Tania Cañas
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Tania Cañas is a Melbourne-based arts professional with experience in performance, cultural development, events, communication and research. She is also the arts director of RISE Refugees, the first organisation established in Australia by refugees for refugees. She joined us at Queen's University Belfast for a lunchtime talk with Andrea Montgomery, Artistic Director of Terra Nova on 'Understanding Culture in a Global Context'. The event was supported jointly through Theatre Forum.
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The document summarizes a speech given by John Powell on race, place, and access to opportunity. Powell discusses how structures and policies can interact to create and perpetuate racial disparities, even without racist actors. He argues that opportunity is unevenly distributed based on race due to a history of discriminatory policies across domains like housing, education, and transportation. Changing implicit biases and aligning values and structures are important for promoting equitable access to opportunities for all.ELEMENTS OF SOCIAL LIFE: SOCIAL INEQUALITY
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Race, Place, and Opportunity: The Role of Structures in (Re)Producing Inequality
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1. Define and describe social stratification;
2. Identify, define and give examples of the three most common social stratification systems;
3. Discuss the basic ideas of Marx's theory of class structure;
4. Discuss the basic ideas of Weber's class system;
5. Identify and discuss factors contributing to the gender wage gap;
6. Distinguish between absolute and relative poverty;
7. Define what is meant by 'feminization of poverty' and 'cycle of poverty';
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10. Discuss the role of social class in crime, victimization, and criminal justice
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2. It emphasizes the need to have honest discussions about race, understand how implicit biases and framing shape perceptions, and work towards arrangements where all groups benefit through targeted universalism.
3. True transformation requires changing individual mindsets and rearranging institutions to be more equitable and mutually supportive of diversity, rather than just negotiating the current unequal systems.Social stratification & inequality
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The topic was 'Complexity in Community Relationships' and focused on the requirements for 'the dominated' to act to change their circumstances through making organised and effective demands through asserting a tactical agency. This is defined as 'discerning and making use of possible opportunities to find a way or to use one's own means.'
Moving from victimhood to empowered citizenship (Khulumani's mission) requires that the dominated link historical consciousness, critical thinking and emancipatory behaviour.
Social stratification
Social stratification refers to a system that ranks categories of people in a hierarchy. It is a universal trait of society that is passed down generations and involves inequality as well as beliefs. There are three main systems of social stratification - caste, class, and meritocracy. Caste is based on ascription or birth alone and allows little social mobility. Class systems consider both birth and individual achievements, allowing some choice and mobility. Meritocracy ranks people based on personal merit. In medieval Britain, there was a caste-like system with the clergy, nobility, and commoners comprising the three estates.
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48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
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Social stratification refers to a system that ranks groups in a society in a hierarchy. It describes unequal access to goods, services, and social value based on factors like wealth, social class, ethnicity, gender, and religion. Stratification systems can be open/achieved, allowing social mobility, or closed/ascribed, assigning status at birth. Examples of closed stratification systems include slavery, where some individuals own others as property; caste systems, which formally assign social groupings by birth; and estates/feudal systems, where social positions are hereditary. Modern societies often feature class systems with upper, middle, and working classes determined by economic factors but some social mobility.
Social stratification - class notes from Dr. Xena LCH
The document discusses social stratification and inequality. It defines social stratification as a system that shapes everyone's lives, though neither the rich nor poor are responsible for creating it. Different theories are presented on justice, equality, and fairness. Videos are shared exploring these concepts through experiments examining privilege and fairness. The objectives of the unit are outlined as assessing the impact of social stratification and global stratification on individuals and society.
2008 03 30_tfn_race_class_commopp_regionalequity
2008 03 30_tfn_race_class_commopp_regionalequityKirwan Institute for the Study of Race and Ethnicity
This document summarizes John Powell's presentation on the intersection of race and class, and the need for a regional, equitable approach to address disparities. Some key points:
- Race and class are interconnected but using class alone cannot address racial inequities. Both must be considered to understand inequality.
- Racial segregation leads to "opportunity segregation" where communities of color lack access to good schools, jobs, housing, and other opportunities.
- Sprawl and fragmented development patterns drain resources from urban communities and block access to opportunities, especially for people of color and the poor.
- A transformative approach is needed that brings investment to distressed areas, provides housing connected to opportunities, andSocial stratification
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Social startification
Social stratification is a kind of social differentiation whereby a society groups people into socioeconomic strata, based upon their occupation and income, wealth and social status, or derived power (social and political).
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For students of CAPE pursuing Sociology or Caribbean studies. This would provide relevant information pertinent to their understanding of Caribbean society and Culture.
Caribbean social stratification_race
For use by CAPE students pursuing the Sociology Program. This would give them a synopsis of social stratification and give them the launching pad to delve deeper into the topic.
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Rba
The document discusses the rights-based approach to development and poverty. It explains that the rights-based approach views poverty as a failure to realize human rights, whereas previous approaches treated poverty as simply lacking basic needs. The rights-based approach emphasizes accountability, empowerment through enabling people to demand their rights, objective human rights standards, protection of vulnerable groups, and a holistic view of development that includes participation. The document outlines the obligations of duty-bearers including states to respect, protect, fulfill and facilitate human rights.
