Abdullah An-na'im offers a pioneering exploration of American Muslim citizenship and identity, arguing against the prevalent emphasis on majority-minority politics and instead promoting a shared citizenship that both accommodates and transcends religious identity. Many scholars and community leaders have called on American Muslims to engage with or integrate into mainstream American culture. Such calls tend to assume that there is a distinctive, monolithic, minority religious identity for American Muslims. Rejecting the closed categories that determine the minority status of a particular group and that, in turn, impede active, engaged citizenship, An-na'im draws attention to the relational nature of identity, emphasizing a common base of national membership and advancing a legal approach to a public recognition of a person's status as citizen. Rather than perceive themselves or accept being perceived by others as a monolithic minority, he argues, American Muslims should view themselves as American citizens who happen to be Muslims. As American citizens, they share a vast array of identities with other American citizens, whether ethnic, political, or socio-economic. But none of these identities qualify or limit their citizenship. An-na'im urges members of the American Muslim community to take a proactive, affirmative view of their citizenship in order to realize their rights fully and fulfill their obligations in social and cultural as well as political and legal terms. He shows that the freedom to associate with others in order to engage in civic action to advance rights and interests is integral to the underlying rationale of citizenship and not something that must be relinquished to become an American citizen. What Is an American Muslim? provides acute insight into the nature of citizenship and identity, the place of religious affiliation in American society, and what it means to share in a collective identity.

Iraq today faces a whole gamut of problems associated with post-war recovery and state-rebuilding compounded by age old mistrust and suspicion. The situation in Iraq resembles a huge experiment in which social scientists can observe the consequences of actions taken across an entire country. Can Western ideas take route and flourish in non-western societies? Can constitutionalism take hold and work in a traditional religious and deeply divided society? Is Iraqi federalism a solution to the country's severe disunity or a temporary fix? Iraqi Federalism and the Kurds: Learning to Live Together addresses these important questions and focuses on the role of federalism as a viable solution to Iraq's many problems and the efforts the Kurdish government has deployed to adjust to new federal relations that entail not only gains, but also concessions and compromises. The author's direct experience of living and working within this embattled country allows a unique reflection on the successes and failures of federalism and the positive developments the introduction of federal relationships have brought.

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.

As the American government uses the threat of terrorist violence to justify stringent domestic and exploitative foreign policies, Arab communities in the United States face the injustice of racial profiling and harrassment. The reaction of Americans to the genre of action-adventure film and its increasing use of Arabs as villians shows how our perceptions of Arab communities and individuals has been skewed. Using focus groups composed of a diverse cross-section of Americans, Karin Gwinn Wilkins analyzes how participants differ in their perception of specific action-adventure films and their Arab villains. More specifically, Wilkins interviews participants and asks them questions directly related to three topics: villains as threats to national security, film settings in relation to fear within global space and the Middle East, and heroes conquering evil. This book addresses the neglected empirical link between documented media stereotypes of Arab communities and the lived consequences of these portrayals, in terms of discriminatory practices and generalizations.

Diversity is at the heart of today's education debates. Often, school policies and programs designed to encourage and embrace diversity are met with public ire and a deep misunderstanding of how diversity serves learning. This work explains how diversity is an essential element in classroom settings. As children from around the world continue to pour into U.S. classrooms, an understanding of cultural and linguistic diversity in its broadest sense moves to the foreground. In a post 9/11 world, the benefits of understanding diversity take on urgent meaning. The introdutory chapter, "Participating in Democracy Means Participating in Schools," sets the tone for the discussion to follow. As the geographic backgrounds of immigrants becomes increasingly diverse, religion must be added to previous discussions of race, ethnicity, and language. Thus, the need for the public to understand how shifts in population affect schools, makes this work a vital resource for anyone concerned with education today.

