John Rex is well known as one of Britain's leading sociologists and for his special interest in the sociology of race relations and the sociology of the city. In the present book these two related areas are brought together. Professor Rex discusses imperialistic social systems, and examines the position of black people at the colonial and metropolitan ends of thoses systems.

This book was first published in 1973.

How did an ancient spiritual practice become the preserve of the privileged? Nadia Gilani has been practising yoga as a participant and teacher for over twenty-five years. Yoga has saved her life and seen her through many highs and lows; it has been a faith, a discipline, and a friend, and she believes wholeheartedly in its radical potential. However, over her years in the wellness industry, Nadia has noticed not only yoga's rising popularity, but also how its modern incarnation no longer serves people of colour, working class people, or many other groups who originally pioneered its creation. Combining her own memories of how the practice has helped her with an account of its history and transformation in the modern west, Nadia creates a love letter to yoga and a passionate critique of the billion-dollar industry whose cost and inaccessibility has shut out many of those it should be helping. By turns poignant, funny, and shocking, The Yoga Manifesto excavates where the industry has gone wrong, and what can be done to save the practice from its own success.

During the nineteenth century there emerged in England an increasingly hostile view of ethnic minorities. Dr Bolt traces, from about 1850, the changing attitudes of Victorians to 'inferior' races., especially on black Africans.

On the evening of July 7, 2016, protesters gathered in cities across the nation after police shot two black men, Philando Castile and Alton Sterling. As officers patrolled a march in Dallas, a young man stepped out of an SUV wearing a bulletproof vest and carrying a high-powered rifle. He killed five officers and wounded eleven others. It fell to a small group of cops to corner the shooter inside a community college, where a fierce gun battle was followed by a stalemate. Crisis negotiator Larry Gordon, a 21-year department veteran, spent hours bonding with the gunman - over childhood ghosts and death and racial injustice in America - while his colleagues devised an unprecedented plan to bring the night to its dramatic end. Thompson's minute-by-minute account includes intimate portrayals of the negotiator, a surgeon who operated on the fallen officers, a mother of four shot down in the street, and the SWAT officers tasked with stopping the gunman. Their stories go to the heart of the deeply pressing issue of race and policing in the USA, and reflect America's divide over how to view the men and woman assigned to protect us.

What insights can we gain from the social sciences about the role memory plays in creating or recreating the many conflicts threatening global peace in the 21st century? Indeed, can knowledge about the relationship between memory and conflict help resolve inter-group conflicts and heal individual hurts? This book presents a series of essays both theoretical and empirical that approach these questions from a variety of disciplines that will highlight a much-neglected aspect of one of the major problems facing the world today.

Product information not available.

James Weldon Johnson's landmark novel is an emotionally gripping and poignant look into race relations. The protagonist, a half-white half-black man of very light complexion, known only as an ex-colored man, makes a choice between his heritage and the art that he loves and the ability to escape the inherent racism that he faces by passing as a white. Because of his knowledge of both cultures he is able to give us startling revaluations into both cultures.

'Brown Baby is a beautifully intimate and soul-searching memoir. It speaks to the heart and the mind and bears witness to our turbulent times.' - Bernardine Evaristo, author of Girl, Woman, Other How do you find hope and even joy in a world that is prejudiced, sexist and facing climate crisis? How do you prepare your children for it, but also fill them with all the boundlessness and eccentricity that they deserve and that life has to offer? In Brown Baby, Nikesh Shukla, author of the bestselling The Good Immigrant, explores themes of sexism, feminism, parenting and our shifting ideas of home. This memoir, by turns heartwrenching, hilariously funny and intensely relatable, is dedicated to the author's two young daughters, and serves as an act of remembrance to the grandmother they never had a chance to meet. Through love, grief, food and fatherhood, Shukla shows how it's possible to believe in hope.

Romantic relationships and health are fundamental for society, but what happens to a person's well-being when he or she chooses the "wrong" partner? Interracial Romance and Health: Bridging Generations, Race Relations, and Well-Being tackles this growing public health issue, which impacts millions of people in interracial relationships, especially young adults. With a particular focus on a group of young adults whom he calls the Bridge Kids, Byron Miller provides a critical examination of how racial identity, socialization, and the partner selection process influence whether a person becomes interracially involved. For those that do cross racial lines for romance, Miller reveals that the race of one's partner can have a significant impact on their lived experiences and health outcomes. Opposing the idea that interracial relationships are bad for society and an individual's health, Miller argues that interracial romance has health benefits for some, is generally good for society, and that what is truly detrimental is the unnecessary stress people in interracial relationships feel due to their experiences with stigma, racism, and discrimination. Miller concludes that as the prevalence of interracial romance grows, so does the urgency to address these issues to protect the well-being of the Bridge Kids and others in interracial romantic partnerships.