SOCIAL STARTIFICATION
This document discusses systems of social stratification and examines the American class system and poverty. It outlines different stratification systems such as caste and class and describes the major social classes in the United States. The document also analyzes the causes and effects of poverty, government responses to poverty, and social mobility within stratified systems. Students are assigned a project to further analyze dimensions of social stratification covered in the chapter.
racialized boundaries, race, nation and the anti-racist struggle
This document discusses racism and racialization. It defines racism as a social construct with no biological basis, but rather one that is constructed through historical events and systems like colonialism to reinforce negative stereotypes. Racism operates at the individual, institutional, and structural levels of society. Ethnicity is also a social construction used to classify people based on culture and overlaps with concepts of race. Nationalism, ethnicity, and race are historically formed through conquest, colonization, and immigration. An analysis of racism must consider how it intersects with gender and class divisions in limiting access to resources and opportunities.
International Journal of Critical Pedagogy, Vol 3 (3) (2011) p.docx
International Journal of Critical Pedagogy, Vol 3 (3) (2011) pp 54-70
©2011 International Journal of Critical Pedagogy
White Fragility
by
Robin DiAngelo
White people in North America live in a social environment that protects and in-
sulates them from race-based stress. This insulated environment of racial protec-
tion builds white expectations for racial comfort while at the same time lowering
the ability to tolerate racial stress, leading to what I refer to as White Fragility.
White Fragility is a state in which even a minimum amount of racial stress be-
comes intolerable, triggering a range of defensive moves. These moves include
the outward display of emotions such as anger, fear, and guilt, and behaviors such
as argumentation, silence, and leaving the stress-inducing situation. These behav-
iors, in turn, function to reinstate white racial equilibrium. This paper explicates
the dynamics of White Fragility.
I am a white woman. I am standing beside a black woman. We are facing a group
of white people who are seated in front of us. We are in their workplace, and have
been hired by their employer to lead them in a dialogue about race. The room is
filled with tension and charged with hostility. I have just presented a definition
of racism that includes the acknowledgment that whites hold social and institu-
tional power over people of color. A white man is pounding his fist on the table.
His face is red and he is furious. As he pounds he yells, “White people have been
discriminated against for 25 years! A white person can’t get a job anymore!” I
look around the room and see 40 employed people, all white. There are no people
White Fragility • 55
of color in this workplace. Something is happening here, and it isn’t based in the
racial reality of the workplace. I am feeling unnerved by this man’s disconnection
with that reality, and his lack of sensitivity to the impact this is having on my co-
facilitator, the only person of color in the room. Why is this white man so angry?
Why is he being so careless about the impact of his anger? Why are all the other
white people either sitting in silent agreement with him or tuning out? We have,
after all, only articulated a definition of racism.
White people in North America live in a social environment that protects
and insulates them from race-based stress.1 Fine (1997) identifies this insulation
when she observes “… how Whiteness accrues privilege and status; gets itself
surrounded by protective pillows of resources and/or benefits of the doubt; how
Whiteness repels gossip and voyeurism and instead demands dignity” (p. 57).
Whites are rarely without these “protective pillows,” and when they are, it is
usually temporary and by choice. This insulated environment of racial privilege
builds white expectations for racial comfort while at the same time lowering the
ability to tolerate racial stress.
For many white people, a single required multicultural education c ...
IDENTITY POLITICS AND THE POLITICS OF IDENTITY· Authors in this .docx
IDENTITY POLITICS AND THE POLITICS OF IDENTITY
· Authors in this lecture:
· Charles Tilly
· Liah Greenfeld
· Richard Jenkins
· Judith Howard
· Iris Young
· Vicki Ruiz
· Frederick Barth
· Identity is tied to nationalism and political issues. It highlights ties and boundaries. As such, identities “center on boundaries separating us from them.” (Tilly, Identity, Boundaries and Social Ties, p7).
· To have a great mass of people to comply and agree with a few people’s decision on the directions the community should take, one has to create a tie to the people, be of the people, or have some significant connection to the people.
· It answer the questions:
· Who am I?
· Who are you?
· Who are we?
· Who are they?
· Tilly identified several dimensions of identity (pp 8-9):
· Identities reside in relation with others: you-me and us-them
· Strictly speaking, every individual, group, or social site has as many identities as it has relations with other individuals, groups, or social ties
· The same individuals, groups, and social sites shift from identity to identity as they shift relations
· Every political process includes assertions of identity, including definitions of relevant us-them boundaries
· Such assertions almost always involve claims about inequality – our superiority, our subordination, their unjust advantages, and so on
· Tilly, continued
· Nevertheless, profound social processes affect which identities become salient, which ones remain subordinate, and how frequently different identities come into play
· Political institutions incorporate certain identities (for example, ‘citizen’ or ‘woman) and reinforce the relation on which those identities build
· Struggles over and within political identities have public standing, who has rights or obligations to assert those identities, and what rights or obligations attach to any particular identity
· Of course, all such processes have phenomenological components and effects, but give and take among individuals, groups, and social ties – including political contention – create the regularities in identity expression that prevail in any particular population
· How do we create identity? How do we identify ourselves? Why are we ascribed and achieve characteristics thus creating and changing our identities?
The Social Construction of Identity
Identity demands us to critically examine
Essentialist ideas
and mythologies surrounding individual choice
· Essentialism
· Sees identity as an essence, an inherent quality or characteristic of the individual
· Sees identity as unchanging, fixed, given, primordial
· Sees identity as independent of context, and outside of history
· Essentialism
· Sometimes mapped onto biological or observable physical features, “naturalizing” or “biologizing”
· Related concept ‘determinism,’ or the notion that physical facts of nature or biology cause human behavior; i.e. Africans (in race), women and GLBTQ (in gender).
· The limits of choice
Individuals choose wi ...