Over the past several decades, researchers as well as social policymakers and educators have acknowledged the importance that fathers play in their children's lives. A good deal of research on fathering has been conducted among Euro-American families in North America. However, our understanding of fathering across various ethnic groups remains limited. Throughout Canada and the United States, the immigrant population has been growing rapidly. Currently, no book has delineated the field of immigrant fathering from a comprehensive and multi-disciplinary perspective which includes theory, research, and social policy. Researchers are widely recognizing that the theoretical frameworks and models of parenting, and more specifically, fathering, that were based on Euro-American families may not be relevant to other ethnic groups. As researchers refine theoretical and methodological approaches to understand fathering within sociocultural contexts, they become more cognizant of the varying meanings of parenting between and within ethnic groups. On New Shores extends the understanding of fathering in ethnic minority families and specifically focuses on immigrant fathers_an area which has remained fairly unchartered. The book provides readers with a richer and more comprehensive approach to how researchers, practitioners, and social policymakers can examine fathering among ethnic minority families.

Migration and its associated social practices and consequences have been studied within a multitude of academic disciplines and in the context of policies at local, national and regional level. This edited collection provides an introduction and critical review of conceptual developments and policy contexts of migration scholarship within an Australian and global context, through: political economy analyses of migration and associated transformations; sociological analyses of 'settling in' processes; multi-disciplinary analyses of migrant work; a historical review of scholarship on refugees; a Southern theory approach to cultural diversity; sociological reflections on post-nationalism; Cultural Studies analyses of public culture and 'second generation' youth cultures; interdisciplinary and Critical Race analyses of 'race' and racism; feminist intersectional analyses of migration, belonging and representation; the theorising of cosmopolitanism; a transdisciplinary analysis of gender, transnational families and care; and a comparative, transcontextual analysis of hybridity. An essential contribution to the current mapping of migration studies, with a focus on Australian scholarship in its international context, this collection will be of interest to undergraduates and postgraduates interested in fields such as Sociology, Cultural Studies, Geography and Politics.

The book examines some of the dilemmas surrounding Europe's open borders, migrations, and identities through the prism of the Roma - Europe's most dispersed and socially marginalised population. The volume challenges some of the myths surrounding the Roma as a 'problem population', and places the focus instead on the context of European policy and identity debates. It comes to the conclusion that the migration of Roma and the constitution of their communities is shaped by European policy as much as, and often more so, than by the cultural traits of the Roma themselves. The chapters compare case studies of Roma migrants in Spain, Italy, France, and Britain and the impact of migration on the origin communities in Romania. The study combines historical and ethnographic methods with insights from migration studies, drawing on a unique multi-site collaborative project that for the first time gave Roma participants a voice in shaping research into their communities. Chapter 1 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138239487_oachapter1.pdf Chapter 7 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138239487_oachapter7.pdf

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.

Armed with the motto "Diversity Our Strength," the City of Toronto has garnered a world-class reputation for challenging racism, largely because of how it is seen to value and include racialized groups through its diversity policies and practices. Toronto the Good? unsettles popular depictions of both diversity and the City of Toronto by attending to what diversity does in and for the City in the context of historical relations of race. Toronto the Good? brings together Shana Almeida's critical insights as a former political staff member along with her years of in-depth research on diversity in the City of Toronto to offer a compelling case to rethink how we understand diversity and racial inclusion in the City of Toronto and beyond. Initiated in a local context, Toronto the Good? critically contributes to global discussions on diversity, race, democracy, political participation, and power.

Visual Cultures of the Ethnic Chinese in Indonesia explores how visual representations shaped and were shaped by how the ethnic Chinese confronted the period of economic dislocation and radical social change during Dutch colonialism and the nationalist struggles in the decolonized Indonesia (including the post-1965 and 1998 social environments). How did the ethnic Chinese communities (re)present themselves to both their domestic and outside world under the changing regimes of representation? How did they visualize, symbolically, their place in Indonesian society? How did the visual shape the "ambiguities" of the Chinese, the perception of the "economic" identity, and the forgetting of their involvement in politics, cultures and histories of the nation? More broadly, how did the visual address the interconnectedness of domestic life, the urban cultural milieu, and ideologies of the state and the ruling class? The book is a response to two paradoxical socio-political phenomena whose convergence is shaping the experience and conceptualization of ethnic Chinese in Indonesia. On the one hand, the economic, technological and cultural forces of colonialism and globalization have created conditions for the formation of ethnic Chinese capital(ists), while on the other, the state generated identity and identification constituted the discourses of othering the ethnic Chinese as "foreign" minority.

