Race and empire tells the story of a short-lived but vehement eugenics movement that emerged among a group of Europeans in Kenya in the 1930s, unleashing a set of writings on racial differences in intelligence more extreme than that emanating from any other British colony in the twentieth century. The Kenyan eugenics movement of the 1930s adapted British ideas to the colonial environment: in all its extremity, Kenyan eugenics was not simply a bizarre and embarrassing colonial mutation, as it was later dismissed, but a logical extension of British eugenics in a colonial context. By tracing the history of eugenic thought in Kenya, the books shows how the movement took on a distinctive colonial character, driven by settler political preoccupations and reacting to increasingly outspoken African demands for better, and more independent, education. The economic fragility of Kenya in the early 1930s made the eugenicists particularly dependent on British financial support. Ultimately, the suspicious response of the Colonial Office and the Prime Minister, Ramsay MacDonald, backed up by a growing expert concern about race in science, led to the failure of Kenyan eugenics to gain the necessary British backing. Despite this lack of concrete success, eugenic theories on race and intelligence were widely supported by the medical profession in Kenya, as well as powerful members of the official and non-official European settler population. The long-term failures of the eugenics movement should not blind us to its influence among the social and administrative elite of colonial Kenya. Through a close examination of attitudes towards race and intelligence in a British colony, Race and empire reveals how eugenics was central to colonial racial theories before World War Two.

One of the British Empire's most isolated and poorest colonies, the Bahamas has never quite seen itself as part of the British West Indies nor vice versa. Although the Bahamas had class tensions similar to those found in other British colonial lands, Gail Saunders shows that racial tensions did not necessarily parallel those across the West Indies so much as they mirrored those occurring in the United States-with political power and money consolidated in the hands of the white minority. Saunders argues that close proximity to the United States and geographic isolation from the rest of the British colonies created a uniquely Bahamian interaction among racial groups. Focusing on the period from the 1880s to the 1960s, Saunders trains her lens on the nature of relations among groups including whites, people who identified as creole or mixed race, and liberated Africans.

This book investigates women's political activism and conflict in the struggle against apartheid in South Africa, examining issues around domestic violence, racial abuse and women in detention without trial. It builds on the theatrical analysis within play texts such as 'You Strike the Woman, You Strike the Rock', 'Glass House', 'Born in the RSA', 'Has Anyone Seen Zandile?' and 'So What's New?' to chart participation in the struggle against apartheid between 1975 and 1993, providing a political, economic and social herstory of South African women's activism. Further, the focus on play texts addresses the dearth of knowledge of pertinent herstorical moments, women's fight for political agency and equality, how apartheid laws affected women's role in theatre and provides a feminist lens and insight into how these laws affected the herstory of South Africa. The inclusion of a critical perspective from women who wrote plays and worked in theatre takes the book beyond a purely theatrical analysis. It seeks to explore how theatre as a form can help write a 'herstory' of apartheid, not only to document the reality of women's experiences but also as a means to imagine different realities.

As cross-cultural migration increases democratic states face a particular challenge: how to grant equal rights and dignity to individuals while recognizing cultural distinctiveness. In response to the greater number of ethnic and religious minority groups, state policies seem to focus on managing cultural differences through planned pluralism. This book explores the dilemmas, paradoxes, and conflicts that emerge when differences are managed within this conceptual framework. After a critical investigation of the perceived logic of identity, indicative of Western nation-states and at the root of their pluralistic intentions, the author takes issue with both universalist notions of equality and cultural relativist notions of distinctiveness. However, without identity is it possible to participate in dialogue and form communities? Is there a way out of this impasse? The book argues in favor of communities based on nonidentitarian difference, developed and maintained through open and critical dialogue.

Randi Gressgard is Associate Professor at the Centre for Women's and Gender Research (SKOK), University of Bergen. She is also affiliated with the research unit IMER (International Migration and Ethnic Relations).

In the field of political sociology and European studies, there has long been a discussion on transnational neoliberal development and ethnic groups' self-governance. Notwithstanding, there has been limited exploration in relation to modes of knowledge production associated with neoliberal governance of the Other (e.g. ethnic and indigenous groups), which capture its idiosyncratic modes of political expression and empowerment. Drawing on Michel Foucault's political philosophy, this book discusses European social integration as transnational neoliberal governmentality and challenges its epistemologically constituted subaltern subject. Neoliberalism is questioned in relation to its programs of securitisation of poverty and authoritarian models of self-governance associated with instrumentality of the market. In this context, the book's rich political historical ethnography develops a new framework for the study of social power. Furthermore, inspired by Jacques Ranciere's radical philosophy, European Social Integration and the Roma proposes a new mode of knowledge production about populations excessively subjected to neoliberal governmentality, heralding the epistemological decolonisation of the neoliberal subject. Presenting an insightful new prospect in critical sociology as well as the conceptualization of power and the application of theories of governmentality, this book will appeal to scholars interested in the areas of political sociology and anthropology, international relations, social and political theory/philosophy and post-development studies.

