This interactive workshop will focus on students’ racial identity development and the relationship between their identity development and their academic lives. The workshop will begin with an activity geared toward understanding racial identity development, and race and racism in the U.S. more broadly. This will be followed by an overview of research findings from 27 Black (male and female) high school students, focusing on students’ internalization of culturally racist stereotypes about what it means to be Black.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
This interactive workshop will focus on students’ racial identity development and the relationship between their identity development and their academic lives. The workshop will begin with an activity geared toward understanding racial identity development, and race and racism in the U.S. more broadly. This will be followed by an overview of research findings from 27 Black (male and female) high school students, focusing on students’ internalization of culturally racist stereotypes about what it means to be Black.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
that reinforces or deepens their understanding of gender by stressing four key points: critiques of binary thinking; intersectionality of gendered identities; the way that institutions and social processes as well as people are gendered; the way that gender is sexualized (and sexuality gendered) – segue into the need to include men in gender equality projects
This is a report for my Anthropology 299 class in Field Methods under Dr. Francisco Datar, Medical Anthropologist, as part of my PhD Media Studies at the College of Mass Communication, University of the Philippines Diliman
Sociology in Everyday Life Essay
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Sociological Theories Essay
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Sociology as Essay
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Sociology Major Essay
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Element of bias in the physical and social sciencesSami Uddin
This presentation is based on the Epistemological Bias in the Physical and Social Sciences. The idea is taken from abdulWahab Elmessire Book of IIT London.
Troubling Qualitative Inquiry: Accounts as data and as products
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A Digital Twin for Population Ageing in Australia: Data Visualisation and Soc...Hamish Robertson
Presentation at the 2022 Australian Association of Gerontology on the possibilities of digital twinning for managing population ageing and associated issues.
Combining the quantitative and qualitative domains a geographic perspective u...Hamish Robertson
Slides from a presentation I did with Professor Jo Travaglia on the quant-qual 'divide' and its limitations from a geographical and visual perspective.
A presentation for the 4S conference in Sydney, September 2018. Focus on knowledge development during he transition from an analogue to digital data environment and the epistemic risks and possibilities inherent in that process.
Slides form presentation at 2016 Australian Association of Gerontology on modelling dementias at finer geographies and implications for our understanding of demography-epidemiology and service demand aspects of the aged care equation.
Presentation at ENRGHI 2014 Portsmouth, UK about the role of spatial visualization as exploratory science in coping with disease conditions for which we have limited data.
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.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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!
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.
Race racism and racists: An epistemological critique
1. Race, Racism and Racists:
An Epistemological Critique
Hamish Robertson, PhD
Joanne Travaglia, PhD
Centre for Health Services Management
University of Technology Sydney
2. Contents
• Background
• The non-science of ‘race’
• Racism as belief not knowledge
• Inverting the causal chain
• Racists as believers
• Unknowing
• The role of the academy
• Conclusion
4. Belief Over Knowledge –
Some Inherited Tropes
• Nature versus culture – idealisation and abstraction
• Civilisation versus savagery (see every imperial/colonial society going)
• Nature versus nurture (thank you Francis Galton)
• Eugenics and (not versus) genetics (forget the post-war propaganda)
• The normal versus the pathological (medicine to society – class, race, gender,
disability etc.)
• The normal and the deviant (for a social science variation on a theme)
• Subjective versus objective (see Daston and Gallison)
• Quantitative versus qualitative
- the role of dichotomous pairings in social thought
- social determinism’s pervasive influence
5. The non-science of
‘race’
• Several hundred years of ‘refinement’ including scientific racism in the 19th century,
hereditary thinking in the 19th and 20th centuries and genetics since Crick and Watson
etc.
• Medicine heavily involved in the production of ‘race’ and racial categorisation, this
includes the social sciences (psychology, physical anthropology etc.)
• These ideology-as-science phenomena persist into the present and seem unwilling to
disappear (‘warrior gene’ etc. etc.)
• Yet genetics and bio-sciences more broadly indicate no biological basis for most
‘races’, racial taxonomies etc.
