From the 1970s on, Los Angeles was transformed into a center for entertainment, consumption, and commerce for the affluent. Mirroring the urban development trend across the nation, new construction led to the displacement of low-income and working-class racial minorities, as city officials targeted these neighborhoods for demolition in order to spur economic growth and bring in affluent residents. Responding to the displacement, there emerged a coalition of unions, community organizers, and faith-based groups advocating for policy change. In Building Downtown Los Angeles Leland Saito traces these two parallel trends through specific construction projects and the backlash they provoked. He uses these events to theorize the past and present processes of racial formation and the racialization of place, drawing new insights on the relationships between race, place, and policy. Saito brings to bear the importance of historical events on contemporary processes of gentrification and integrates the fluidity of racial categories into his analysis. He explores these forces in action, as buyers and entrepreneurs meet in the real estate marketplace, carrying with them a fraught history of exclusion and vast disparities in wealth among racial groups.

Across the world, the rhetoric and violence of white supremacy is rising up. Yet, explanations for white supremacist attacks typically direct attention toward an unreasonable, paranoid state of mind, and away from the neocolonial security state that made them. Offering a response to US expressions of white supremacy, Liebert reads paranoia as a dis-ease of coloniality by following its circulation within the ultimate place of reason, indeed a key arbitrator of it: Psychology. Through reflexivity, interviews, participant observation, scientific artefacts, and public art, this unique work seeks to argue for and experiment with unsettling the entwined coloniality of Psychology and the current political moment, joining with struggles for a world where it is not only white lives that matter. Tracing the spinning cogs and affective coils of the prodromal movement - a program of research that, capturing potential psychosis, illustrates the serpentine workings of a control society - Liebert argues that, within a context of psycurity, paranoia hides as reasonable suspicion, predicts the future, brands threatening bodies, and grows through fear, thereby seeping into the cracks of white supremacy, stabilizing it. Catching this argument as itself enacting psycurity, she then engages the more-than-human to search for paranoia's decolonizing, otherworldly potential; one that may revive the psykhe - breath - of psychologies too. Calling for psychologies to leave Psychology's comfort zone and make space for imagination, this performative, interdisciplinary work will engage students, researchers, and activists from an array of disciplines who wish to examine a critical and creative response to present-day racism and fascism.

The authors of this comparative study of affirmative action compare the employment practices of six countries: the U.S., Canada, Great Britain/Northern Ireland, India, Malaysia, and South Africa. They look at mandatory quota policies; legislated versus voluntary policies; goals and timetables; restrictions and other policies; as well as recruitment, selection, compensation, performance appraisal, promotion, training, and career development. Their findings will prove useful for training managers of companies with global operations.

We can see the injustice and inequality in our lives and in the world. We are ready to rise up. But how, exactly, do we do this? How does one reconcile? What we need is a clear sense of direction. Based on her extensive consulting experience with churches, colleges and organizations, Rev. Dr. Brenda Salter McNeil has created a roadmap to show us the way. She guides us through the common topics of discussion and past the bumpy social terrain and political boundaries that will arise. In this revised and expanded edition, McNeil has updated her signature roadmap to incorporate insights from her more recent work. Roadmap to Reconciliation 2.0 includes a new preface and a new chapter on restoration, which address the high costs for people of color who work in reconciliation and their need for continual renewal. With reflection questions and exercises at the end of each chapter, this book is ideal to read together with your church or organization. If you are ready to take the next step into unity, wholeness and justice, then this is the book for you.

Environmental Sustainability, Growth Trajectory and Gender focuses on three major issues affecting developing economies: environmental sustainability, growth trajectory and gender. The social, economic and environmental consequences of climate change and loss of essential ecosystems are becoming increasingly apparent. Within the global community, the challenges of sustainable development and gender equality are growing in importance. The knowledge and collective action of women would improve productivity, boost conservation of ecosystems and enhance economic growth in developing countries. Environmental Sustainability, Growth Trajectory and Gender provides a wealth of information for academic researchers, postgraduate students, and faculties of different disciplines, and will lead to increased awareness, policies and actions that will enhance gender equality and provide full enjoyment of sustainable development.