This book is based on 18 months of ethnographic research with nongovernmental organizations (NGOs) that take the primary interventionist role in Roma education throughout Hungary. Through the use of ethnographic interviews, long-term participant observation and textual analysis of NGO websites, pamphlets, and promotional materials, Andria D. Timmer examines the nongovernmental sector as the locale in which the politicized "Gypsy identity" is constructed, interpreted, and contested. Many NGOs uphold the provider-beneficiary dichotomy, which blames failures on cultural or ethnic differences, rather than address the discrimination, racism, segregationist policies, and outright violence against the Roma. This policy has further exacerbated the residential isolation, discrimination, and manufactured sense of cultural differences that enables the continued practice of segregating Roma children into ethnically homogeneous schools or classrooms that commonly offer less quality education than that which their majority peers receive.

This collection brings together pedagogical memoirs on significant topics regarding teaching race in college, including student resistance, whiteness, professor identity, and curricula. Linking theory to practice, the essays create an accessible and useful way to look at teaching race for wide audiences interested in issues within higher education. Written by professors in various fields in the humanities and social sciences, the collection looks at how the integration of racial issues into the college classroom, though never straightforward, is extremely imperative, and should strive to respond to the changing landscapes of college campuses and American society.

A NEW YORK TIMES BESTSELLER One of NPR's "Books We Love" of 2021 Longlisted for the PEN/Jacqueline Bograd Weld Award for Biography Winner of the Christopher Award "Masterly. An epic story of four Japanese-American families and their sons who volunteered for military service and displayed uncommon heroism... Propulsive and gripping, in part because of Mr. Brown's ability to make us care deeply about the fates of these individual soldiers...a page-turner." - Wall Street Journal From the #1 New York Times bestselling author of The Boys in the Boat, a gripping World War II saga of patriotism and resistance, focusing on four Japanese American men and their families, and the contributions and sacrifices that they made for the sake of the nation. In the days and months after Pearl Harbor, the lives of Japanese Americans across the continent and Hawaii were changed forever. In this unforgettable chronicle of war-time America and the battlefields of Europe, Daniel James Brown portrays the journey of Rudy Tokiwa, Fred Shiosaki, and Kats Miho, who volunteered for the 442nd Regimental Combat Team and were deployed to France, Germany, and Italy, where they were asked to do the near impossible. Brown also tells the story of these soldiers' parents, immigrants who were forced to submit to life in concentration camps on U.S. soil. Woven throughout is the chronicle of Gordon Hirabayashi, one of a cadre of patriotic resisters who stood up against their government in defense of their own rights. Whether fighting on battlefields or in courtrooms, these were Americans under unprecedented strain, doing what Americans do best-striving, resisting, pushing back, rising up, standing on principle, laying down their lives, and enduring.

Reel Racism: Confronting Hollywood's Construction of Afro-American Culture goes beyond reflection theories of the media to examine cinema's active participation in the operations of racism --a complex process rooted in the dynamics of representation. Written for undergraduates and graduate students of film studies and philosophy, Reel Racism focuse