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The document discusses the concepts of redistribution and recognition as models of social justice, and how they relate to issues of gender and feminism. It argues that injustice involves both maldistribution and misrecognition, and that justice requires independent and combined measures to address both economic structures related to redistribution and cultural patterns related to recognition. It raises questions about how economic and cultural dimensions interact and relate to issues of power, and debates concepts like multiculturalism, interculturalism, and self-determination in relation to indigenous groups.
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Stratification refers to systematic inequalities between groups in society in terms of access to resources, power, and social worth. In a stratified society, those at the top of the social hierarchy have greater access to goods and services than those at the bottom. Stratification creates a relatively fixed social structure where different groups have different life chances. Examples of stratification include differences based on social class, race, gender, and other socially defined groups.
Social stratification
This document discusses concepts related to social stratification and inequality. It begins by defining social mobility as the process by which individuals move between different levels in a stratification system. It then discusses different theories of social stratification, including functionalist views which see it as necessary for societies to function, and conflict theories which see it as benefiting some groups at the expense of others. The document also examines concepts like social class, status, and life chances as defined by Max Weber, and looks at cross-country differences in inequality using measures like the Gini index.
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This document discusses social stratification and inequality. It defines social stratification as a social hierarchy that ranks and evaluates people, placing them into higher or lower groups. It then presents three frameworks for how inequality can arise in class-based societies: an individualist framework where inequality results from differences in individual effort/talent; a structural framework where social positions rather than individual attributes determine outcomes; and a "rich get richer" framework where those in higher ranks receive disproportionately more rewards in a self-reinforcing cycle. The document concludes that even with equal opportunity, hierarchies will inevitably emerge due to positive feedback effects in how people evaluate and reward each other.
Complexity in community relationships
The monthly Transdisciplinarity Seminar held at the Environmental Learning and Research Centre was led by the Khulumani team in Makana Municipality on 21 August 2014.
The topic was 'Complexity in Community Relationships' and focused on the requirements for 'the dominated' to act to change their circumstances through making organised and effective demands through asserting a tactical agency. This is defined as 'discerning and making use of possible opportunities to find a way or to use one's own means.'
Moving from victimhood to empowered citizenship (Khulumani's mission) requires that the dominated link historical consciousness, critical thinking and emancipatory behaviour.
Social stratification
Social stratification refers to a system that ranks categories of people in a hierarchy. It is a universal trait of society that is passed down generations and involves inequality as well as beliefs. There are three main systems of social stratification - caste, class, and meritocracy. Caste is based on ascription or birth alone and allows little social mobility. Class systems consider both birth and individual achievements, allowing some choice and mobility. Meritocracy ranks people based on personal merit. In medieval Britain, there was a caste-like system with the clergy, nobility, and commoners comprising the three estates.
SOCIAL CHANGE AND SOCIAL ACTION
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
Social stratification (1)
Social stratification refers to a system that ranks groups in a society in a hierarchy. It describes unequal access to goods, services, and social value based on factors like wealth, social class, ethnicity, gender, and religion. Stratification systems can be open/achieved, allowing social mobility, or closed/ascribed, assigning status at birth. Examples of closed stratification systems include slavery, where some individuals own others as property; caste systems, which formally assign social groupings by birth; and estates/feudal systems, where social positions are hereditary. Modern societies often feature class systems with upper, middle, and working classes determined by economic factors but some social mobility.
Social stratification - class notes from Dr. Xena LCH
The document discusses social stratification and inequality. It defines social stratification as a system that shapes everyone's lives, though neither the rich nor poor are responsible for creating it. Different theories are presented on justice, equality, and fairness. Videos are shared exploring these concepts through experiments examining privilege and fairness. The objectives of the unit are outlined as assessing the impact of social stratification and global stratification on individuals and society.
2008 03 30_tfn_race_class_commopp_regionalequity
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This document summarizes John Powell's presentation on the intersection of race and class, and the need for a regional, equitable approach to address disparities. Some key points:
- Race and class are interconnected but using class alone cannot address racial inequities. Both must be considered to understand inequality.
- Racial segregation leads to "opportunity segregation" where communities of color lack access to good schools, jobs, housing, and other opportunities.
- Sprawl and fragmented development patterns drain resources from urban communities and block access to opportunities, especially for people of color and the poor.
- A transformative approach is needed that brings investment to distressed areas, provides housing connected to opportunities, andSocial stratification
Social stratification involves the classification of people into hierarchical groups based on socioeconomic factors like wealth, income, occupation, education, and social status. It persists over generations and involves inequities in power, prestige, and property ownership between groups. While social stratification systems vary across cultures, they typically involve ranking social categories that influence life experiences and opportunities.
Social startification
Social stratification is a kind of social differentiation whereby a society groups people into socioeconomic strata, based upon their occupation and income, wealth and social status, or derived power (social and political).
Plural society
For students of CAPE pursuing Sociology or Caribbean studies. This would provide relevant information pertinent to their understanding of Caribbean society and Culture.
Caribbean social stratification_race
For use by CAPE students pursuing the Sociology Program. This would give them a synopsis of social stratification and give them the launching pad to delve deeper into the topic.
Rowan presentation class and social inequality
Diane Reay argues that class remains an important social division, especially for women. While some claim class has dissolved in modern society, Reay asserts this view simply supports the interests of the middle and upper classes by masking ongoing class inequalities. Class is defined not just by occupation and income, but also by aspects like wealth, prestige, culture, and consumption patterns. The dominance of individualism in society restricts collective expressions of working class interests, while the middle class uses concepts of self-determination to marginalize the working class and deny their own social advantages.