Australian deserts remain dotted with the ruins of old mosques. Beginning with a Bengali poetry collection discovered in a nineteenth-century mosque in the town of Broken Hill, Samia Khatun weaves together the stories of various peoples colonised by the British Empire to chart a history of South Asian diaspora. Australia has long been an outpost of Anglo empires in the Indian Ocean world, today the site of military infrastructure central to the surveillance of `Muslim-majority' countries across the region. Imperial knowledges from Australian territories contribute significantly to the Islamic-Western binary of the post- Cold War era. In narrating a history of Indian Ocean connections from the perspectives of those colonised by the British, Khatun highlights alternative contexts against which to consider accounts of non-white people. Australianama challenges a central idea that powerfully shapes history books across the Anglophone world: the colonial myth that European knowledge traditions are superior to the epistemologies of the colonised. Arguing that Aboriginal and South Asian language sources are keys to the vast, complex libraries that belie colonised geographies, Khatun shows that stories in colonised tongues can transform the very ground from which we view past, present and future.

This comprehensive look at the Jewish American community at the turn of the 21st century explores the many issues emerican Jews and their organizations are confronting, and shows how the Jewish community responds so as to remain a distinct entity while also becoming a part of the larger American culture. The contributors investigate the complex issues facing the American Jewish community in 12 areas that are at the heart of the Jewish communal enterprise. This work will be of interest to students and scholars of Jewish studies and interfaith studies, to professionals in social work and social services, and to anyone interested in American communal dynamics.

The impetus behind California's Proposition 187 clearly reflects the growing anti-immigrant sentiment in this country. Many Americans regard today's new immigrants as not truly American, as somehow less committed to the ideals on which the country was founded. In clear, precise terms, Bill Ong Hing considers immigration in the context of the global economy, a sluggish national economy, and the hard facts about downsizing. Importantly, he also confronts the emphatic claims of immigrant supporters that immigrants do assimilate, take jobs that native workers don't want, and contribute more to the tax coffers than they take out of the system.

A major contribution of Hing's book is its emphasis on such often-overlooked issues as the competition between immigrants and African Americans, inter-group tension, and ethnic separatism, issues constantly brushed aside both by immigrant rights groups and the anti-immigrant right. Drawing on Hing's work as a lawyer deeply involved in the day-to-day life of his immigrant clients, To Be An American is a unique blend of substantive analysis, policy, and personal experience.

In both Europe and North America during the past 20 years, controversy has surrounded the education of children from linguistic minority backgrounds. An increasing number of minority children are experiencing difficulties at school and many leave school with no formal qualifications. There are fears among many educators and policy-makers that an entire generation of alienated youth with no future prospects is being produced by western educational systems. This book analyses policy issues regarding the education of minority students in western industrialised societies and presents a number of case studies of programs that have been successful in reversing the pattern of minority students' academic failure. A central theme throughout the volume is that the causes of minority students' academic difficulties are rooted in the power relations between the dominant and subordinate groups in society. Schools have typically reflected and reinforced these power relations through strategies such as punishment of children for speaking their mother tongue at school with the result that minority students have not developed confidence in their own cultural identity or academic abilities. Reversal of minority students' school failure requires that educators set out to enable both minority students and communities to empower themselves. The presentation of case studies in which this empowerment has been successfully achieved is complemented by the perspectives of individuals and minority communities who have been involved in the struggle for educational and linguistic rights of minority children.

Studies of the Jewish experience among peoples with whom they live share some similarities with the usual histories of anti-Semitism, but also some differences. When the focus is on anti-Semitism, Jewish history appears as a record of unmitigated hostility against the Jewish people and of passivity on their part. However, as Werner J. Cahnman demonstrates in this posthumous volume, Jewish-Gentile relations are far more complex. There is a long history of mutual contacts, positive as well as antagonistic, even if conflict continues to require particular attention.