Most accounts of ethnic and race relations in Western states are optimistic at heart. They assume that equal participation by minorities will be achieved, because it is a "public good" from which citizens will benefit. Social justice will prevail. In this topical and disturbing book, Geoff Dench challenges these idealistic commentaries, showing that in many instances they do not produce convincing analyses of the position of minorities. He suggests that analysts neglect to explore the web of real interests behind public affirmations of commitment to integration.
In his new introduction, the author suggests how the postwar meritocracy in Britain may have used a progressive alliance with minorities in order to help establish itself as a new ruling class. Part 1 of this volume looks briefly at the dual character of modern states; Part 2 explores one of the key services that minority clients perform on behalf of their national masters, namely the exercise of integrative leadership during periods of political crisis and change. Part 3 develops the theme that although the ambiguities of minority status can create special types of opportunity for ambitious individuals, in general they result in dilemmas which members of dominant communities can exploit in order to underline their supremacy. Part 4 takes up some questions raised earlier about the nature of the forces in modern society that impinge on minorities and addresses the implications for a host state of containing oppressed groups.
In putting forward his controversial argument, Dench presents a range of contemporary and historical material which illustrates the double-binds created for minorities by dominant communities. Such communities offer equality with one hand while obstructing it with the other. Individual members of minorities may be given the opportunity to achieve social prominence-but only to carry out special jobs on behalf of the majority. Various cases are examined: how Disraeli, a Jew, nationalized British Conservatism; how Stalin, a Georgian, reconstructed the ailing Russian Empire; and how Trudeau, the Quebecois, preserved Canadian unity and anglophone supremacy within it. This fascinating exploration of the contradictions inherent in the status of new minorities will be interesting for the general reader as well as managers of public policy, scholars, and students in the field.
Geoff Dench is senior research fellow at the Institute of Community Studies and at University College, London. He is the editor of "Transforming Men" and "Rewriting the Sexual Contact," both published by Transaction.

Bringing together legal rulings and commentary, this three-volume collection documents the development of legal protections for women in the workplace. The comprehensive coverage encompasses the major legal and constitutional issues, including debates over minimum wage legislation, issues of gender equality versus gender difference, maternity leave, health hazards in the workplace for pregnant women, and other vital topics. This set will become an essential guide for students and scholars, as well as lay readers.

The author of this stunning set of essays on politics and public policy makes crystal clear the meaning of the title. "The revolutionaries of contemporary America do not seek to redistribute privilege from those who have it to those who do not. These radicals wish to arrange a transfer of power from those elites who now exercise it to another elite, namely themselves, who do not. This aspiring elite is of the same race (white), the same class (upper middle and upper), and the same educational background (the best colleges and universities) as those they wish to displace."
Wildavsky's bracing work takes a close look at these elites, who probably make up little more than one percent of the population. He sees their common denominator as hostility toward the masses, anti-American attitudes, derision of authority, and a belief in participatory rather than representative politics. The author carries through these themes in a variety of essays on black-white racial relations, social work orientations and black militancy, the politics of budgetary reform, elite and mass trends in the political party system, and the substitution of bureaucratic for democratic modes of advancing the policy process. This work is, in short, vintage Wildavsky: tough minded, spirited, and plain-spoken political analysis.
In his new Introduction, Irving Louis Horowitz examines what has changed and what continues to be salient in Wildavsky's line of analysis. Essentially, the report card on The Revolt Against the Masses is that the situation described in these essays has changed somewhat in style but hardly at all in substance. The nuclear shield replaces the ABM treaty, and Afghanistan replaces Vietnam as centers of political gravity-but the same coalition of forces across party and economy still dominate the American political process. The justifiably famous essay on "The Two Presidencies" shows how persistent is the gap between the conflict over domestic priorities and the consensus on foreign policy-and why. This is, in short, a classic text that continues to merit careful study by all those interested in political life.
Aaron Wildavsky was, until his death in 1993, professor of political science and public policy at the University of California in Berkeley. He was also director of its Survey Research Center. He served as director of the Russell-Sage Foundation, was a president of the American Political Science Association, and held a number of visiting professorships during his lifetime. Most recently, Transaction has posthumously published Wildavsky's complete essays and papers in five volumes.
Irving Louis Horowitz is Hannah Arendt distinguished university professor emeritus at Rutgers, The State University, and longtime friend and associate of Aaron Wildavsky.