Rba
The document discusses the rights-based approach to development and poverty. It explains that the rights-based approach views poverty as a failure to realize human rights, whereas previous approaches treated poverty as simply lacking basic needs. The rights-based approach emphasizes accountability, empowerment through enabling people to demand their rights, objective human rights standards, protection of vulnerable groups, and a holistic view of development that includes participation. The document outlines the obligations of duty-bearers including states to respect, protect, fulfill and facilitate human rights.
SOCIAL STARTIFICATION
This document discusses systems of social stratification and examines the American class system and poverty. It outlines different stratification systems such as caste and class and describes the major social classes in the United States. The document also analyzes the causes and effects of poverty, government responses to poverty, and social mobility within stratified systems. Students are assigned a project to further analyze dimensions of social stratification covered in the chapter.
racialized boundaries, race, nation and the anti-racist struggle
This document discusses racism and racialization. It defines racism as a social construct with no biological basis, but rather one that is constructed through historical events and systems like colonialism to reinforce negative stereotypes. Racism operates at the individual, institutional, and structural levels of society. Ethnicity is also a social construction used to classify people based on culture and overlaps with concepts of race. Nationalism, ethnicity, and race are historically formed through conquest, colonization, and immigration. An analysis of racism must consider how it intersects with gender and class divisions in limiting access to resources and opportunities.
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Bradford mvsu fall 2012 stratification and inequality 212
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Social stratification - class notes from Dr. Xena LCH
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racialized boundaries, race, nation and the anti-racist struggle
racialized boundaries, race, nation and the anti-racist struggle
Similar to Tania Cañas
International Journal of Critical Pedagogy, Vol 3 (3) (2011) p.docx
International Journal of Critical Pedagogy, Vol 3 (3) (2011) pp 54-70
©2011 International Journal of Critical Pedagogy
White Fragility
by
Robin DiAngelo
White people in North America live in a social environment that protects and in-
sulates them from race-based stress. This insulated environment of racial protec-
tion builds white expectations for racial comfort while at the same time lowering
the ability to tolerate racial stress, leading to what I refer to as White Fragility.
White Fragility is a state in which even a minimum amount of racial stress be-
comes intolerable, triggering a range of defensive moves. These moves include
the outward display of emotions such as anger, fear, and guilt, and behaviors such
as argumentation, silence, and leaving the stress-inducing situation. These behav-
iors, in turn, function to reinstate white racial equilibrium. This paper explicates
the dynamics of White Fragility.
I am a white woman. I am standing beside a black woman. We are facing a group
of white people who are seated in front of us. We are in their workplace, and have
been hired by their employer to lead them in a dialogue about race. The room is
filled with tension and charged with hostility. I have just presented a definition
of racism that includes the acknowledgment that whites hold social and institu-
tional power over people of color. A white man is pounding his fist on the table.
His face is red and he is furious. As he pounds he yells, “White people have been
discriminated against for 25 years! A white person can’t get a job anymore!” I
look around the room and see 40 employed people, all white. There are no people
White Fragility • 55
of color in this workplace. Something is happening here, and it isn’t based in the
racial reality of the workplace. I am feeling unnerved by this man’s disconnection
with that reality, and his lack of sensitivity to the impact this is having on my co-
facilitator, the only person of color in the room. Why is this white man so angry?
Why is he being so careless about the impact of his anger? Why are all the other
white people either sitting in silent agreement with him or tuning out? We have,
after all, only articulated a definition of racism.
White people in North America live in a social environment that protects
and insulates them from race-based stress.1 Fine (1997) identifies this insulation
when she observes “… how Whiteness accrues privilege and status; gets itself
surrounded by protective pillows of resources and/or benefits of the doubt; how
Whiteness repels gossip and voyeurism and instead demands dignity” (p. 57).
Whites are rarely without these “protective pillows,” and when they are, it is
usually temporary and by choice. This insulated environment of racial privilege
builds white expectations for racial comfort while at the same time lowering the
ability to tolerate racial stress.
For many white people, a single required multicultural education c ...
IDENTITY POLITICS AND THE POLITICS OF IDENTITY· Authors in this .docx
IDENTITY POLITICS AND THE POLITICS OF IDENTITY
· Authors in this lecture:
· Charles Tilly
· Liah Greenfeld
· Richard Jenkins
· Judith Howard
· Iris Young
· Vicki Ruiz
· Frederick Barth
· Identity is tied to nationalism and political issues. It highlights ties and boundaries. As such, identities “center on boundaries separating us from them.” (Tilly, Identity, Boundaries and Social Ties, p7).
· To have a great mass of people to comply and agree with a few people’s decision on the directions the community should take, one has to create a tie to the people, be of the people, or have some significant connection to the people.
· It answer the questions:
· Who am I?
· Who are you?
· Who are we?
· Who are they?
· Tilly identified several dimensions of identity (pp 8-9):
· Identities reside in relation with others: you-me and us-them
· Strictly speaking, every individual, group, or social site has as many identities as it has relations with other individuals, groups, or social ties
· The same individuals, groups, and social sites shift from identity to identity as they shift relations
· Every political process includes assertions of identity, including definitions of relevant us-them boundaries
· Such assertions almost always involve claims about inequality – our superiority, our subordination, their unjust advantages, and so on
· Tilly, continued
· Nevertheless, profound social processes affect which identities become salient, which ones remain subordinate, and how frequently different identities come into play
· Political institutions incorporate certain identities (for example, ‘citizen’ or ‘woman) and reinforce the relation on which those identities build
· Struggles over and within political identities have public standing, who has rights or obligations to assert those identities, and what rights or obligations attach to any particular identity
· Of course, all such processes have phenomenological components and effects, but give and take among individuals, groups, and social ties – including political contention – create the regularities in identity expression that prevail in any particular population
· How do we create identity? How do we identify ourselves? Why are we ascribed and achieve characteristics thus creating and changing our identities?