The Kurds constitute the largest stateless nation in the world. Their position in Turkey attracts attention both within the country and internationally, particularly focusing on the demand for Kurdish independence. Yet since the 1990s, new Kurdish parties have formed within Turkey who have a variety of ideologies and demands that go beyond, and differ in opinion on, the question of independence. Much of the present literature on the topic looks at the Kurds of Turkey as a homogenous group with unified political demands, which over-simplifies their position within the political backdrop of Turkey. This book seeks to provide nuance and depth to the current debate on Kurdish political agency and presence in Turkey. Presently, the Kurds' political demands can be classified into four categories; democratic autonomy, their cultural rights to be granted, federalism (territorial autonomies) and independence (creation of a Kurdish nation-state). In a broad sense, these models can also be ordered into two categories; territorial political models (federalism and independence) and non-territorial political models (democratic autonomy and cultural rights). Considering the diversity within the Kurdish community - intertwinement of tribal, ethnic and national identity - and differences in their language, religion and ideology, there are several contributing factors for the emergence of the current varied political demands of Kurds. By explaining variation among the Kurds' political demands through close analysis of existing at emerging parties, this study challenges a deterministic approach to the Kurds which currently dominates the discourse.

Soon after the September 11th attacks, a number of Sikh men were targeted and killed; mistaken as Muslims. Such hate crimes are only a new twist on what has become a familiar story. Children at a Jewish daycare centre in California were attacked by an anti-Semitic gunman. In Texas, a black man was dragged to death from the back of a pick-up truck. And, of course, we all remember the brutal murder of Matthew Shepperd, a young gay man from Montana.
All are cases of hate crimes. Whether motivated by race, gender, religion, ethnicity, or sexuality, hate crimes happen every day and in every state across the country. Hate and Bias Crime: A Reader is the first reader to bring together the essential readings on hate and bias crime, its causes and consequences, victims, hate groups and interventions.

At a glance, 'borders' and 'boundaries' may seem synonymous. But in the real (geopolitical) world, they coexist as distinct, albeit overlapping entities: the former a state's delimitation of territory; the latter the social delineation of differences. The refugee crisis in Europe showed how racial and ethnic boundaries are often instrumentalised to justify the strengthening of state borders - regardless of the cost in human life. But there are other, less tragic, examples that illustrate this overlapping as well, and ultimately demonstrate that the oft-differentiated spheres of borders and boundaries are best understood through their relationship to one another. Deepening Divides explores this relationship from many distinct perspectives and national contexts, with case studies covering five continents and drawing on anthropology, gender studies, law, political science and sociology for a truly interdisciplinary collection.

In the current European dilemma as to whether to increase diversity policies or move towards an assimilationist policy, it is difficult to know what the Spanish approach is. This book argues that Spain represents a context of 'multiple diversity', where two frameworks interact: an old, unresolved one, arising from democratic transition, and a new one due to immigration. This explains the Spanish practical approach, where the recent past plays the role of an iron cage, limiting institutional innovation and change. The author proposes a heuristic model, to better understand the 'Spanish laboratory of diversities'. In order to go through these steps, the author analyses three case studies, coming from the political/social agenda: education, workplace, and political rights. At the end, the reader will have an updated overview on how Spain is managing diversity, empirically informed and theoretically founded. This book is timely for a wide range of academic and professional readers.

Centering Race in the STEM Education of African American K-12 Learners boldly advocates for a transformative approach to the teaching of STEM to African American K-12 learners. The achievement patterns of African American learners, so often described as an "achievement gap" between them and their White peers, is in fact the historical legacy of slavery and the racial hierarchy that was necessary to maintain it. The achievement gap is a contemporary manifestation of the racial hierarchy that continues in STEM to the present time. The racial hierarchy in STEM education is upheld by structural arrangements, policies, and practices, sometimes invisible, but ultimately denies access and depresses performance of African American K-12 learners in STEM. This book argues that disrupting these patterns of achievement and realizing more equitable outcomes for this demographic is essentially a political act that requires that race be overtly addressed and centered in the STEM education of these children-an approach called "race-visible pedagogy." While this approach incorporates some of the elements of culturally responsive pedagogy and other anti-racist or liberatory pedagogies, it advances the thinking about such approaches by shifting the emphasis from the outcomes of such pedagogies to the experience of them. This book covers a range of issues related to the STEM education of African American K-12 learners and includes theoretical pieces that offer insightful, new, and asset-based, as opposed to deficit-based, frameworks for understanding and disrupting the patterns of achievement of African American children, as well examples of the practice of race-visible pedagogies.