This book investigates the anti-semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, geography, race hygiene and literature. The author argues that any study of Nazi society and its values must probe the education provided by the regime in order to understand how the official knowledge of the state was circulated and legitimized.
Anti-Semitism and Schooling under the Third Reich chronicles an extreme case of what happens when schools are put in the service of a political and racial agenda. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimising a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.

Racism has existed throughout the world for centuries and has been at the root of innumerable conflicts and human tragedies, including war, genocide, slavery, bigotry, and discrimination. Defined broadly, racism has had many forms and effects, from caste prejudice in India and mass extermination in Tasmania to slavery in the Americas and the Holocaust in Europe. Put simply, racism has been one of the overriding forces in world history for more than a millennium. This book provides a global perspective of racism in its myriad forms. Consisting of twelve parts and fifty-one articles, it focuses on racism worldwide over the past thousand years. It includes three types of articles: original documents, scholarly essays, and journalistic accounts.

This is a major book on equality and education, a work of both theoretical and
empirical significance. It is an exciting and challenging study that offers
an insight into the complex nature of life inside schools.

Based on an intensive 2-year study of classrooms, staff rooms, playgrounds,
extracurricular and other events, as well as interviews with students and teachers,
the authors go deep inside schools to identify the micro politics and practices
that promote equality and inequality in education. While paying special attention
to the dynamics of gender, social class and 'ability' grouping,
the book also demonstrates how the denial of difference (lack of recognition)
and hierarchical power relations (lack of representation) work in tandem with
redistributive injustices to produce what so often seem like inevitable outcomes
of schooling.

At a theoretical level, the book challenges researchers and educators to adopt
a more holistic approach to the analysis of inequality in education. While the
work underlines the key role of distributive politics in determining education
outcomes for particular social classes, and the salience of recognising differences
arising from gender, sexuality, disability, religion, race and ethnicity, it
also demonstrates the central importance of power as an equality problematic
for both teachers and students.

Having named the dynamics of difference, distribution and power, the
book also highlights the sites for action and change. Knowing the architecture
of inequality enables us to see how equality can be reconstructed in education.
Creating a more egalitarian relationship between teachers and students, between
teachers themselves, and between teachers and school management, is a key factor
in promoting egalitarian practices in education.

Racism has existed throughout the world for centuries and has been at the root of innumerable conflicts and human tragedies, including war, genocide, slavery, bigotry, and discrimination. Defined broadly, racism has had many forms and effects, from caste prejudice in India and mass extermination in Tasmania to slavery in the Americas and the Holocaust in Europe. Put simply, racism has been one of the overriding forces in world history for more than a millennium. This book provides a global perspective of racism in its myriad forms. Consisting of twelve parts and fifty-one articles, it focuses on racism worldwide over the past thousand years. It includes three types of articles: original documents, scholarly essays, and journalistic accounts.

This account of the incorporation of issues of equality into the social work education curriculum focuses upon the period between 1989 and 1995, a time of considerable activity and rapid change. It is based upon research carried out by the author whilst studying for a doctorate in education.

