Race & Racism

  • The Socialist Register 2003

    Fighting Identities–Race, Religion and Ethno-Nationalism

    Edited by Colin Leys and Leo Panitch     January 2003

    September the 11th has forced many challenges upon the Western world. The recent attempts to impose preventative measures disguise the true involvement governments have in these conflicts and overshadow any real understanding of what this means to other parts of the world. Fighting Identities tackles the language and how groups are represented. Some of the questions the contributors set out to answer include: What are the roots of “fundamentalism”? Why have ethnic and religious conflict become so prevalent? Are racism and national oppression inevitable parts of global capitalism? How should the Left address the issue of refugees and mass migration? What are the meanings and implications of “the war on terrorism”?

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  • On Time! On Task! On a Mission!

    A Year in the Life of a Middle School Principal

    By Christopher M. Spence     January 2002

    On his first tour of Lawrence Heights Middle School, Chris Spence was led past defaced bulletin boards in hallways scribbled with graffiti. Peering into the library, he saw kids with their feet on the tables, competing to see who could throw books farthest out the window. Police were called routinely to break up fights. Two boys had recently been suspended for “mooning” their female teacher. More than half the teachers transferred annually. It was June 1997 and Lawrence Heights was looking for a new vice-principal. Chris Spence eagerly took the job. It was exactly what he was looking for. The Lawrence Heights area comprises mostly public-housing complexes. Eighty-seven percent of the students or their parents are immigrants from 31 countries: 24 languages are spoken in the hallways. Drug dealers, gangs and the sound of gunfire weren’t uncommon in the neighbourhood. Parents who could sent their children to schools elsewhere. In May 1998 the principal of Lawrence Heights transferred to another school and Chris Spence became principal. In April 2000 Lawrence Heights, three years earlier at the bottom of the heap, rated above the provincial average in reading, writing and math exams. At the end of the 1999-2000 school year, there were only a handful of fights, and lates, once over 3000, had dropped to 400. There was a waiting list to teach at Lawrence Heights.On Time! On Task! On a Mission! tells the story of Chris Spence’s amazing success and how it was achieved. -adapted from an article in the Reader’s Digest

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  • Transforming the Field

    Critical Antiracist and Anti-oppressive Perspectives for the Human Services Practicum

    By Narda Razack     January 2002

    This text focuses on field education in social work. It provides a framework and directions for responding to issues relating to racism and oppression. It also examines how power is embedded in every facet of field education from the allocation of resources to the commitment of those engaged in fieldwork. Although focusing on social work, it relates directly to other disciplines where field work is part of the education requirement.

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  • Anti-Racist Feminism

    Critical Race and Gender Studies

    Edited by Agnes Calliste and George Dei     January 2000

    This collection adds to our understanding and critical engagement of how gendered and racially minoritized bodies can and do negotiate their identities and politics across several historical domains and contemporary spheres. The contributors explore the relational aspects of difference and the implications for re-conceptualizing anti-racism discourse and practice. The strength of this book lies in its centring the experience of racial minority women (and other racialized bodies) in a variety of social sites, thereby seeking to incite the reader to broaden the examination of social spaces through the lens of an anti-racist feminist scholarship and practice.

  • Power, Knowledge and Anti-Racism Education

    A Critical Reader

    Edited by Margarida Aguiar, Agnes Calliste and George Dei     January 2000

    This book addresses questions of anti-racism and its connections with difference in a variety of educational settings and schooling practices. The focus is on systems, structures and relations of domination, and particularly the racist, classist and sexist construction of reality that serve as dominant paradigms for viewing and interpreting lives and historical realities. The contributors contend that anti-racist concerns with difference matter only if they contribute to an understanding of difference within contexts of social domination.

  • Experiencing Difference

    By Carl E. James     December 1999

    Difference is a fundamental aspect of our human existence. This anthology emerges from the editor’s attempts to navigate the complex, variable and unpredictable materiality of difference. The contributors present the various ways in which difference is experienced, interpreted and articulated. They tell of when and how they are named and/or recognized as different by others, and of their own naming and recognition of themselves as different. The essays show that gender, social class, ethnicity, race, region, appearance, dis/ability, sexuality, twin-ness, age, religion and occupational status are experienced and lived in multiple, complicated and contradictory ways. How the writers and others make sense of their differences is related to context, space and interaction. Difference, then, as the essays demonstrate, is relational, fluid, multiple and contextual, and therefore must be thought of in complex ways. Contributors have written in different styles and genres, which represent their respective voices and preferences. Through essays, written in narrative, journalistic and academic forms, short stories, letters, conversations and dialogues-contributors thoughtfully communicate their stories in ways that will maintain interest and attention, as well as facilitate an appreciation of the layered complexities of difference.

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  • The Skin I’m In

    Racism, Sport and Education

    By Christopher M. Spence     January 1999

    This book discusses the role that sport participation plays in the lives of Black male high school students. As a former professional athlete himself, the author brings a firsthand personal quality to this study. As an educator he strives to counteract the problems associated with students who place sport participation ahead of academic achievement. Dr. Spence also seeks to educate educators to fight against inequality and racism in mainstream education and all of us to fight injustices in society.

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  • Canadian Critical Race Theory

    Racism and the Law

    By Carol A. Aylward     December 1998

    The growth of the Critical Race Theory genre began in Canada when scholars of colour in Canada began to articulate a dissatisfaction with the existing Canadian legal discourse which failed to include an analysis of the role that “race” and racism has played in the political and legal structures of Canadian society.

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  • Under the Gaze

    Learning to be Black in White Society

    By Jennifer Kelly     February 1998

    This book deals with the perceptions and experiences of Black Canadian high school students growing up in a White-dominated society. Using student narratives, the book gives an insight and understanding of the process of racialization as it relates to popular culture, gender, and relationship with peers. Student voices reveal a complex identity formation drawing on various sources and multiple meanings as they learn to be Black in a White society.

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  • Immigration and the Legalization of Racism

    By Lisa Jakubowski     December 1996

    “The chameleon-like nature of the law-the duplicitous ways in which the law is written, the equivocal way in which it is stated and, therefore, talked about, the hiding of the truth about the resources which are expended in its implementation, the misleading way in which it casts the discretions it purports to take away and to give-its ideological functioning and its capacity to legitimate the illegitimate, all are put under the microscope in this study. It is a timely piece of work. It may make some readers uncomfortable, but it will leave no one untouched.” -H.J. Glasbeek, Professor Emeritus, Osgoode Hall Law School