This book explores a largely forgotten legacy of multicultural political thought and practice from within Eastern Europe and examines its relevance to post-Cold War debates on state and nationhood. Featuring a Preface by former UK Home Secretary Charles Clarke, it weaves theory and practice to challenge established understandings of the nation state. Eastern Europe is still too often viewed through the prism of ethnic conflict, which overlooks the region's positive contribution to modern debates on the political management of ethno-cultural diversity, and towards the construction of a united Europe 'beyond the nation-state'. Based on extensive archival research in Estonia, Latvia, Germany, Russia, as well as the League of Nations Archive in Geneva, this book explores this neglected multicultural legacy and assesses its significance in the post-Cold War era, which has seen the reappearance of national cultural autonomy laws in several states of Eastern Europe. Ethnic Diversity and the Nation State is invaluable reading for students and scholars of political science, history, sociology and European studies, and also for policy makers and others interested in minority rights and ethnic conflict regulation.

Mental health has long been perceived as a taboo subject in the UK, so much so that mental health services have been marginalised within health and social care. There is even more serious neglect of the specific issues faced by different ethnic minorities. This book uses the rich narratives of the recovery journeys of Chinese mental health service users in the UK - a perceived 'hard-to-reach group' and largely invisible in mental health literature - to illustrate the myriad ways that social inequalities such as class, ethnicity and gender contribute to service users' distress and mental ill-health, as well as shape their subsequent recovery journeys. Recovery, Mental Health and Inequality contributes to the debate about the implementation of 'recovery approach' in mental health services and demonstrates the importance of tackling structural inequalities in facilitating meaningful recovery. This timely book would benefit practitioners and students in various fields, such as nurses, social workers and mental health postgraduate trainees.

Previous critics have documented the damaging effects of the current exploitative sporting and education structures in the United States on Black males and the broader Black community. However, largely missing from scholarly literature and popular discourses on this topic is a comprehensive analysis of the heterogeneity among Black male athletes' lived experiences and outcomes over their lifespans. From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education by Joseph N. Cooper addresses three major issues: (1) the under theorization of Black male athletes' socialization processes, (2) the preponderance of deficit-based theories on Black male athletes, and (3) the lack of expansive analyses of Black male athletes from diverse backgrounds. Grounded in empirical research, this text outlines five socialization models of Black male holistic (under)development through sport and (mis)education. The five socialization models include: (a) illusion of singular success model (ISSM), (b) elite athlete lottery model (EALM), (c) transition recovery model (TRM), (d) purposeful participation for expansive personal growth model (P2EPGM), and (e) holistic empowerment model (HEM). Using ecological, race-based, gender-based, psychological, and athletic-based theories, each of the proposed models incorporates critical sociological insights whereby multi-level system factors (sub, chrono, macro, exo, meso, and micro) along with various intersecting identities and additional background characteristics are taken into account. In addition, historical, sociocultural, political, and economic conditions are examined in relation to their influence on Black males' socialization in and through sport and (mis)education. This nuanced analysis allows for the development of a systematic blueprint for Black male athletes' holistic development and more importantly collective racial and cultural uplift.

This book explores the relationships between home, work and migration among Vietnamese people in East London, demonstrating the diversity of home-making practices and forms of belonging in relation to the dwelling, workplace and wider city. Engaging with wider scholarship on transnationalism, urban mobilities and the geopolitical dimensions of home among migrants and diasporic communities, the author draws on ethnographic work to examine the experiences of people who migrated from Vietnam to London at different times and in diverse circumstances, including individuals who arrived as refugees in the 1970s, as well as those who have migrated for work or education in recent years. Migration, Work and Home-Making in the City thus sheds new light on the social, material and spiritual practices through which people create senses of home that connect them with their country of origin, and reveals how home-making is constrained by immigration policies, insecure housing and precarious work, thus highlighting the barriers to belonging in the city.