Contents:
Acknowledgements Introduction Steven M. Chan I. Individuals, groups, and discrimination 1. Discrimination and morally relevant characteristics James W. Nickel 2. Inverse discrimination J.L. Cowan 3. Reparations to wronged groups Michael D Bayles 4. Reverse discrimination and contemporary justice Paul W. Taylor 5. Reverse discrimination William A. Nunn III 6. Should reparations be to individuals or groups? James W. Nickel 7. Reparations to individuals or groups? Alan H. Goldman 8. What's wrong with discrimination? Paul Woodruff
II. Justice and Compensation 9. Prefential hiring Judith Jarvis Thomson 10. Prefential hiring: A reply to Judith Jarvis Thomson Robert Simon 11. Justifying reverse discrimination in employment George Sher 12. Prefential hiring and compensation Robert K. Fullinwider 13. Compensatory justice: The question of costs Robert Amadur III. The Bakke cas 14. Who are equals? Carl Cohen 15. Are quotas unfair? Ronald Dworkin 16. What did Bakke really decide? Ronald Dworkin Equality, diversity, and good faith Carl Cohen IV. Diveristy 18. In defence of affirmative action Bartara R. Bergmann 19. The role model argument and faculty diversity Anita L. Allen 20. Proportional representation of women and minorities Celia Wolf-Devine 21. 'The Meaning of "Merit"' William G. Bowen and Derek Bok 22. 'The Meaning of "Merit"': A reply to Bowen and Bok Stephan Thernstrom and Abigain Thernstrom 23. Diversity George Sher V. Preference or impartiality? 27. In favor of affirmative action Tom L. Beauchamp 28. Reverse discrimination Sidney Hook Epilogue A. Three puzzles concerning affirmative action Steven M. Cahn B. Making affirmative action work The Chronicle of HIgher Education About the authors Bibliographical note Acknowledgements

Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn't? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to 'doing diversity' in the social sciences and humanities and decolonising higher education as a whole.

Contents:
Acknowledgements Introduction Steven M. Chan I. Individuals, groups, and discrimination 1. Discrimination and morally relevant characteristics James W. Nickel 2. Inverse discrimination J.L. Cowan 3. Reparations to wronged groups Michael D Bayles 4. Reverse discrimination and contemporary justice Paul W. Taylor 5. Reverse discrimination William A. Nunn III 6. Should reparations be to individuals or groups? James W. Nickel 7. Reparations to individuals or groups? Alan H. Goldman 8. What's wrong with discrimination? Paul Woodruff
II. Justice and Compensation 9. Prefential hiring Judith Jarvis Thomson 10. Prefential hiring: A reply to Judith Jarvis Thomson Robert Simon 11. Justifying reverse discrimination in employment George Sher 12. Prefential hiring and compensation Robert K. Fullinwider 13. Compensatory justice: The question of costs Robert Amadur III. The Bakke cas 14. Who are equals? Carl Cohen 15. Are quotas unfair? Ronald Dworkin 16. What did Bakke really decide? Ronald Dworkin Equality, diversity, and good faith Carl Cohen IV. Diveristy 18. In defence of affirmative action Bartara R. Bergmann 19. The role model argument and faculty diversity Anita L. Allen 20. Proportional representation of women and minorities Celia Wolf-Devine 21. 'The Meaning of "Merit"' William G. Bowen and Derek Bok 22. 'The Meaning of "Merit"': A reply to Bowen and Bok Stephan Thernstrom and Abigain Thernstrom 23. Diversity George Sher V. Preference or impartiality? 27. In favor of affirmative action Tom L. Beauchamp 28. Reverse discrimination Sidney Hook Epilogue A. Three puzzles concerning affirmative action Steven M. Cahn B. Making affirmative action work The Chronicle of HIgher Education About the authors Bibliographical note Acknowledgements