• Population genetics is not the same thing as biological race at all (however ‘played’)
• No basis in science for the beliefs associated with ‘race’ and racial attributions (e.g. IQ,
problematic in itself – Stanford-Binet especially so)
6. Racism as belief not knowledge
• If race is not a legitimate product of science then what is it - besides the more obvious
socio-political opportunism – and why does it persist?
• Reframed – if not an ontological phenomenon then perhaps an epistemic one – know
on the basis of belief not scientific evidence
• If a prevalent epistemic domain (lots of reproduction), unsupported by science, then
perhaps ‘belief’ and its associated features are its defining characteristic
• Inversion of causal chain an additional factor – emphasis on race(s) and not on racism
as a driving socio-political dimension
• Therefore racism is not so much a belief in the superiority of one race over another (as
commonly assumed) but the belief in race as real…
7. Inverting the causal chain
• We can observe then that of race does not exist at a biological level but the
consequences of racism clearly do, therefore we can propose an inversion of the
causal chain (relationship between category (re)production and the causal process)
• Research using racialised language perpetuates racism because it does its primary
work – reinforcing racialised thinking through the naturalisation of categories designed
to produce and reproduce a racist worldview
• Racialised thinking serves the process of reproducing the social worldview that racism
as a socio-political system requires – regardless of intentionality of the part of the
‘believer’ (I’m not a racist because…)
• Race becomes ’real’ or has ontological consequences and effects because the belief
system is reproduced at multiple levels and beliefs are largely unquestioned – many a
product of social science thinking and systemic reinforcement
8. Racists as believers
• So - racists can be characterised as people who believe in race, regardless of the
evidence – in addition, the science is negated by a wide array of enduring social and
political arrangements
• If a racist is a ‘believer’ then we can reinstate the causal chain and negate claims to
personal virtue and vice in social science and wider social arguments and posturing
• Anyone who believes in the ontological reality of race is, ipso facto, a racist
• Now the hard part begins…how do we negate pervasive forms of false knowledge
based in ideological systems?
• And if we can do this we are really on to something!
9. Unknowing
• This becomes an issue less of individual confrontation – a slow way to change
anything at all – and more a socially mediated process of un-knowing
• Neuroscience, knowledge and belief (both useful and problematic)
• All perceptual information is affectively loaded…Feldman Barrett’s work
• How ‘reasoned’ is knowledge acquired/mediated via the amygdala?
• Does this explain (some of) the deep emotional attachment to very bad ideas?
• How do the social sciences contribute to ‘unknowing’ racism and its associated
constructs? – race, racial categories, their application in research etc.
10. The dubious role of the academy
• Many social (and other) sciences continue to produce racist (and sexist, ableist etc.)
knowledge i.e. they act as though ‘races’ are real without an associated and sufficient
critique (psychology etc.)
• Many social scientists produce ‘knowledge’ or more accurately ‘beliefs-framed-as-
knowledge’ using racist discourse (‘race’ is fundamental to racist discourse)
• This pattern is variable but sustained within and across the history of the university as
a public and private institution – the epistemic authority of the academy matters in this
context
• Anti-racist discourse means unpacking the language of race and not reifying it for
continued consumption – with all of the effects that it has
• This is not merely semantics but an authorised form of power through knowledge
• Individual ‘preferences’ (I’m not a racist but I’m happy to benefit from a racist society
etc.) are neither a critique nor a sufficient response on the part of the academy
• Or we can assume the contemporary university has not changed much…
12. Conclusion – Looking Ahead
• Small data already set the scene including lack of critical analysis of data methods and
‘proof’ – social ideology built into statistical reasoning and applications from early
development
• Datafication of social prejudices in AI and related big data phenomena an expanding
area of research and contestation (criminology, education etc.)
• Big data responses and critiques are adding weight to this discussion at a rapid pace –
one positive aspect
• Unpacking an assumed knowledge base and associated beliefs (tropes) will be a
necessary part of this mix
• Social science not of race but of racism as systemic power underpinned by epistemic
authority, violence and injustice (Fricker etc.)
• The academy gets to make a choice and not to pretend all views are equally legitimate
• This should be interesting to observe…