The Social Construction of Identity
Identity demands us to critically examine
Essentialist ideas
and mythologies surrounding individual choice
· Essentialism
· Sees identity as an essence, an inherent quality or characteristic of the individual
· Sees identity as unchanging, fixed, given, primordial
· Sees identity as independent of context, and outside of history
· Essentialism
· Sometimes mapped onto biological or observable physical features, “naturalizing” or “biologizing”
· Related concept ‘determinism,’ or the notion that physical facts of nature or biology cause human behavior; i.e. Africans (in race), women and GLBTQ (in gender).
· The limits of choice
Individuals choose wi ...
Race and ethnicity - Robert Wonser
This document outlines key concepts from a lesson on race and ethnicity. It defines race and ethnicity as social constructions based on perceived biological and cultural differences. It discusses minorities, racism, prejudice, discrimination, and theories for understanding race. It examines how race and ethnicity influence life chances in areas like health, education, employment, and criminal justice. It also reviews approaches to race relations such as assimilation, pluralism, and conflict.
White fragility why it’s so hard for white people to talk about racism
This document is the table of contents for a book titled "White Fragility: Why It's So Hard for White People to Talk About Racism". The table of contents lists 13 chapters and additional sections such as the foreword, introduction, acknowledgments, and notes. Some of the chapter titles indicate the book will discuss challenges in talking to white people about racism, racism and white supremacy, how race shapes the lives of white people, white fragility, and strategies for continuing education on these topics.
Structural Racism and White PrivilegeConstitutive OtherO.docx
Structural Racism and White Privilege
Constitutive Other
One whose existence is established as divergent from the norm, thereby rendering the Self.
Racism
Individual Racism: Acts by individuals that cause death, injury (bodily or psycho-emotional), or the violent destruction of property.
Institutional/Structural Racism: The policies, practices, and procedures by societal institutions that afford privileges to certain racial groups while actively denying those privileges to others.
Structural Racism
“As long as we define social life as the sum total of conscious and deliberate individual activities, then only individual manifestations of personal prejudice and hostility will be seen as racist.
Systematic, collective, and coordinated behavior disappears from sight. Collective exercise of group power relentlessly channeling rewards, resources, and opportunities from one group to another will not appear to be ‘racist’ from this perspective because they rarely announce their intention to discriminate against individuals. But they work to construct racial identities by giving people of different races vastly different life chances.”
-Lipsitiz, p. 381
White Privilege
Unearned, and often unrecognized, benefits enjoyed by white members of American society. These benefits are enabled and preserved through structural inequality and exclusion.
White Privilege
I can turn on the television or open to the front page of the paper and see people of my race widely represented.
I can be sure that my children will be given curricular materials that testify to the existence of their race.
I can be sure that if I need legal or medical help, my race will not work against me.
I can choose blemish cover or bandages in “flesh” color and have them more or less match my skin.
“Unpacking the Invisible Backpack,” Peggy McIntosh
#CrimingWhileWhite
#CrimingWhileWhite
#CrimingWhileWhite
.
Session-8_OASAS_CulturalCompetenceTraining_Racism_Oppression.pptx
This document provides an agenda and background information for a webinar training on cultural competence. The agenda includes introductions, definitions of terms like racism, oppression, and white privilege. Ground rules for the discussion emphasize listening, agreeing to disagree, speaking from self, and maintaining confidentiality. The document defines different types of racism like institutional racism, structural racism, and individual racism. It also defines oppression, internalized oppression, and anti-oppressive practices. The goal is to have an honest discussion that provides an introduction to these important concepts while acknowledging there is still more to learn.
Chapter 10
This document discusses concepts related to race and ethnicity including:
1) Race has historically been defined along genetic, legal, and social lines, but the social definition is most important in interactions.
2) Terms like multiracial, interracial, and ethnic groups are defined.
3) Minorities are groups singled out for unequal treatment, and prejudice involves negative attitudes while discrimination involves unequal actions.
4) Racial and ethnic relations can involve assimilation, pluralism, subjugation, segregation, expulsion, or annihilation of groups.
Social Psychology: Deindividuation
Deindividuation refers to the loss of self-awareness and accountability that can occur in large groups. The Ku Klux Klan exemplifies deindividuation through their anonymity provided by uniforms and masks, which allows members to hide their true identities and engage in harmful behaviors. While KKK members may otherwise be normal individuals, the group setting and disguises promote the "crowd mind" described by Gustave LeBon, in which people adopt more extreme attitudes and actions than they would alone. Deindividuation explains how ordinary people can participate in aggressive or violent acts as part of a mob mentality.