Sixteen of America's leading scholars offer an uncompromising critique of the academy from their perspective as African American men.They challenge dominant majority assumptions about the culture of higher education, most particularly its claims of openness to diversity and divergent traditions.What is remarkable about the chapters that make up this book--despite the authors' different paths to success, their disparate fields of study, and their distinct voices is their almost unanimous message that higher education is inimical to African Americans.They take issue with the processes that determine what is legitimized as scholarship, as well as with who wields the power to authenticate it. They describe the debilitating pressures to subordinate Black identity to a supposedly universal but hegemonic Eurocentric culture. They question the academy's valuing of individuality and its privileging of dichotomy over their cultural styles of community, humanism and synthesis. They also range over such issues as culturally mediated styles of cognition, the misuse of standardized testing, the disproportionate burden of service placed on African American faculty and a reward system that discounts it.Given stature of these authors, and their outspoken message, this book demands attention from leaders and faculty in predominantly White institutions, as well as from Black scholars and graduates aspiring to a career in higher education.

Revisiting C. Wright Mills' classic, an analysis of power structures in the neoliberal era and America's drift toward authoritarianism. In 1956, radical icon C. Wright Mills wrote The Power Elite, a scathing critique of elite power in the United States that has become a classic for generations of nonconformists and students of social and political inequality. With rising rates of inequality and social stratification, Mills' work is now more relevant than ever, revealing a need for a fresh examination of American elitism and the nature of centralized power. In The New Power Elite, Heather Gautney takes up the problem of concentrated political, economic, and military power in America that Mills addressed in his original text and echoes his outrage over the injustices and ruin brought by today's elites. Drawing from years of experience at the highest levels of government and in the entertainment industry, Gautney examines the dynamics of elite power from the postwar period to today and grounds her analysis in political economy, rather than in institutional authority, as Mills did. In doing so, she covers diverse, yet interconnected centers of elite power, from the US State and military apparatus, to Wall Street and billionaires, to celebrities and mass media. Gautney also accounts for changes in global capitalism over the last forty years, arguing that neoliberalism and the centering of the market in political and social life has ushered in ever more extreme forms of violence and exploitation, and a drift toward authoritarianism. A contemporary companion to Mills' work through a fresh critique of elites for the new millennium, The New Power Elite offers a comprehensive look at the structure of American power and its tethers around the world.

In this book, Andrew Brindle analyzes a corpus of texts taken from a white supremacist web forum which refer to the subject of homosexuality, drawing conclusions about the discourses of extremism and the dissemination of far-right hate speech online. The website from which Brindle's corpus is drawn, Stormfront, has been described as the most powerful active influence in the White Nationalist movement (Kim 2005). Through a linguistic analysis of the data combining corpus linguistic methodologies and a critical discourse analysis approach, Brindle examines the language used to construct heterosexual, white masculinities, as well as posters' representations of gay men, racial minorities and other out-groups, and how such groups are associated by the in-group. Brindle applies three types of analysis to the corpus: a corpus-driven approach centered on the study of frequency, keywords, collocation and concordance analyses; a detailed qualitative study of posts from the forum and the threads in which they are located; and a corpus-based approach which combines the corpus linguistic and qualitative analyses. The analysis of the data demonstrates a convergence of reactionary responses to not only women, gay men and lesbians, but also to racial minorities. Brindle's findings suggest that due to the forum format of the data, topics are discussed and negotiated rather than dictated unilaterally as would be the case in a hierarchical organization. This research-based study of white supremacist discourse on the Internet facilitates understanding of hate speech and the behavior of extremist groups, with the aim of providing tools to combat elements of extremism and intolerance in society.

