In the spirit of the time, the Civil Rights Act of 1964 and the Voting Rights Act of 1965 called for nondiscrimination for American citizens, seeking equality without regard for race, color, or creed. After the mid-1960s, to make amends for wrongs of the past, some people called for benign discrimination to give blacks a special boost. In business and government this could be accomplished through racial preferences or quotas; in public education, by considering race when assigning students to schools. By 1980 this course reached a crossroads. Raymond Wolters maintains that Ronald Reagan and William Bradford Reynolds made the "right turn" when they questioned and limited the use of racial considerations in drawing electoral boundaries. He also documents the Reagan administration's considerable success in reinforcing within the country, and reviving within the judiciary, the conviction that every person black or white should be considered an individual with unique talents and inalienable rights. This book begins with a biographical chapter on William Bradford Reynolds, the Assistant Attorney General who was the principal architect of Reagan's civil rights policies. It then analyzes three main civil rights issues: voting rights, affirmative action, and school desegregation. Wolters describes specific cases: at-large elections and minority vote dilutions; congressional districting in New Orleans; legislative districting in North Carolina; the debates over the Civil Rights Act of 1964; social science critiques of affirmative action; the question of quotas; and school desegregation and forced busing. Because Ronald Reagan and William Bradford Reynolds were men of the right, and because most journalists and historians are on the left, Wolters feels the "people of words" have dealt harshly with the Reagan administration. In writing this book, he hopes to correct the record on a subject that has been badly represented. Wolters points out that, beginning in the 1980s and continuing in the 1990s, the Supreme Court endorsed the legal arguments that Reagan's lawyers developed in the fields of voting rights, affirmative action, and school desegregation. In Right Turn, Wolters responds to those who claimed that Reagan and Reynolds were racists who wanted to turn back the clock on civil rights, and he describes civil rights cases and controversies in a way that is comprehensible to general readers as well as to lawyers and historians.

One of the most disturbing problems in American education today is the unequal achievement of children in schools. Few problems have sparked greater concern than the issue of why students from different social origins differ so significantly in their academic performance. This book explores the role played by families and schools in this troubling problem. It employs a social constructionist approach in considering how ascribed characteristics (race, gender, and class) intersect with the daily interactions of teachers and students in classrooms and with the educational practices and structures within schools (tracking, testing, and teacher expectations) to play an exacting role in the construction of success or failure. It suggests that the new student identity that begins to emerge as a result of these processes provides a self-fulfilling prophesy of expectation and belief, which defines how students see themselves as learners and achievers. Through these practices, schooling becomes a crucial factor in the social construction of academic success. The author's final conclusion is inescapable: unequal achievement in school is largely a social construction. But it is a social construction facilitated both by student attributes including gender, race, and class and by the educational structures and policies some schools employ. Because of this undeniable fact, parents, educational practitioners, and policy makers must continue to investigate social policies and practices relative to student abilities and make every effort to understand how they may be related to achievement. Informed by research, they must endeavor to see this power inherent in schooling and the need to effect change.

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.

When in 1997 golfer Tiger Woods described his racial identity on Oprah as "cablinasian," it struck many as idiosyncratic. But by 2003, a New York Times article declared the arrival of "Generation E.A."-the ethnically ambiguous. Multiracial had become a recognizable social category for a large group of Americans. Making Multiracials tells the story of the social movement that emerged around mixed race identity in the 1990s. Organizations for interracial families and mixed race people-groups once loosely organized and only partially aware of each other-proliferated. What was once ignored, treated as taboo, or just thought not to exist quickly became part of the cultural mainstream. How did this category of people come together? Why did the movement develop when it did? What is it about "being mixed" that constitutes a compelling basis for activism? Drawing on extensive interviews and fieldwork, the author answers these questions to show how multiracials have been "made" through state policy, family organizations, and market forces.