Cahnman's approach, while following a historical sequence, is sociological in conception. From Roman antiquity through the Middle Ages, into the era of emancipation and the Holocaust, and finally to the present American and Israeli scene, there are basic similarities and various dissimilarities, all of which are described and analyzed. Cahnman tests the theses of classical sociology implicitly, yet unobtrusively. He traces the socio-economic basis of human relations, which Marx and others have emphasized, and considers Jews a "marginal trading people" in the Park-Becker sense. Simmel and Toennies, he shows, understood Jews as "strangers" and "intermediaries." While Cahnman shows that Jews were not "pariahs," as Max Weber thought, he finds a remarkable affinity to Weber's Protestantism-capitalism argument in the tension of Jewish-Christian relations emerging from the bitter theological argument over usury.

The primacy of Jewish-Gentile relations in all their complexity and variability is essential for the understanding of Jewish social and political history. This volume is a valuable contribution to that understanding.

Economic disparity between ethnic and racial groups is a ubiquitous and pervasive phenomenon internationally. Gaps between groups encompass employment, wage, occupational status and wealth differentials. Virtually every nation is comprised of a group whose material well-being is sharply depressed in comparison with another, socially dominant group.
This collection is a cross-national, comparative investigation of the patterns and dynamics of inter-group economic inequality. A wide range of respected experts discuss such issues as:
*a wide range of groups from the Burakumin in Japan to the scheduled castes and tribes in India
*policy attempts to remedy intergroup inequality
*race and labor market outcomes in Brazil.

Under the impressive editorship of William Darity Jr and Ashwini Deshpande, this collection forms an important book. It will be of interest to students and academics involved in racial studies, the economics of discrimination and labor economics as well as policy makers around the world.

From Rodney King and "driving while black" to claims of targeting of undocumented Latino immigrants, relationships surrounding race, ethnicity, and the police have faced great challenge. Race, Ethnicity, and Policing includes both classic pieces and original essays that provide the reader with a comprehensive, even-handed sense of the theoretical underpinnings, methodological challenges, and existing research necessary to understand the problems associated with racial and ethnic profiling and police bias. This path-breaking volume affords a holistic approach to the topic, guiding readers through the complexity of these issues, making clear the ecological and political contexts that surround them, and laying the groundwork for future discussions. The seminal and forward-thinking twenty-two essays clearly illustrate that equitable treatment of citizens across racial and ethnic groups by police is one of the most critical components of a successful democracy, and that it is only when agents of social control are viewed as efficient, effective, and legitimate that citizens will comply with the laws that govern their society. The book includes an introduction by Robin S. Engel and contributions from leading scholars including Jeffrey A. Fagan, James J. Fyfe, Bernard E. Harcourt, Delores Jones-Brown, Ramiro Martinez, Jr., Karen F. Parker, Alex R. Piquero, Tom R. Tyler, Jerome H. Skolnick, Ronald Weitzer, and many others.

Perspectives in Race and Ethnic Relations: Myths, Issues, and Current Controversies examines timely and important issues related to race and ethnicity in the United States and globally. Through a collection of scholarly research articles, students are encouraged to think critically about issues of conflict and other challenges individuals must overcome in order to achieve a sense of belonging in society. Section I features readings on the challenges ethnic minorities, including Native Americans, Asians, and Mexicans, endure in the U.S. In Section II, students examine historical accounts of immigration to America by various groups, including Arab and Mexican populations. Section III explores the significance of the concepts of race and ethnicity as they pertain to various groups of people in society and whether or not a person's "color" carries more weight than it should. The readings in Section IV explore challenges faced by law enforcement officials when policing diverse communities. Finally, Section V discusses the differences in voting and elections in the U.S. when comparing individuals of different racial and ethnic backgrounds. Interdisciplinary in nature, Perspectives in Race and Ethnic Relations is ideal for courses in race and ethnicity, ethics, political science, sociology, and other disciplines in the social sciences and humanities.

When southern Italians began emigrating to the U.S. in large numbers in the 1870s-part of the "new immigration" from southern and eastern rather than northern Europe-they were seen as racially inferior, what David A. J. Richards terms "nonvisibly" black.