A rigorous study of the social meaning and consequences of racist humor, and a damning argument for when the joke is not just a joke. Having a "good" sense of humor generally means being able to take a joke without getting offended-laughing even at a taboo thought or at another's expense. The insinuation is that laughter eases social tension and creates solidarity in an overly politicized social world. But do the stakes change when the jokes are racist? In The Souls of White Jokes Raul Perez argues that we must genuinely confront this unsettling question in order to fully understand the persistence of anti-black racism and white supremacy in American society today. W.E.B. Du Bois's prescient essay "The Souls of White Folk" was one of the first to theorize whiteness as a social and political construct based on a feeling of superiority over racialized others-a kind of racial contempt. Perez extends this theory to the study of humor, connecting theories of racial formation to parallel ideas about humor stemming from laughter at another's misfortune. Critically synthesizing scholarship on race, humor, and emotions, he uncovers a key function of humor as a tool for producing racial alienation, dehumanization, exclusion, and even violence. Perez tracks this use of humor from blackface minstrelsy to contemporary contexts, including police culture, politics, and far-right extremists. Rather than being harmless fun, this humor plays a central role in reinforcing and mobilizing racist ideology and power under the guise of amusement. The Souls of White Jokes exposes this malicious side of humor, while also revealing a new facet of racism today. Though it can be comforting to imagine racism as coming from racial hatred and anger, the terrifying reality is that it is tied up in seemingly benign, even joyful, everyday interactions as well- and for racism to be eradicated we must face this truth.

Anti-Racist Practice (ARP), Anti-Discriminatory Practice (ADP) and Anti-Oppressive Practice (AOP) form a trinity of concepts, nested into one another, which have evolved in welfare services over the last fifteen years. They tend to have developed as forms of practice panaceas and as a result have been subject to both unrealistic expectations and, at times, to political ridicule. This book clarifies the distinctions between three key concepts - ARP, ADP and AOP. Critically and constructively analysing these three approaches to practice it reappraises their potential in the light of emerging equality issues in the health service
With contributions from leading teachers and practitioners in the field, Equalising Opportunities provides students and practitioners in health and social care with a clear overview of an area where there is much confusion and imperfect understanding.

Governments across the globe are struggling to deal with the socially deplorable issues of racism and ethnic hatred. No more apparent is this struggle in the US where educational institutions find themselves at the forefront of legal and social practices to combat racism.
This book studies the 'race-based' legal cases and literature surrounding three seemingly different practices in US academic institutions: affirmative action in college administrations, hate speech codes (developed to prevent racist insitement in colleges), and tenure of faculty of colour. These processes implicate a spectrum of behaviour that accounts for what is commonly believed to be race, the explicit use of race in hate speech, the implicit use of race in tenure discrimination and the benign use of race to remedy the injustices of the past with affirmative action.
Rather than engage in conventional legal interpretation, Baez treats these cases as 'narratives', that is, as cultural texts that tell significant stories about the social world. Highlighting potential assumptions and contradictions in these cases, Baez sheds doubt on the role of the courts and academic institutions in progressive race-projects and suggests that framing these issues within legal terms forecloses a critical response to them.

Racial Theories in Fascist Italy examines the role played by race and racism in the development of Italian identity during the fascist period. The book examines the struggle between Mussolini, the fascist hierarchy, scientists and others in formulating a racial persona that would gain wide acceptance in Italy.
This book will be of interest to historians, political scientists concerned with the development of fascism and scholars of race and racism.

eBook available with sample pages: 020316489X

Contents:
1. Race and Law in the Academy: Hate Speech, Tenure and Affirmative Action 2. Discourse, Ideology and Power: Discursive Practices in Academy and Law 3. Hate Speech and the Power of Words 4. Tenure and 'Intentions' 5. The Stories We Tell: Law, Race and Affirmative Action 6. Race and the Politics of the Axiomatic

A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity. However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be seen in terms of employment trajectories in the UK. The issue of just who enjoys access to which university, and the experiences and outcomes of graduates from different institutions remain central to questions of social justice, notably higher education's contribution to social mobility and to the reproduction of social inequality. This collection of contemporary original writings explores these issues in a range of specific contexts, and through employing a range of theoretical and methodological approaches. The relationship between higher education and social mobility has probably never been under closer scrutiny. This volume will appeal to academics, policy makers, and commentators alike. Higher Education and Social Inequalities is an important contribution to the public and academic debate.