Nearly 90 percent of residents in Dubai are foreigners with no Emirati nationality. As in many global cities, those who hold Western passports share specific advantages: prestigious careers, high salaries, and comfortable homes and lifestyles. With this book, Amelie Le Renard explores how race, gender and class backgrounds shape experiences of privilege, and investigates the processes that lead to the formation of Westerners as a social group. Westernness is more than a passport; it is also an identity that requires emotional and bodily labor. And as they work, hook up, parent, and hire domestic help, Westerners chase Dubai's promise of socioeconomic elevation for the few. Through an ethnography informed by postcolonial and feminist theory, Le Renard reveals the diverse experiences and trajectories of white and non-white, male and female Westerners to understand the shifting and contingent nature of Westernness-and also its deep connection to whiteness and heteronormativity. Western Privilege offers a singular look at the lived reality of structural racism in cities of the global South.

With a Foreword by Vijay Prashad and an Afterword by Gary Okihiro

View the Table of Contents. Read the Introduction.

aSucceeds at placing blacks and Asians at the center of the Americas, inviting productive dialogue against the notion that interaction between these groups is out of the ordinary.a
--"Journal of American Ethnic History"

"As fresh and exciting as it is important. This crucial book changes the conversation around American Studies and Ethnic Studies in key ways, challenging scholars to light out for previously-uncharted places on our mental maps in which borders are interrogated and challenged, alliances forged through imagined communities, commerce, popular culture, or politics are investigated and probed, and questions that are simultaneously new, and half a century old, are revivified. This volume, the first interdisciplinary anthology dealing with AfroAsian encounters, stands to become a landmark work in the field."
--Shelley Fisher Fishkin, Stanford University

aWhat critical anthologies do best is to present. . . . And AfroAsian Encounters does thata--"Journal of Asian American Studies"

How might we understand yellowface performances by African Americans in 1930s swing adaptations of Gilbert and Sullivan's "The Mikado," Paul Robeson's support of Asian and Asian American struggles, or the absorption of hip hop by Asian American youth culture?

AfroAsian Encounters is the first anthology to look at the mutual influence of and relationships between members of the African and Asian diasporas. While these two groups have often been thought of as occupying incommensurate, if not opposing, cultural and political positions, scholars from history, literature, media, and the visual arts here trace their interconnections and interactions, as well as the tensions between the two groups that sometimes arise. AfroAsian Encounters probes beyond popular culture to trace the historical lineage of these coalitions from the late nineteenth century to the present.

A foreword by Vijay Prashad sets the volume in the context of the Bandung conference half a century ago, and an afterword by Gary Okihiro charts the contours of a "Black Pacific." From the history of Japanese jazz composers to the current popularity of black/Asian "buddy films" like "Rush Hour," AfroAsian Encounters is a groundbreaking intervention into studies of race and ethnicity and a crucial look at the shifting meaning of race in the twenty-first century.

Are there any cultural universals left? Does multiculturalism inevitably involve a slide into moral relativism? This timely and insightful book examines questions of politics and identity in the age of multicultures. It draws together the contribution of outstanding contributors such as Fraser, Honneth, O'Neill, Bauman, Lister, Gilroy and De Swann to explore how difference and multiculturalism take on the arguments of universalist humanism. The approach taken derives from the traditions of cultural sociology and cultural studies rather than political science and philosophy.

The book takes seriously the argument that the social bond and recognition are in danger through globalization and deterritorialization. It is a major contribution to the emerging debate on the form of post-national forms of civil society.

Social justice rhetoric is prevalent in contemporary America, but are we as a nation ready to do the work to effect real change? Emily Allen Williams has gathered a group of essays that interrogate matters of inclusion, diversity, equity, and access. In doing so, the essays contribute to what Williams call "tilling the ground," i.e. a process by which the nation is prepared for the changes that must follow the rhetoric through the work of diversity and inclusion in a variety of social arenas. With subject matters ranging from the Black Lives Matter movement and children's literature to the contemporary workplace and university, the collected essays present and analyze progress that is already being made and outline ways for our society to continue to move this process forward until the rhetoric of social justice manifests in actual conditions of inclusion, diversity, equity, and access throughout the nation.