The first study of its kind, Italian American explores the acculturation process of Italian immigrants in terms of then-current patterns of European and American racism. Delving into the political and legal context of flawed liberal nationalism both in Italy (the Risorgimento) and the United States (Reconstruction Amendments), Richards examines why Italian Americans were so reluctant to influence depictions of themselves and their own collective identity. He argues that American racism could not have had the durability or political power it has had either in the popular understanding or in the corruption of constitutional ideals unless many new immigrants, themselves often regarded as racially inferior, had been drawn into accepting and supporting many of the terms of American racism.

With its unprecedented focus on Italian American identity and an interdisciplinary approach to comparative culture and law, this timely study sheds important light on the history and contemporary importance of identity and multicultural politics in American political and constitutional debate.

This book offers a research and comparison-driven look at the school-to-prison pipeline, its racial dynamics, the connections to mass incarceration, and our flawed educational climate-and suggests practical remedies for change. How is racism perpetuated by the education system, particularly via the "school-to-prison pipeline?" How is the school to prison pipeline intrinsically connected to the larger context of the prison industrial complex as well as the extensive and ongoing criminalization of youth of color? This book uniquely describes the system of policies and practices that racialize criminalization by routing youth of color out of school and towards prison via the school-to-prison pipeline while simultaneously medicalizing white youth for comparable behaviors. This work is the first to consider and link all of the research and data from a sociological perspective, using this information to locate racism in our educational systems; describe the rise of the so-called prison industrial complex; spotlight the concomitant expansion of the "medical-industrial complex" as an alternative for controlling the white and well-off, both adult and juveniles; and explore the significance of media in furthering the white racial frame that typically views people of color as "criminals" as an automatic response. The author also examines the racial dynamics of the school to prison pipeline as documented by rates of suspension, expulsion, and referrals to legal systems and sheds light on the comparative dynamics of the related educational social control of white and middle-class youth in the larger context of society as a whole. Provides readers with an understanding of the realities of the school-to-prison pipeline-its history, development, and racialized context and meaning-as well as the continued significance of race and other socially differentiating factors in shaping public policy and everyday decisions regarding "deviance," "discipline," and social control Examines the under-explored dynamic that places a predominantly white teaching staff in schools that are predominantly schools of color, and considers the roles that stereotypes and cultural conflicts play in the labeling of students Suggests viable options for action towards dismantling the institutionalized racism revealed by the school-to-prison pipeline via both policy reforms and transformational alternatives Presents information relevant to a range of college courses, such as education, sociology of deviance, sociology of education, youth studies, legal studies, criminal justice, and racial/ethnic studies

This volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. The Chicago School Tradition, among other emphases, stressed the optimistic view that all children who do not have serious physical or emotional impairments can do well in school, if provided access to effective teachers, sufficient resources and adequate opportunities to learn. On the occasion of Professor Edgar G. Epps' retirement from the University of Chicago, as Marshall Field IV Professor of Urban Education, this volume includes contributions from several generations of scholars influenced by his work to celebrate his career and contributions to educational research, policy and practice. More broadly, the volume adopts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students. The volume seeks to demonstrate how solutions may flow from educational research, theory, policy and practices conducted in the Chicago School Tradition.

Author Biography:
Coco Fusco is the author of English is Broken Here: Notes on Cultural Fusion in the Americas (1995) and the editor of Corpus Delecti: Performance Art of the Americas (1999). She is an associate professor at the Tyler School of Art of Temple University.

One of the most heavily travelled migration routes from Old World to New was the trajectory of slave ships that left the coast of West Africa along the Bight of Benin and landed their human cargo in Brazil. An estimated two million persons over the course of some 250 years were forced migrants along this route, arriving mainly in the Brazilian province of Bahia. Earlier generations of scholars studied this southern portion of the slave trade simply as an east-west movement of enslaved persons stripped of identity and culture, or they looked for possible retentions of Africa among descendants of slaves in the Americas.

Mobile Childhoods in Filipino Transnational Families focuses on the lived experiences of '1.5-generation' migrants with similar 'roots' (the Philippines), traversing different 'routes' (receiving countries). By shedding light on the diversified paths of their migratory lives, it revisits the relationships between mobility, sociality and identity.

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.
*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.
*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.
*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.
*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.
The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

Beginning from the premise that being non-racist - and other 'neutral' positions - are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonising universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author's pedagogical suggestions are accompanied by online resources which will support the reader to adapt and develop the material in the book for their own classrooms.