Spirituality, the Self, and the Struggle for Social Justice
Spirituality, the Self, and the Struggle for Social JusticeKirwan Institute for the Study of Race and Ethnicity
This document summarizes key points from a talk on spirituality, identity, and social justice. It discusses how identities are complex and intersectional. It argues for moving beyond an isolated view of self towards an interdependent model of connectedness. It explores how existential and social suffering are interrelated, and how spiritual development involves working for social transformation and justice. It examines the social construction of racial categories and how race operates as a fluid social space rather than fixed biology.Working with Ethnic Diversity in a Pluralistic SocietyHuman di.docx
Working with Ethnic Diversity in a Pluralistic Society
Human diversity is a significant factor in working with all people. It is not only a determinant of individual and social functioning; it also affects every aspect of practice in human service. Only when human service workers are sensitive to differences among people, knowledgeable about their causes and effects, and skillful in recognizing and working with them will practice be effective. Although dealing with diversity has always been a part of education for practice, its importance has become increasingly obvious in the last half century. his increased awareness has been sparked by major historical changes. he civil rights movement of the 1960s forced into the forefront of U.S. consciousness awareness of the existence of groups of people within the society who, because of their differences, were denied access to many of its benefits and were subject to personal and institutional discrimination. Changes that came as a result of this movement are reflected in laws and institutions, and minority people themselves have learned that as groups they possess strength, can effect social change, and can demand their rights to full participation in society. A second factor is what has been called the “new immigration” of people fleeing from economic and ecological disaster, civil unrest, wars, starvation, lack of opportunity, violence, and oppression. Earlier immigration had, for the most part, been invited and welcomed when the country was young and needed settlers and workers. However, the country is growing older and no longer needs workers, except in those instances where immigrants can be exploited, as in migrant farm or household workers. In spite of its affluence, the United States faces major problems—unemployment, poverty, crime, violence, drugs, and homelessness. Such problems most strongly affect those Working
Levine, Joanne. Working with People: The Helping Process (Page 64). Pearson Education. Kindle Edition.
without a stable place in the social structure, and newcomers are particularly vulnerable. Because of the destructive experiences they have undergone, newcomers may also bring physical and emotional problems, a history of malnutrition, and lack or loss of schooling. We seem to be moving toward a more pluralistic society wherein sharply different ethnic groups exist side by side, sharing in its benefits and enriching it by their diversity. Such changes do not come easily, and there will always be conflict where there are different interest groups and varying loyalties. However, the inherent strength of a democracy lies in its ability to reconcile them. People carry with them down through the generations vestiges of their original ethnicity, but as they are exposed to different cultures, adaptation takes place, and all of the people and institutions involved are changed by the process. History indicates that this adaptation can be successful until and unless populat.
EBLM, BLM, and Confederate Statues - Terminology
This document defines key terms related to racism and racial equity such as systemic racism, implicit bias, microaggressions, cultural appropriation, white privilege, racial inequity, critical race theory, whiteness, white fragility, people of color, allies, and reparations. Definitions are provided from sources like Vanderbilt University, the Racial Equity Tools Glossary, and the National Museum of African American History and Culture.
Making Meaning of White Privilege
The document discusses the concept of whiteness and what it means to be a person of color. It defines whiteness as an invisible set of unearned benefits and privileges accorded to white people in a society that establishes whiteness as the norm. It also discusses how whiteness evolved historically from a racial identity into a form of property legally acknowledged and protected. The document examines racial identity models and provides examples of how white privilege can manifest, such as making assumptions about others' experiences or controlling the parameters of conversations about race. It stresses the importance for white people to educate themselves about whiteness and privilege in order to promote social justice and equality.
AXL3400F_Week 5_Challenge of culture_lecture 1
This document provides an overview and discussion questions for a lesson on culture and identity. It discusses how identity is formed through an interplay between self and external influences from communities that are imagined and defined by both similarities and differences. Identity can be mobilized strategically to claim power and resources or resist oppression. Diaspora populations may essentialize aspects of identity to maintain a sense of difference in new locations. The document cites theorists like Anderson, Jenkins, Thornton, Biko and Nyamnjoh to explain these concepts and provide examples like the mobilization of African or black identity in resistance to colonialism. Next week's topic will be examining culture within human rights discourses.
Sc2218 Lecture 8 (2008a)
The document discusses various concepts related to communities including ethnicity, race, and nation. It addresses how communities are imagined and culturally constructed rather than based on inherent qualities. It uses examples like census categories, maps, and museums to illustrate how cultural practices shape ideas of commonality and help imagine communities. The lecture also examines how concepts of race, ethnicity, and nation have changed over time and are viewed differently in various contexts.
Media, culture and identity
This document summarizes key concepts from a lecture on media, culture and identity. It discusses definitions of culture and examines theories of cultural essentialism versus social constructionism. It also covers concepts like identity, subjectivity, and theories of sexuality. New media and concepts like public versus private, globalization, and interactivity in new media are also summarized.
Sec Essay 2013 2nd draft
This document is a 3,965 word essay analyzing whether seeing ethnic conflicts as socially constructed makes it easier to avoid, limit, or end them. The essay argues that recognizing the social construction of ethnic conflicts does make it easier to avoid and end conflicts, but does not necessarily make it easier to limit ongoing conflicts. It provides examples and evidence from academic literature to support each point. The key points made are: 1) recognizing social constructions allows civil society and media to delegitimize elites' strategies and avoid escalation; 2) however, ongoing violence hardens identities and discourse, making limitation difficult; and 3) international intervention faces challenges when recognizing social elements could destabilize its own role and identities.
The Social Construction of "Race"
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.”
Museernes Formidlingskonference 2023_Garcia_03202023.pdf
Museernes Formidlingskonference 2023_Garcia_03202023.pdfAssociation of Danish Museums / Organisationen Danske Museer
The document discusses key concepts related to diversity, equity, accessibility, inclusion, and decolonization in museums. It defines each concept, including diversity as all the ways people are different and the same, equity as the fair treatment of all community members, accessibility as giving equitable access along the spectrum of human ability and experience, inclusion as ensuring diverse individuals fully participate, and decolonization as sharing authority with Indigenous stakeholders. The document also discusses the importance of belonging, intersectionality, and addressing the histories and legacies of colonization.Identity theory
This document discusses identity and how it relates to religion. It describes identity as a process through which people come to know who they are and seek recognition from others. It explores how religion can help or complicate modern identities. Key identity categories discussed include ethnicity, race, nationality, gender, and religion. The document examines how identities are negotiated and can change over time and context.