In an age of cultural pluralism, and in light of serious counterarguments, this work offers a justification of universal principles. The book focuses on a series of modern challenges and argues in favor of an awareness for varieties and nuances, as well as a discursive universality. Timely Thoughts represents a serious contribution to inter-cultural dialogues and is appropriate for academia and the public sphere.

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.

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.

Caste is a contested terrain in India's society and polity. This book explores contemporary realities of caste in rural and urban India. It examines questions of untouchability, citizenship, social mobility, democratic politics, corporate hiring and Dalit activism. Using rich empirical evidence from the field across Punjab, Uttar Pradesh, Delhi and other parts of north India, this volume presents the reasons for the persistence of caste in India from a new perspective. The book offers an original theoretical framework for comparative understandings of the entrenched social differences, discrimination, inequalities, stratification, and the modes and patterns of their reproduction. This second edition, with a new Introduction, delves into why caste continues to matter and how caste-based divisions often tend to overlap with the emergent disparities of the new economy. A delicate balance of lived experience and hard facts, this persuasive work will serve as essential reading for students and teachers of sociology and social anthropology, social exclusion and discrimination studies, political science, development studies and public policy.

Using a human rights approach, the book analyses the dynamics in the application of minority policies for the preservation of cultural and linguistic diversity in Russia. Despite Russia's legacy of ethno-cultural and linguistic pluralism, the book argues that the Putin leadership's overwhelming statism and promotion of Russian patriotism are inexorably leading to a reduction of Russia's diversity. Using scores of interviews with representatives of national minorities, civil society, public officials and academics, the book highlights the reasons why Russian law and policies, as well as international standards on minority rights, are ill-equipped to withstand the centralising drive toward ever greater uniformity. While minority policies are fragmented and feeble in contemporary Russia, they are also centrally conceived, which is exacerbated by a growing democratic deficit under Putin. Crucially, in today's Russia informal practices and networks are frequently utilised rather than formal channels in the sphere of diversity management. Informal practices, the book argues, can at times favour minorities, yet they more frequently disadvantage them and create the conditions for the co-optation of leaders of minority groups. A dilution of diversity, the book suggests, is not only resulting in the loss of Russia's rich cultural heritage but is also impairing the peaceful coexistence of the individuals and groups that make up Russian society.

In July 1961, five months after Patrice Lumumba's assassination, 14-year-old Brenda F. Berrian's consciousness was raised by her family's move to the turbulent Republic of the Congo. Race, Identity, and Privilege from the US to the Congo traces Berrian's experiences of subsequently traveling the United States, Canada, France, and three other African countries against the backdrop of emerging African independence and the U.S. Civil Rights Movement. Detailing the complexities she faced in her global identity as a Black woman, Berrian explores how the love and support of her parents and her developing racial, feminist, and political consciousness--strengthened by her embrace of literature and music of the African diaspora--prepared her to deal with adversity, stereotypes, and grief along the way.

Describes how a group of white female student teachers examined their "whiteness" and developed ways of thinking critically about race and racism in educational practice.

Mclntyre describes how a group of white middle- and upper-middle-class female student teachers examined their "whiteness" and how they, as current and future educators, might develop teaching strategies that aim to disrupt and eliminate the oppressiveness of white privilege in education. The group analyzed ways of making meaning about whiteness and thinking critically about race and racism, and explored how racial identity is implicated in the formation and implementation of teaching practices.

This edited volume addresses the broader aspects of the political and social landscape, human rights violations, accountability and advocacy efforts, and humanitarian challenges faced by the Rohingya from Myanmar. The work brings together different voices of legal, policy, and international affairs experts to construct a framework which addresses the complex and nuanced issues comprising the Rohingya crisis. Although there is recognition that international legal mechanisms are moving forward more quickly than anticipated, these processes do not constitute standalone sustainable solutions. Myanmar's myriad political, social cohesion, development and security challenges are likely to persist even as justice and accountability processes move forward. Thus, this book project is premised on the consensus that the international community should complement international justice mechanisms by looking toward creative and multi-faceted approaches in addition to justice and accountability. This timely contribution will be of interest to academics, researchers, development practitioners, and human rights organizations.

