Cultural Explanations of Patriarchy,Race, and Everyday Lives: Marginalizing and “Othering” Muslim Women in Canada

The image of the “oppressed” Muslim woman is one that has become deeply entrenched in Canadian society. It is fuelled not only by the over decade-long “War on Terror”, but also by the increasing use of cultural explanations of patriarchy, which posit gender inequalities in Muslim communities as simply being a result of Muslim cultures and religion. While scholars have cited the problems of such an approach, the impact of these representations on Muslim women’s everyday lives and their access to important social institutions has not been extensively studied. In a bid to fill this gap, this study draws on 56 in-depth interviews with Canadian Muslim women to illustrate how misperceptions of Muslim women as oppressed and passive victims of their culture and communities works to marginalize and increasingly “other” them in mainstream Canadian society.     

On the back of blackness: contemporary Canadian blackface and the consumptive production of post-racialist,white Canadian subjects

This article is based on a qualitative research project examining the phenomenon of contemporary Canadian blackface. It addresses the discursive juxtaposition of blackface with the claim to Canadian racial progressiveness that typically attends public debates about blackface. I argue that blackface and the discourses defending it are forms of racial consumption through which ostensibly progressive white subjectivities are secured. I further argue that contemporary Canadian blackface discourse is postracialist in its ability to juxtapose racist expression with claims of racial transcendence, and I identify this postracialism as a long-standing feature of Canadian national narratives that are partially constructed through revisionist understandings of the nation’s relationship to blackness, and against an ostensibly more virile racism in the US. This analysis reminds us of the symbiotic relationship between racial fetishization/fascination as found in contemporary blackface, the foundational white supremacy of the Canadian settler-colonial context, and the always uneven terms upon which blackness is included in Canada. It clarifies what is at stake for Canadians who participate in blackface and in defending it, and helps us to understand the pedagogical import of both blackface and Canadian egalitarianism for perpetuating anti-blackness in Canada.     

‘Asian fail’: Chinese Canadian men talk about race,masculinity, and the nerd stereotype

Popular representations of Asians – and especially Asian men – often stereotype them as nerds. Drawing on qualitative field studies of Chinese Canadians' beliefs about ‘authentic’ identity and of an urban ‘nerd-culture scene,’ this article examines the perceived nerdiness of Asians. Membership Categorization Analysis is used as a framework to analyze two Chinese Canadian men's self-categorizing discourses. One embraces his nerdiness but is ambivalent about his racial/ethnic identity; the other is comfortable being categorized as Asian but distances himself from what he describes as the ‘typical’ nerdy Asian male. Although orientations to their presumptive categorization as Chinese or Asian differ, both design their self-presentations to manage inferences made about them. We argue that Canadian multiculturalism complicates these processes by discursively transforming racial difference into ‘cultural diversity’. This produces systematic errors in categorization, leading to inaccurate inferences of cultural competences or stereotypes social attributes from perceptions of physical difference. Under these conditions, the linking of nerds and Asians not only constrains individual life projects but can function as the ‘benign discourse’ that hides a racial subtext, reproducing historic, anti-Asian stereotypes in a seemingly neutral guise.     

‘To what world am I being released to?’*: Canadian national news discourse and the anticipated repatriation of Omar Khadr

Between January 2010 and September 2012, Canadians anticipated the possible return of a citizen incarcerated in Guantánamo for approximately a decade. This temporal moment incited narratives about Canadian citizenship and belonging. Narratives, I argue, that are discursively mediated through (and anchored in) the figure of the White Canadian. Khadr’s potential return to Canada is expressed as a perilous racial encounter between white nationals and a foreign racial body. To bring to life this encounter, I draw on three expressions of fear in Canadian national news media. I first trace how narratives of descent, evident in discussions of Khadr’s family and its history, reinforce distinctions between authentic and inauthentic Canadians. Second, I consider how Khadr’s failure to incarnate Canadian values re-produces whiteness and rationality as qualifiers of national membership and belonging. Lastly, I demonstrate how the putatively contagious nature of the Muslim terrorist psyche valorizes racial distinctions between Canadians and Muslims. My work aims to make visible the ideological labor of national news discourse. I think through these representations within the racial politics which structure citizenship and negotiations about what it means to be Canadian.     