This book examines the psychosocial experiences of foreign workers from Africa and its diaspora in China, within the context of international socio-economic forces. By exploring employment-based migration from a psychoanalytic perspective, this volume investigates the utility of adaptive ambivalence and the challenges that migrant workers face around issues of self-development, agency, and identity. Through a careful analysis of interviews with Africana people, the author demonstrates that the capacity to be reflective and resilient alongside having a strong and diversified support network are crucial for the psychological well-being of those living and working in unfamiliar geographic and cultural conditions.

British Pakistani children are the second largest ethnic group in UK schools, yet little of their education and wider needs have been researched. British Pakistani Boys, Education and the Role of Religion seeks to rectify this, by investigating the educational achievement of British Pakistani boys and the importance of education both in the Pakistani community and in the wider religion of Islam. The book draws on research undertaken by the author in three British state secondary schools, to respond to the national policy on the education of ethnic minority children. It considers the meaning of education for Pakistanis, where religion plays an integral role, the gaps in education as well as the issue of representation - in governance and in the teaching workforce. The author concludes by discussing the possibility of responsive education better meeting the needs of Pakistani children by integrating Islamic religious education and education of the world. British Pakistani Boys, Education and the Role of Religion will be vital reading for academics and both undergraduate and postgraduate students in the fields of Education and Sociology and specifically those studying inclusion, equality and diversity, or Asian, Muslim or Pakistani education. It would also appeal to education practitioners, policy makers and community activists.

Multiculturalism the belief that no culture is better or worse than any other; it is merely different has come to dominate Western intellectual thought and to serve as a guide to domestic and foreign policy and development aid. But what if multiculturalism itself is flawed? What if some cultures are more prone to progress than others and more successful at creating the cultural capital that encourages democratic governance, social justice for all, and the elimination of poverty? In Jews, Confucians, and Protestants: Cultural Capital and the End of Multiculturalism, Lawrence E. Harrison takes the politically incorrect stand that all cultures are not created equal. Analyzing the performance of 117 countries, grouped by predominant religion, Harrison argues for the superiority of those cultures that emphasize Jewish, Confucian, and Protestant values. A concluding chapter outlines ways in which cultural change may substantially transform societies within a generation."

This book examines the deep roots of racism in the mental health system. Suman Fernando weaves the histories of racial discourse and clinical practice into a narrative of power, knowledge, and black suffering in an ostensibly progressive and scientifically grounded system. Drawing on a lifetime of experience as a practicing psychiatrist, he examines how the system has shifted in response to new forms of racism which have emerged since the 1960s, highlighting the widespread pathologization of black people, the impact of Islamophobia on clinical practice after 9/11, and various struggles to reform. Engaging and accessible, this book makes a compelling case for the entrenchment of racism across all aspects of psychiatry and clinical psychology, and calls for a paradigm shift in both theory and practice.

Multiculturalism has come under considerable attack in both political practice and political theory. Yet the fact of diversity remains, and with it the need to establish the fair terms of integration in contemporary liberal societies. In examining liberal multiculturalism - an approach that has been variously criticised as either too liberal or too multicultural - this book both defends liberal multiculturalism as a coherent and practicable political theory, while also suggesting it is not without the need for reformulation. Key questions that need addressing concern the importance and role of national identities and other forms of social solidarity, compatibility with anti-discrimination measures, nature of language rights, and the unavoidability of essentialism. This collection explores these challenges whilst remaining grounded in real word contexts and issues.

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students' real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP. Sims' lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.

Written for educators of all grade levels, this book provides critical information about the educational needs of Cambodian, Chinese, Filipino, Hmong, Japanese, Korean, and Vietnamese-American students in U.S. public schools. Written by educators who have lived through many of the experiences discussed, the book is an intimate account, as well as a comprehensive scholarly survey of the seven major Asian-American groups.