Challenging Racialized Structures and Moving Toward Social Justice
Challenging Racialized Structures and Moving Toward Social JusticeKirwan Institute for the Study of Race and Ethnicity
The document discusses challenging racial inequalities and moving toward social justice. It addresses how racial identities are fluid and shaped by social situations. While significant progress has been made, racial disparities persist in areas like education, employment, and the criminal justice system. The election of Barack Obama did not erase these inequalities. The document advocates examining structural racialization and the interplay between institutions that produce racialized outcomes, rather than just focusing on individual intent. Moving forward requires changing how we think and act on issues of race.Similar to Tania Cañas (20)
International Journal of Critical Pedagogy, Vol 3 (3) (2011) p.docx
International Journal of Critical Pedagogy, Vol 3 (3) (2011) p.docx
IDENTITY POLITICS AND THE POLITICS OF IDENTITY· Authors in this .docx
IDENTITY POLITICS AND THE POLITICS OF IDENTITY· Authors in this .docx
White fragility why it’s so hard for white people to talk about racism
White fragility why it’s so hard for white people to talk about racism
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Session-8_OASAS_CulturalCompetenceTraining_Racism_Oppression.pptx
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Spirituality, the Self, and the Struggle for Social Justice
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Working with Ethnic Diversity in a Pluralistic SocietyHuman di.docx
Working with Ethnic Diversity in a Pluralistic SocietyHuman di.docx
Museernes Formidlingskonference 2023_Garcia_03202023.pdf
Museernes Formidlingskonference 2023_Garcia_03202023.pdf
Challenging Racialized Structures and Moving Toward Social Justice
Challenging Racialized Structures and Moving Toward Social Justice
More from Victoria Durrer
Persistent Creativity: Making the Case for Art, Culture and the Creative Indu...
Despite a growing number of valuable, and valid, critiques, the notion that ‘creativity’ has a special role to play in the future success of post-industrial societies has proved to be remarkably persistent. Cultural Policy Observatory Ireland was delighted to host Dr. Peter Campbell on 23rd October 2018 at the Brian Friel Theatre. He presented findings from an upcoming publication, which considers this persistence and examines how ‘creativity’ has become entrenched within a range of discourses and practices, particularly since the turn of the century.
The Bayanihan Spirit: Cultural Governance in the Philippines
Jason Vitorillo, Lecturer in Arts Management at LaSalle College of the Arts, Singapore introduced a discourse on cultural governance and the complexities of power relations in the Philippine for Cultural Policy Observatory Ireland in Belfast in February 2018.
ReOrient: Cultural Economic Policy in Taiwan
In February 2018 for Cultural Policy Observatory Ireland, Jerry Liu, Professor (Associate) in Graduate School of Arts Management and Cultural Policy, National Taiwan University of Arts introduced discourses and practices of contemporary cultural economy in Taiwan, and its historic roots. How does the Ministry of Culture play a role in the policy of creative & cultural industries and international trade of cultural goods and services? And what is the logic underlying its decision-making? We are also testing potentials and limits of such an East Asian Approach on state cultural economy.
Intercultural Relations in Arts and Cultural Management
Raphaela Henze, co-investigator of Brokering Intercultural Exchange, provided context for this fourth seminar of our 2017 series, held at Goldsmith's, University of London in Nov. www.managingculture.net
Arts Managers as Incubators for Intercultural Relations
Kristin Cheung, Development Officer at the Contemporary Art Gallery, Vancouver calls for Arts Managers to identify staff, volunteers and interns who have different perspectives, who are ambitious, who want to collaborate and build mentorship opportunities in order to build stronger community engagement for intercultural relations. She argues that this approach will flip the current hierarchy and have these staff members teaching Arts Managers on intercultural relations. Talk presented at Intercultural Relations in Arts and Cultural Management Practice, the fourth seminar of an AHRC funded research network, Brokering Intercultural Exchange: Interrogating the Role of Arts and Cultural Management. The network is based at Queen's University Belfast (PI Victoria Durrer) in partnership with Heilbronn University (Co-I Raphaela Henze). www.managingculture.net
Curators as gatekeepers – Diversity at Art Festivals
Dr. Lisa Gaupp presented at the conference "Brokering Intercultural Exchange" in London on November 16-17, 2017. The presentation focused on curators as gatekeepers and diversity at art festivals. It discussed how curators can mediate diversity through their selection and presentation of artworks. The presentation also examined challenges around increasing nationalism and Eurocentrism in the arts. It argued that arts management needs to adapt to today's post-migrant realities by centering on interactions and commonalities between different cultures.
Wu Fan, PhD Candidate, University of Leeds
Wu Fan, PhD Candidate, University of Leeds, considers the audience experience in cross cultural contexts, leading us to interrogate who and what arts and cultural management activity in cross cultural contexts is for. Presented at Intercultural Relations in Arts and Cultural Management Practice, the fourth seminar of an AHRC funded research network, Brokering Intercultural Exchange: Interrogating the Role of Arts and Cultural Management. The network is based at Queen's University Belfast (PI Victoria Durrer) in partnership with Heilbronn University (Co-I Raphaela Henze). www.managingculture.net
Gudrun Wallenböck, Founder and Artistic Director, Hinterland Gallery
The document discusses the role of art and cultural management in brokering intercultural exchange. It argues that art has the power to foster intercultural understanding and appreciation of diversity by allowing us to explore and understand different worldviews. Curating exhibitions also has political potential to influence culture and engage with critical issues. Hybridity emerges from the sharing of cultures in a third space that generates understanding, and museums can bring different places into contact to promote worldwide exchange that preserves diversity.