Multiple and flexible identifications and the understanding of political voices of the Kurdish self

This article addresses multiple ethnicity-related identifications of Kurdish migrants in Istanbul from the perspective of the ‘dialogical self,’ a model derived from psychology that takes the individual's self as the core of analysis and highly values the situational content in which identities become visible. This approach to identity allows us to see that the Kurdish self is creative and flexible in dealing with an ethnic identity that is subject to ambiguity and political interference. Additionally, this analysis enables us to grasp the meanings of Kurds' political narratives that are often misunderstood.     

Surviving teacher education: a community cultural capital framework of persistence

In this article, we communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Serina, enrolled in a ‘teacher education for diversity’ program. Although the majority of the 13 (mostly Anglo European) students in Serina’s cohort expressed satisfaction with the social justice focus of the program, Serina was frustrated by the mixed messages she received about teacher professionalism as both teaching for social change and as deference to power. Serina was often vocal in her critique and, as a result, endured and negotiated cumulative microaggressions throughout her teacher education program. Despite these challenges, she drew on her community cultural capital to become a credentialed science teacher in an underserved urban middle school. Serina’s experiences compel us to think about how teacher educators might better support pre-service Teachers of Color – particularly as we strive to more actively recruit Teachers of Color to our teacher education programs. Implications for ‘becoming’ more socially just teacher educators are also discussed.     

Ethnic,gender and class identities of Polish migrant mothers: intersecting maternal narratives with transnationalism and integration

ABSTRACT

Based on a doctoral study of Polish migrant mothers living in Germany and the United Kingdom, this paper examines women's narratives pertinent to ethnicity, gender and social class, as well as the mutual entanglements of these dimensions. While the ethnic identity matrix often evokes dimensions of transnationalism and integration, the addition of the femininity component illustrates the diversity among contemporary Polish migrant women in Western Europe with regard to their identity practices. The analyses of transnational, translocal and cosmopolitan orientations highlight their binding to a contextualized understanding of femininity – its various markers and corollary epitome of motherhood, particularly in the Polish context. The main findings comprise an ideal-type based typology of migrant mothering, which sheds light on how mobility and gender intersect. The discussions adopt the social class lens in an attempt to focus on the implications of certain maternal and migrant identities among Polish women. By underscoring the value of both integration and transnationalism perspectives, the paper calls for additional aspects of translocality and hybridization, seeing them as noticeable social markers of the Polish female migrants’ biographies.     

‘A town new and modern in conception’: non-racial dreams and racial realities in the making of Gaborone,Botswana

ABSTRACT

Botswana has long been praised for its financial and political achievements. High economic growth rates and uninterrupted democratic governance since independence in 1966 have led to Botswana's labeling as the ‘African Miracle’. Long before Botswana's emergence as a darling of Western development agencies however, Tswana elites and colonial officials also saw Botswana as exceptional: surrounded by states divided along racial lines, these individuals sought to construct a nation organized around principles of racial and tribal unity. Aspirations of non-racialism were to be exemplified in Botswana's newly constructed capital city, Gaborone. At the same time, underlying the planning vision for Gaborone was a competing set of narratives, practices and aspirations that undercut these lofty ideals and resulted in the creation of a city highly stratified by racial segregation. This essay identifies three complementary urban planning rationales that produced urban exclusion in Gaborone: the desire to build Gaborone as an administrative capital, borrowing from both colonial and indigenous Tswana traditions that privileged spatial divisions related to status and race, and the goal to build a ‘modern’ urban center to lead Botswana into the future. These tensions divided the city in ways both familiar and unexpected and set the parameters determining who counts as a legitimate resident of the city. The paper, therefore, seeks to explore how a city founded on an ideal of racial unity instead became a site of stark division(s).     