This study explores the Japanese motivations in raising the proposal for racial equality at the 1919 Paris Peace Conference. This is the first comprehensive analysis of an historically significant event which has not been given adequate scholarly attention in the past. The story which unfolds underlines the complexity of politics and diplomacy surrounding the racial equality proposal and analyses the effect of the failure of the proposal on Japan's politics in the 1920s and 1930s.

eBook available with sample pages: 0203207173

Gandhara, the ancient name for the region around modern Peshawar in northern Pakistan, was of pivotal importance in the production of Buddhist texts and art in the first centuries CE. Since the mid-nineteenth century, excavations of Gandharan monastery sites have revolutionized the study of early Buddhism. Among the treasures unearthed are hundreds of reliquaries--containers housing relics of the Buddha.

This volume combines art history, Buddhist history, ancient Indian history, archaeology, epigraphy, linguistics, and numismatics to clarify the significance and function of these reliquaries. The story begins with the Buddha's last days, his death and funerary arrangements, and the distribution of the cremated remains, which initiated a relic cult. Chapters describe Gandharan reliquary types and subgroups, the archaeological and historical significance of collections, and the paleographic and linguistic interpretation of the inscriptions on the reliquaries.

The 400 reliquaries illustrated and surveyed are from museums and private collections in Pakistan, India, Japan, Europe, and North America. Stone is the primary material of construction, along with bronze, gold, and silver. Shapes range from spherical and cylindrical to miniature stupas, a configuration that provides valuable information about the history of this Buddhist monumental form.

David Jongeward is a visiting scholar at the Asian Institute, Munk School of Global Affairs, University of Toronto. Elizabeth Errington is curator of the Charles Masson Project, British Museum Department of Coins and Medals. Richard Salomon is professor of Asian languages and literature at the University of Washington. Stefan Baums is assistant adjunct professor of South and Southeast Asian studies at the University of California, Berkeley, and a research fellow at the School of Asian Studies, Leiden University.

Atrocities by terrorists acting in the name of the 'Islamic State' are occurring with increasing regularity across Western Europe. Often the perpetrators are 'home grown', which places the relationship between Muslims and the countries in which they live under intense political and media scrutiny, and raises questions about the success of the integration of Muslims of migrant origin. At the same time, populist politicians try to shift the blame from the few perpetrators to the supposed characteristics of all Muslims as a 'group' by depicting Islam as a threat that seeks to undermine liberal democratic values and institutions. The research in this volume attempts to redress the balance by focusing on the views and life experiences of the many 'ordinary' Muslims in their European societies of settlement, and the role that cultural and religious factors play in shaping their social relationships with majority populations and public institutions. The book is specifically interested in the relationship between cultural/religious distance and social factors that shape the life chances of Muslims relative to the majority. The study is cross-national, comparative across the six main receiving countries with distinct approaches to the accommodation of Muslims: France, Germany, Britain, the Netherlands, Belgium and Switzerland. The research is based on the findings of a survey of four groups of Muslims from distinct countries of origin: Turkey, Morocco, the former Yugoslavia, and Pakistan, as well as majority populations, in each of the receiving countries. This book was originally published as a special issue of the Journal of Ethnic and Migration Studies.

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.

Despite the growing number ofAsian American and Latino/a law students, many panethnic students still feel as if they do not belong in this elite microcosm, which reflects the racial inequalities in mainstream American society. While in law school, these students-often from immigrant families, and often the first to go to college-have to fight against racialized and gendered stereotypes. In Incidental Racialization, Diana Pan rigorously explores how systemic inequalities are produced and sustained in law schools. Through interviews with more than 100 law students and participant observations at two law schools, Pan examines how racialization happens alongside professional socialization. She investigates how panethnic students negotiate their identities, race, and gender in an institutional context. She also considers how their lived experiences factor into their student organization association choices and career paths. Incidental Racialization sheds light on how race operates in a law school setting for both students of color and in the minds of white students. It also provides broader insights regarding racial inequalities in society in general.

