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In America today, the problem of achieving racial justice--whether through "color-blind" policies or through affirmative action--provokes more noisy name-calling than fruitful deliberation. In Color Conscious, K. Anthony Appiah and Amy Gutmann, two eminent moral and political philosophers, seek to clear the ground for a discussion of the place of race in politics and in our moral lives. Provocative and insightful, their essays tackle different aspects of the question of racial justice; together they provide a compelling response to our nation's most vexing problem. Appiah begins by establishing the problematic nature of the idea of race. He draws on the scholarly consensus that "race" has no legitimate biological basis, exploring the history of its invention as a social category and showing how the concept has been used to explain differences among groups of people by mistakenly attributing various "essences" to them. Appiah argues that, while people of color may still need to gather together, in the face of racism, under the banner of race, they need also to balance carefully the calls of race against the many other dimensions of individual identity; and he suggests, finally, what this might mean for our political life. Gutmann examines alternative political responses to racial injustice. She argues that American politics cannot be fair to all citizens by being color blind because American society is not color blind. Fairness, not color blindness, is a fundamental principle of justice. Whether policies should be color-conscious, class conscious, or both in particular situations, depends on an open-minded assessment of their fairness. Exploring timely issues of university admissions, corporate hiring, and political representation, Gutmann develops a moral perspective that supports a commitment to constitutional democracy. Appiah and Gutmann write candidly and carefully, presenting many-faceted interpretations of a host of controversial issues. Rather than supplying simple answers to complex questions, they offer to citizens of every color principled starting points for the ongoing national discussions about race.
Whites --- African Americans --- Racism --- Race awareness --- Negritude --- Race identity --- Race identity. --- Ethnic identity --- United States --- Race relations. --- Race question --- White persons --- Ethnology --- Caucasian race --- White people
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Teenage girls --- Whites --- Socialization --- Child socialization --- Children --- Enculturation --- Social education --- Education --- Sociology --- White people --- White persons --- Ethnology --- Caucasian race --- Adolescent girls --- Female adolescents --- Girls --- Teenagers --- Kenny, Lorraine Delia,
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What is "race"? What role, if any, should race play in our moral obligations to others and to ourselves? Ethics along the Color Line addresses the question of whether black Americans should think of each other as members of an extended racial family and base their treatment of each other on this consideration, or eschew racial identity and envision the day when people do not think in terms of race. Anna Stubblefield suggests furthermore that white Americans should consider the same issues. She argues, finally, that for both black and white Americans, thinking of races as families is crucial in helping to combat anti-black oppression.Stubblefield is concerned that the philosophical debate-argued notably between Kwame Anthony Appiah and Lucius Outlaw-over whether or not we should strongly identify in terms of race, and whether or not we should take race into account when we decide how to treat each other, has stalled. Drawing on black feminist scholarship about the moral importance of thinking and acting in terms of community and extended family, the author finds that strong racial identification, if based on appropriate ideals, is morally sound and even necessary to end white supremacy.
Whites --- Blacks --- Race awareness --- Negroes --- Ethnology --- Awareness --- Ethnopsychology --- Ethnic attitudes --- Race identity --- Moral and ethical aspects. --- Black persons --- White persons --- Caucasian race --- White people --- Black people
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John Juricek examines the shifting alliances and growing tensions among Native Americans, estranged colonists, and British officials from 1763 to 1776.
Whites --- White people --- White persons --- Ethnology --- Caucasian race --- Relations with Indians. --- Creek Nation --- Georgia --- Muskogee Confederacy --- Muskogee Nation --- Creek Nation of Indians --- Muscogee (Creek) Nation, Oklahoma --- History. --- History
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Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women's work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color. While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book's contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women's role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multi-ethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.
Women teachers, White --- Multicultural education --- Whites --- Sexism in education --- Race awareness --- White women teachers --- Race identity --- White persons --- Ethnology --- Caucasian race --- White people
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This book critically examines nine pre-service teacher candidates and the author's experience to explore the ways in which white educators manifest understandings of white racial identity and professional choice through oral narratives. Ultimately the text proposes a new, non-developmental model for thinking about white racial identity, while aiming to help teacher educators and teachers to work against the privileges of whiteness so as to better engage students in culturally relevant ways.
Student teachers --- Teachers, White --- Whites --- White people --- White persons --- Ethnology --- Caucasian race --- White teachers --- Preservice teachers --- Teachers --- Training of --- Race identity
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With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine our understanding of race and society. Also inlcludes three maps.
Discrimination in education --- Education --- Race awareness --- Racism --- Social classes --- Whites --- Social aspects --- Race identity --- United States --- Race relations. --- Race question --- White persons --- Ethnology --- Caucasian race --- White people
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After centuries of white domination and decades of increasingly savage repression, freedom came to South Africa far later than elsewhere in the continent - and yet was marked by a commitment to non-racialism. Nelson Mandela's Cabinet and government were made up of women and men of all races, and many spoke of the birth of a new "Rainbow Nation". How did this come about? How did an African nationalist liberation movement resisting apartheid - a universally denounced violent expression of white supremacy - open its doors to other races, and whites in particular? And what did non-racialism mean? This is the real "miracle" of South Africa: that at the height of white supremacy and repression, black and white democrats - in their different organisations, coming from vastly different backgrounds and traditions - agreed on one thing: that the future for South Africa would be non-racial.
Whites --- Anti-apartheid movements --- White people --- White persons --- Ethnology --- Caucasian race --- Civil rights movements --- Apartheid --- History --- South Africa --- Politics and government
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Politicians, scholars, and pundits often disagree about whether race has been injected into a political campaign or policy debate. Some have suspected that race sometimes enters into politics even when political elites avoid using racial cues or racially coded language. Anger and Racial Politics provides a theoretical framework for understanding the emotional conditions under which this effect might happen. Banks asserts that making whites angry - no matter the basis for their anger - will make ideas about race more salient to them. He argues that anger, and not fear or other negative emotions, provides the foundation upon which contemporary white racial attitudes are structured. Drawing on a multi-method approach, he demonstrates that anger plays an important role in enhancing the impact of race on whites' preferences for putting an end to affirmative action, repealing health care reform, hanging the confederate flag high, and voting for Tea Party-backed candidates.
Race --- Racism --- Anger --- Whites --- Indignation --- Madness --- Wrath --- Rage --- Emotions --- Temper --- Physical anthropology --- Political aspects --- Attitudes. --- United States --- Race relations --- Political aspects. --- White persons --- Ethnology --- Caucasian race --- White people
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"In 1876, in a mountainous region to the west of Lake Victoria, Africa, what is today Ruwenzori Mountains National Park in Uganda, the famed explorer Henry Morton Stanley encountered Africans with what he was convinced were light complexions and European features. Stanley's discovery of this African 'white tribe' haunted him and seemed to substantiate the so-called Hamitic Hypothesis: the theory that the descendants of Ham--the son of Noah--had populated Africa and other remote places, proving that the source and spread of human races around the world could be traced to and explained by a Biblical story. In [this book], Michael Robinson traces the rise and fall of the Hamitic Hypothesis"--Amazon.com.
Ethnology --- Whites --- White people --- White persons --- Caucasian race --- Cultural anthropology --- Ethnography --- Races of man --- Social anthropology --- Anthropology --- Human beings --- History --- Africa --- Eastern Hemisphere --- Discovery and exploration --- European. --- Colonization