Exposing her body,revealing the nation: the carnival vedette,black femininity and the symbolic order

This essay examines the significance of a ‘self-objectifying’ carnival performance that draws upon stereotypes of sexualized black femininity. The scholarship in this area has focused on whether performers reify or contest dominant stereotypes. I shift the lens from the performer to the audience. Specifically I examine fan responses to Rosa Luna (1937–1993), an Afro-Uruguayan Carnival vedette who became synonymous with Montevideo's annual Carnival from the 1950s until her death in 1993. In a nation that is Eurocentric, yet draws on aspects of Afro-Uruguayan culture for its identity, Rosa Luna became a national icon. Her performance embodied dual stereotypes of black femininity – the over-sexualized black woman and the black maternal. By turning to psychoanalytic theory, I argue that the performer is produced through the audience's desire. I suggest that the encounter with the vedette can be understood as a public ‘specular moment’ that activates the oedipal drama. Her performance reverberated with the symbolic ordering of sex, gender, and race hierarchies, provoking both the desire, and the disavowal of the desire, for black femininity. This insight draws attention to public performance as a site for the negotiation of desires that are structured through, and structure, hierarchical systems.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

The crises of multiculturalism: racism in a neoliberal age

The paper offers an interpretation of the African National Congress's conception of democracy. The interpretation is framed by three questions. Who are the people? How should the people govern? How should capital, capitalists and civil society be governed? Attention is given to the party's views on participatory democracy, its vanguardist claims and its views on aspects of state-capital and state-civil society relations. It is proposed that the party's tendency to discount diversity of interests, to persist with claims to superior understanding of complex issues and to preach hegemony as a virtue might signify government over the people rather than government by the people.     

Fetal citizenship in the borderlands: Arizona's house bill 2443 and state logics of racism and orientalism

In 2011, Arizona passed the ‘Susan B. Anthony and Frederick Douglass Prenatal Nondiscrimination Act of 2011’, which makes it a felony for doctors to knowingly perform an abortion for race or sex selective reasons. To convince the House and Senate to pass House Bill 2443, advocates constructed African American, Asian American and Asian immigrant women's reproduction as troublesome: these women were either victims of a racist, eugenicist family planning organization that sought to limit fertility or they were victims of a sexist heteropatriarchal family structure that prefers male sons. Or, in another rendering, Asian women were cast as ‘backward’ migrants who have not assimilated to American gender equality. My essay argues that House Bill 2443 appears to be about reproduction, but must be understood with a lens that is attentive to racism, colonialism, and anti-immigrant sentiments in Arizona's past and contemporary moment. In other words, state measures that criminalize abortion need to be read against the on-going cultural genocide of Indigenous peoples and recent laws that criminalize Latin@ migrants. In the borderlands, reproduction is intimately tied to citizenship and state repression.     

哈萨克斯坦东干人的民族教育与群体建构

东干人是与中国有着密切历史文化联系的中亚少数族群,是了解当下中亚政治经济发展和复杂民族关系的绝佳素材。在历史的演进中,他们形成了一套能维持文化传承和族群边界的民族教育体系,但当下受到很大的冲击和影响。     

Invisible Asian Americans: the intersection of sexuality,race, and education among gay Asian Americans

Most research on Asian American education has centered on addressing and deconstructing the model minority stereotype. While recent studies have highlighted the socioeconomic and cultural heterogeneity among Asian American students, few have examined how sexual identity and masculinity mitigate their academic experiences. In this article, we draw on the educational narratives of 35 Asian American gay men to address this gap. Though research on lesbian, gay, bisexual and transgender (LGBT) students has emphasized bullying, our findings show that the relationship between sexuality and schooling is more nuanced than studies suggest. Our article reveals that while anti-gay bullying is prevalent, Asian American gay students play up aspects of their racial identity and even strategically capitalize on the model minority stereotype to evade harassment. Ultimately, our study highlights the need for educators to remain mindful of how the intersection of sexuality and race affect the school climate and educational experiences among gay students of color.     

