Clips and links from 1/24 class

In class Friday we discussed Chs. 9 & 10 related to communicating about ethnicity.

For Ch. 9, I shared this Washington Post article about a U.S. policy to classify the Jewish community as a racial category.

For Ch. 10, I ran out of time to stream this video clip about pop culture stereotypes of Indian and South Asian populations. Here is the link to the news article about The Simpsons I mentioned.

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Black Feminism and Hashtag Activism

53. “(Re)Imagining Intersectional Democracy from Black Feminism to Hashtag Activism,” Sarah J. Jackson Sarah J. Jackson - #Hashtag Activism: The Rise and Influence of Networked Counterpublics from Engagement Lab on Vimeo . Jackson writes about the intersectional lessons of the Black Lives Matter movement, which can be traced to the legacy of the larger Black freedom movement and also to the more recent work of millennial Black activist organizations like the Dream Defenders and the Black Youth Project 100. These recent movements have been created or heavily influenced by Black feminist principles. Millennial movements have eschewed the respectability politics that guided the civil rights movement of the 1950s and 1960s and have worked instead to center the voices, experiences, and knowledge of those most often at the margins. Black Lives Matter, founded by Alicia Garza, Opal Tometi, and Patrisse Cullors, has insisted on radical intersectionality: Garza writes that the org...

Re-imagining Learning Disabilities

35. “Michael’s Story: ‘I Get Into So Much Trouble Just by Walking’: Narrative Knowing and Life at the Intersections of Learning Disability, Race, and Class,” David J. Connor Connor analyzes the intersections of learning disabilities with race and class through the narrative of Michael, a young, Black working class man with dyslexia. Using Michael’s own personal narrative, Connor applies Collins’ domains of power —structural, disciplinary, hegemonic, and interpersonal—to examine the discourses of disability, race, and class that organize domination and oppression in Michael’s everyday life. In the structural realm, the interconnected forces of segregated housing patterns, limited schooling options, and restricted opportunities for employment serve to limit and constrain Michael’s experiences. In the disciplinary realm, the ultra-bureaucratic realm of special education, pervasive criminalization, and labor management practices form a sprawling apparatus th...

What do stereotypes of immigrant criminalization and mass incarceration communicate about race/gender/class?

42. “The Myth of Immigrant Criminality and the Paradox of Assimilation,” Rubén G. Rumbaut and Walter Ewing Although some of you may not have access to the book, the information in that short reading is available from the American Immigration Council . In a post-9/11 climate of fear and ignorance, assumptions have flourished that immigration and criminality are associated. However, systematic evidence shows that crime is not caused or even aggravated by immigrants to the United States, regardless of their legal status. Crime rates in the nation have declined even at the same time that immigration rates have increased. Among all ethnic groups in the United States, immigrants have lower incarceration rates than those who are native-born. For all ethnic groups, incarceration rates are highest among high school dropouts, yet immigrants who are high school dropouts have lower incarceration rates than other high school dropouts. Although immigrants’ risk of incarceration increases the l...

Communicating Gender, Race, and Class: 2020

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