For each Asian-American group there are two chapters: one sociocultural and one linguistic. Each vividly documents the unique characteristics of each ethnic group and provides effective strategies to work with students and parents. Given the dearth of literature on the education of Asian immigrant students, this book can serve as an effective guide for teachers, teacher educators, school administrators, and support service providers, and help shape the educational programs, practices, and policies for the seven major Asian-American groups.

The Rohingya of Myanmar are one of the world's most persecuted minority populations without citizenship. After the latest exodus from Myanmar in 2017, there are now more than half a million Rohingya in Bangladesh living in camps, often in conditions of abject poverty, malnutrition and without proper access to shelter or work permits. Some of them are now compelled to take to the seas in perilous journeys to the Southeast Asian countries in search of a better life. They are now asked to go back to Myanmar, but without any promise of citizenship or an end to discrimination. This book looks at the Rohingya in the South Asian region, primarily India and Bangladesh. It explores the broader picture of the historical and political dimensions of the Rohingya crisis, and examines subjects of statelessness, human rights and humanitarian protection of these victims of forced migration. Further, it chronicles the actual process of emergence of a stateless community - the transformation of a national group into a stateless existence without basic rights.

Informed by witness testimonies, Eurafrican Migration details how the perilous journeys undertaken by irregular migrants are enabled by complex networks of guides during the Sahara phase, and explores the relationship between migrants and the criminal groups who arrange for them to be transported across the sea to southern Europe.

This study is a major appraisal of the contributions of German-speaking emigres to British cinema from the late 1920s to the end of World War II. Through a series of film analyses and case studies, it challenges notions of a self-sufficient British national cinema by advancing the assumption that filmmakers from Berlin, Munich and Vienna had a major influence on aesthetics, themes and narratives, technical innovation, the organisation of work and the introduction of apprenticeship schemes. Whether they came voluntarily or as refugees, their contributions and expertise helped to consolidate the studio system and ultimately made possible the establishment of a viable British film industry. Hochscherf talks about such figures as Ewald Andre Dupont, Alfred Junge, Oscar Werndorff, Mutz Greenbaum and Werner Brandes, and such companies as Korda's London Film Productions, Powell and Pressburger's The Archers and Michael Balcon's Gaumont-British. -- .

Emphasizing the global nature of racism, this volume brings together historians from various regional specializations to explore this phenomenon from comparative and transnational perspectives. The essays shed light on how racial ideologies and practices developed, changed, and spread in Europe, Asia, the Near East, Australia, and Africa, focusing on processes of transfer, exchange, appropriation, and adaptation. To what extent, for example, were racial beliefs of Western origin? Did similar belief systems emerge in non-Western societies independently of Western influence? And how did these societies adopt and adapt Western racial beliefs once they were exposed to them? Up to this point, the few monographs or edited collections that exist only provide students of the history of racism with tentative answers to these questions. More importantly, the authors of these studies tend to ignore transnational processes of exchange and transfer. Yet, as this volume shows, these are crucial to an understanding of the diffusion of racial belief systems around the globe.

Tongue-Tied is an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. First-person accounts by Amy Tan, Sherman Alexie, bell hooks, Richard Rodriguez, Maxine Hong Kingston, and many other authors open windows into the lives of linguistic minority students and their experience in coping in school and beyond. Selections from these writers are presented along with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. Vivid and unforgettable, the readings in Tongue-Tied are ideal for teaching and learning about American education and for spurring informed debate about the many factors that affect students and their lives.

William Evans, the award-winning poet and cofounder of the popular culture website Black Nerd Problems, offers an emotionally vulnerable poetry collection exploring the themes of inheritances, dreams, and injuries that are passed down from one generation to the next and delving into the lived experience of a black man in the American suburbs today. In We Inherit What the Fires Left, award-winning poet William Evans embarks on a powerful new collection that explores the lived experience of race in the American suburbs and what dreams and injuries are passed from generation to generation. Fall under the spell of Evans's boldly intimate, wise, and emotionally candid voice in these urgent, electrifying poems. This eloquent collection explores not only what these inheritances are composed of, but what price the bearer must pay for such legacies, and the costly tolls exacted on both body and spirit. Evans writes searingly from the perspective of the marginalized, delivering an unflinching examination of what it is like to be a black man raising a daughter in predominantly white spaces, and the struggle to build a home and a future while carrying the weight of the past. However, in beautiful and quiet scenes of domesticity with his daughter or in thoughtful reflection within himself, Evans offers words of hope to readers, proving that resilience can ultimately bloom even in the face of prejudice. Readers of Ta-Nehisi Coates and Hanif Abdurraqib will find a brilliant, fresh new talent to add to their lists in William Evans.

