, I was right, however, in my general observation
that the excessive focus on race/racialisation in the Anglo-
American literature would decline as different tools of analysis
and concerns arose through comparative and transatlantic
(im)migration studies. You can take a lofty view from the point of
view of critical race theory about that field of work, but I
personally see very little in the abstract social theory driven
critical race theory that you prefer to help with the kind of
empirical, comparative institutional and historical analysis of
nationalism, citizenship and migration, and the difficulties of
American-European asymmetry and ‘methodological
nationalism’ that are at the heart of my concerns. But there is
certainly room for both, and I do read and appreciate critical
authors like Winant, De Genova or Schinkel, Rumford (who you
don't mention), while guarding against analytical moves which
reduce all forms of differentiation, exclusion, border-drawing,
othering of foreigners or ‘minorities’, etc to ‘racialisation’.”
18. –Fatima El-Tayeb, 2008
“Europe continues to imagine itself as an
autonomous entity, simultaneously part and
whole of the dialectic of progress, untouched by
“race matters,” occasionally wizened but
fundamentally unchanged by its contact with
various Others who remain forever outside; a
colorblind continent in which difference is
marked along lines of nationality and ethnicized
Others are routinely ascribed a position outside
the nation, allowing the permanent
externalization and thus silencing of a debate on
the legacy of racism and colonialism. .”