论冰心的女性意识

冰心是中国现代文学史上女性意识鲜明的作家。但研究界对她"爱的哲学"思想探究较多,却对其女性意识关注不够。本文从她笔下的女性形象分析入手,阐释了其女性意识的内涵及其嬗变过程,为人们全面认识和评价冰心提供了独特视角。     

霍华德政府时期澳大利亚移民人口结构变化及其社会影响——多元文化主义的视角

作为一个拥有悠久移民历史的国家,移民问题贯穿在澳大利亚历史上的每一个篇章中,而霍华德政府时期的移民人口结构则奠定了当代澳大利亚移民人口结构的基本形态,因此研究霍华德政府时期的移民人口结构更有助于认识当代澳大利亚社会。本文从回顾澳大利亚的移民历史着手,分别从移民的类别与年龄、来源国、性别结构、地区分布、受教育水平与英语水平这五方面来研究霍华德政府时期移民人口结构的特点,探寻移民人口结构变化对澳大利亚社会产生的诸多影响。     

‘Autograph of a Nation’: The Daughters of the American Revolution and the National Old Trails Road, 1910–1927

In 1912, a group of women within the National Society of the Daughters of the American Revolution (DAR) undertook to become architects of the first continuous transcontinental automobile route, to be called the ‘National Old Trails Road’ highway. Consistent with many of the private road improvement initiatives during the heyday of America's good roads movement, ‘Daughters’ in many states were involved in mapping the route and posing a variety of marking schemes that would etch upon the landscape the DAR's sponsorship of the route. In doing so, the Daughters staked an explicit claim for the DAR and for American women in the project of nation‐building, by promoting their National Old Trails Road as a culmination of Manifest Destiny. This episode highlights the interrelationship of gender and the nation. This article argues that while women function passively in nationalist rhetoric to symbolise the nation, one must also acknowledge the agency of conservative women's groups in constructing and perpetuating nationalist narratives in ways that were often surprisingly complex and not simply imitative of men.     

A complicated passport: racialized realities and lessons from visible minority women teachers

This article presents key findings derived from the experiences of visible minority woman as teachers in Canada, whose lived realities reveal myriad instances of compromise. The ethnic, cultural and racial diversity among teachers is an area that has garnered attention as it pertains to equitable work environments, teacher–student relations, and multicultural education. The challenges and responsibility of representing one’s racialized identity, ethnicity, culture, and religion while finding oneself marginalized within mainstream populace is critically examined through their narratives and reflexivity. In instances of blatant discrimination, bridging the public and private sphere, to moments of fulfillment, the resilience of these women is a defining factor of their success within adversity. Through their experiences there is opportunity to inform and advance the notions of diversity, representation, and distinctiveness of teachers in educational settings and the impact this has on an intercontinental symbol of society values in education.     

Teaching while Black: racial dynamics,evaluations, and the role of White females in the Canadian academy in carrying the racism torch

For racialized academics, life in the academy can be marred by racial violence that leaves them caught between their commitment to their craft, desire for educational attainment and development, and the mental anguish that can dominate their existence. Drawing from experiences of the author and other Black faculty members in Canadian tertiary academic institutions, I provide a theoretical exposition recognizing the role of narratives as an act of counter-storytelling. I draw upon Black feminist epistemology, critical race theory, and critical theory to examine how the experiences of Black academics remain under-theorized, marginalized, and often erased within ‘strong/angry Black woman/man’ caricatures. I highlight how racial evaluation filters reinforce racism and affects the careers of Black academics. I also discuss the role that White women, who are charged with decision-making power, have come to play in carrying the ‘racism torch’ in the academy while adhering to the tropes of innocence.