Rethinking Sports and Integration offers a critical cultural analysis of the idea that sport can promote the integration of migrants and their descendants. It examines the origins of this idea and the concept of integration, and analyzes the problems in focus, the methods applied and the results of sports-related integration programmes. The text also redefines sports-related integration with perspectives from migration studies that highlight the super-diversity within migrant groups, and explore the various ways in which transnational connections influence participation in sport within migrant communities. This book is important reading for students and researchers working in sport development, sport policy or migration studies, as well as a valuable resource for sports governing bodies, policymakers and project workers.

Students, faculty, and community partners alike will find Civic Engagement in Diverse Latinx Communities: Learning From Social Justice Partnerships in Action accessible not only because it includes an array of examples regarding Latinx civic engagement, but it also demonstrates that personal experiences are powerful tools for the production of new knowledge. This book reveals an epistemology of social justice that aims to investigate and develop a new Latinx community-university praxis for how to engage with diverse communities in the twenty-first century.

This book is a comparative analysis of residential, social, economic, and political rights for aliens. The book analyzes the concepts of nationality and citizenship. Some foreigners are increasingly able to enjoy traditional citizenship rights though residential and/or regional citizenship. There is no previous research for Japan in addition to the UK, France, Germany, the Netherlands, Sweden, Australia, New Zealand, Canada, and America. Also, it is fruitful to construct the bridge among several disciplines such as jurisprudence, political science, and sociology.

Rossi develops a theory of the roles of "action" (social actor) and "structure" (sociopolitical resources, cultural resources, and economic resources) in disaster studies, using the data on community reconstruction after the 1980 earthquake in Southern Italy as a preliminary test of the theory. The focus of the study is not the response during the emergency period which immediately followed the earthquake, but the long-term recovery and reconstruction of the 44 communities which were officially classified as the most heavily damaged. Aspects of the post-earthquake industrialization of the region are also considered, since the physical reconstruction of the destroyed communities is inevitably connected with their socioeconomic development. Rossi outlines and tests a new framework which permits prediction of the different speeds of community reconstruction, and provides a dialectic theory of the interrelationship between structural and action principles of social action.

A comprehensive look at multicultural education that balances theory with practical teaching strategies. Comprehensive Multicultural Education: Theory and Practice uniquely blends diversity theory, history, and social science with sample lessons, cases, and real-world vignettes so that pre- and in-service teachers understand the what, why, and how of multicultural education. A comprehensive conceptual framework of multicultural teaching and a teacher-tested curriculum development model give readers a strong foundation for integrating multicultural perspectives in their own curricula. Incorporating current research and new sections on race and social justice, the 9th Edition includes three new chapters on gender, poverty, and special education so that today's teachers are better equipped to become informed, caring advocates for all students. Also available with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos and self-check quizzes. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and the Enhanced Pearson eText, search for: 0134745272 / 9780134745275 Comprehensive Multicultural Education: Theory and Practice, with Enhanced Pearson eText -- Access Card Package, 9/e Package consists of: 0134679024 / 9780134679020 Comprehensive Multicultural Education: Theory and Practice 0134682270 / 9780134682273 Comprehensive Multicultural Education: Theory and Practice, Enhanced Pearson eText -- Access Card

The unprecedented economic success of South Korea since the 1990s has led in turn to a large increase in the number of immigrants and foreign workers in Korean industries. This book describes and explains the experiences of discrimination and racism that foreigners and 'new' Koreans have faced in a multicultural South Korea. It looks at how society has treated the foreigners and what their experiences have been given that common discourse about race in Korea surrounds issues of Korean heterogeneity and pure blood nationalism. Starting with critiques of Korean scholarship and policy framework on multiculturalism, this book argues for the need to revisit the most fundamental aspect of multiculturalism: the host population's ability to respect new comers rather than discriminate against them. The author employs a critical realist understanding of racism and attempts to identify long-lasting institutional factors which make Korean society less than welcoming 'new' or temporary Koreans. A large number of new reportages are identified and systematically analysed based on the principles of grounded theory method. The findings show that nouveau-riche nationalism and pure-blood nationalism are widely practised when Koreans deal with 'foreigners'. As a newly industrialised and highly successful nation, Korean society is still in transition and treats foreigners according to economic standard of their countries of origin. As one of the very first books in English about foreigners' experiences of Korean nationalism, multiculturalism and discrimination, it will be of great interest to students and scholars of Sociology, Ethnic studies, Asian studies, Korean studies, Media studies and Cultural studies.