"Shakil is a rare jewel in the work of what it means to heal, repair, and take responsibility...This book is required reading for anyone interested in building a loving, just and diverse world." -Sensei Koshin Paley Ellison, Zen teacher & author of Wholehearted: Slow Down, Help Out, Wake Up Racial justice without shame or blame. Road-tested tools to start making a difference today. In Deep Diversity, award-winning racial justice educator Shakil Choudhury explores the emotionally loaded topic of racism using a compassionate, scientific approach that everyone can understand-whether you are Black, Indigenous, a person of color (BIPOC), or white. With clear language and engaging stories that will appeal to readers of Brene Brown and Malcom Gladwell, Choudhury explains how and why well-intentioned people can perpetuate systems of oppression, often unconsciously. Using a trauma-informed approach that removes shame or blame, he offers us the tools to recognize, take authentic responsibility, and enact deep change. In easy-to-absorb chapters, Choudhury interweaves research into the brain and studies on human behavior with hard-won lessons from his career of helping organizations and CEOs create more inclusive environments. He models vulnerability and mistake-making, sharing examples of his own bias-missteps so readers are encouraged into their own racial justice journey without judgment. Readers will come away from the book with practical tools and an understanding of: How to becomes a systems thinker by developing "racial pattern recognition" skills in order to challenge racism and other forms of systemic discrimination when we encounter them, while minimizing the tendency to shame or blame ourselves or others. How to recognize when the unconscious influence of bias, identity, emotions, or power contradict our beliefs about equality, and how to realign our thoughts/words/actions. How to break the racial "prejudice habits" we have all been socialized into since birth, using research-based strategies. How the rise in authoritarianism and income inequality (among other factors) contribute to a rise in hate crimes and racial discrimination, and what to do about it. Traditional approaches to anti-racism overly rely on analyzing history to explain systemic discrimination, which only tells us a part of the story. What's missing, Choudhury argues, is to understand why humans do what we do, the evolutionary impulses underlying our group-ish nature and our struggles with power, bias, and social dominance. This is why psychology and neuroscience perspectives are critical to integrate into anti-racist work, as is practicing compassion for ourselves and for others. Deep Diversity is a unique, evidence-based approach to racial justice that seeks to overcome feelings of shame that so often block our progress and prevent deep change at individual and systemic levels. Deep Diversity meets you where you're at, regardless of your identity, class, ability, or belief system, and invites you to come along on a journey of self-discovery, social awareness, and lifelong learning. It's only just begun. "Choudhury draws on heart-touching stories, research on the brain, and hard-won lessons from real-world interventions to offer useful strategies to know ourselves, and others better."-New York Times-bestselling author of Buddha's Brain, Rick Hanson

Caste is a contested terrain in India's society and polity. This book explores contemporary realities of caste in rural and urban India. It examines questions of untouchability, citizenship, social mobility, democratic politics, corporate hiring and Dalit activism. Using rich empirical evidence from the field across Punjab, Uttar Pradesh, Delhi and other parts of north India, this volume presents the reasons for the persistence of caste in India from a new perspective. The book offers an original theoretical framework for comparative understandings of the entrenched social differences, discrimination, inequalities, stratification, and the modes and patterns of their reproduction. This second edition, with a new Introduction, delves into why caste continues to matter and how caste-based divisions often tend to overlap with the emergent disparities of the new economy. A delicate balance of lived experience and hard facts, this persuasive work will serve as essential reading for students and teachers of sociology and social anthropology, social exclusion and discrimination studies, political science, development studies and public policy.

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.

We hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society-past, present, and future. In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences. Race Lessons: Using Inquiry to Teach About Race in Social Studies addresses the space between the theoretical and the practical and provides teachers and teacher educators with concrete lesson ideas for how to engage learners with social studies content and race. Oftentimes, social studies teachers do not teach about race because of several factors: teacher fear, personal notions of colorblindness, and attachment to multicultural narratives that stress assimilation. This volume will begin to help teachers and teacher educators start the conversation around realistic and practical race pedagogy. The chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.