The (Science) Fiction of Value
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The Participation Myth
The Participation Myth
Dr. Leila Jancovich
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QUT毕业证【微信95270640】办理QUT毕业证【Q微信95270640】昆士兰科技大学毕业证书原版↑制作昆士兰科技大学学历认证文凭办理昆士兰科技大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
全套服务：昆士兰科技大学昆士兰科技大学毕业证offer真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供昆士兰科技大学钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有昆士兰科技大学昆士兰科技大学毕业证offer帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作昆士兰科技大学毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。望着父亲山娃反问道父亲听了并不回答只是吃吃地笑山娃很精神越逛越起劲父亲却越逛越疲倦望着父亲呵欠连天的样子山娃也说困了累了回家吧小屋闷罐一般头顶上的三叶扇彻夜呜呜作响搅得满屋热气腾腾也搅得山娃心烦意乱父亲一上床就呼呼大睡山娃却辗转反侧睡不着山娃一次又一次摸索着爬起来一遍又一遍地用暖乎乎的冷水擦身往水泥地板上一勺一勺的洒水也不知过了多久山娃竟迷迷糊糊地睡着了迷迷糊糊地又闻到了闹钟刺耳的铃声和哐咣的关和
Cherries 32 collection of colorful paintings
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Heart Touching Romantic Love Shayari In English with Images
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
Ealing London Independent Photography meeting - June 2024
Photographs from trip to American Deep South
All the images mentioned in 'See What You're Missing'
We've gathered together all of the images mentioned in Will Gompertz's 'See What You're Missing'
一比一原版美国加州大学圣地亚哥分校毕业证（ucsd毕业证书）如何办理
一模一样【微信：A575476】【美国加州大学圣地亚哥分校毕业证（ucsd毕业证书）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Storyboard produced for the TV commercial of a toy from the children's show “Dino Ranch”
一比一原版(BC毕业证)波士顿学院毕业证如何办理
BC毕业证学历书【微信95270640】办理波士顿学院毕业证成绩单（Q微信95270640）毕业证学历认证OFFER专卖国外文凭学历学位证书办理澳洲文凭|澳洲毕业证,澳洲学历认证,澳洲成绩单 澳洲offer,教育部学历认证及使馆认证永久可查 ,国外毕业证|国外学历认证,国外学历文凭证书 BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，专业为留学生办理毕业证、成绩单、使馆留学回国人员证明、教育部学历学位认证、录取通知书、Offer、
专业为留学生办理波士顿学院波士顿学院本科学位证成绩单【100%存档可查】留学全套申请材料办理。本公司承诺所有毕业证成绩单成品全部按照学校原版工艺对照一比一制作和学校一样的羊皮纸张保证您证书的质量！
如果你回国在学历认证方面有以下难题请联系我们我们将竭诚为你解决认证瓶颈
1所有材料真实但资料不全无法提供完全齐整的原件。【如：成绩单丶毕业证丶回国证明等材料中有遗失的。】
2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
如果你是以上情况之一请联系我们我们将在第一时间内给你免费咨询相关信息。我们将帮助你整理认证所需的各种材料.帮你解决国外学历认证难题。
国外波士顿学院波士顿学院本科学位证成绩单办理方法：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询波士顿学院波士顿学院本科学位证成绩单）；
2开始安排制作波士顿学院毕业证成绩单电子图；
3波士顿学院毕业证成绩单电子版做好以后发送给您确认；
4波士顿学院毕业证成绩单电子版您确认信息无误之后安排制作成品；
5波士顿学院成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
2024 MATFORCE Youth Poster Contest Winners
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
Heart Touching Romantic Love Shayari In English with Images
Heart Touching Romantic Love Shayari In English with Images
Ealing London Independent Photography meeting - June 2024
Ealing London Independent Photography meeting - June 2024
All the images mentioned in 'See What You're Missing'
All the images mentioned in 'See What You're Missing'
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
Tania Cañas
- 1. Encountering & Engaging vulnerable communities: ethical, responsible encounters towards building community resilience. Reaching 100%
- 8. “whites have not had to build the cognitive or affective skills, or develop the stamina that would allow for [sustained conscious and explicit] constructive engagement with race” (DiAngelo, White Fragility, 2011)
- 9. ENCOUNTERING WHITENESS: What is whiteness? “Whiteness scholars define racism as encompassing economic, political, social and cultural structures, actions that systematize and perpetuate an unequal distribution of privileges, resources and power between white people and people of colour.” (DiAngelo, 2011, 56) Whiteness as processes and practices rather than as a discrete entity (ie skin colour) (DiAngleo, 2011, 56)
- 10. Explaining YOUR culture to you Trying to convince you they are not racist Attempting to explain the existence of reverse racism Drawing from any other possible oppression, regardless of how temporarily that spatial identity is occupied
- 13. “URBAN SELF DEFENCE! required skills every person of colour should know, by virtue of socio-political being”
- 14. ENGAGING WHITENESS: Avoiding triggers “Insulated environments of racial protection builds white expectations for racial comfort while at the same time lowing the ability to tolerate racial stress.”(2011). Techniques: Voice use positive terms High pitched centralize the voice of the over-advantaged Body Smile Maintain core Avoid taking up too much space
- 17. CONCLUSION: Social Inclusion, “it’s me, not you” “The inability to think about whiteness as an identity or as a ‘state of being that would or could have an impact on one’s life. White people are just people.”- McIntosh (1988)