Search Results (59)

This article describes the use of dialogue, through the format of critical conversations, as a creative and reflective anti-racist tool to develop understanding of departmental values of anti-racism, equity and social justice with colleagues across academic, technical, and leadership roles. The project focused on the development and facilitation of spaces for dialogue between staff members employed in an education department in a university in a city in the Southwest of England. Making use of concepts from Smith and Lander’s critical pedagogy and critical race theory as well as philosophy for children (P4C), we developed a framework used by adult participants to encourage the development of racial literacy through reflexive practice. More than seventy staff members were invited to attend five sessions over a six-month period. During each session, staff members were given pre-prepared stimuli designed to encourage ‘epistemological shudders’ that stimulate dialogue in relation to professional roles and responsibilities of anti-racism, equity and social justice within our working context. Each session was facilitated by two colleagues, given the agency to make use of the stimuli within the sessions in any way they chose, together with their participants. Feedback from each session was non-mandatory and informal. In this article, we capture our reflections on the processes of developing and adapting P4C within a university education department. We believe that this evolving model acts as a valuable tool for dialogues, particularly when attempting to encourage discussion of topics perceived as providing professional risk due to their sensitive and controversial status within education and more broadly. Full article

Decreed on 12 January 1570, the seminary of the diocese of Cape Verde was established in 1866 in the format of a Seminary-High School. In this paper, I analyse the projects for the establishment of the seminary in Cape Verde, unpacking the dynamics behind the failures before 1866. First, I discuss the period from the 1570s to the 1640s, with the Jesuits at the epicentre. I then examine why the seminary project went adrift thereafter. Finally, I explain the decisive role of Bishop José Luís Alves Feijó (1865–71) in the establishment of the Seminary-High School. I contend that, in the first phase (1570s–1640s), the project failed because the leaders of the Jesuit mission, influenced by racial and civilisational prejudices, deemed the natives unfit for refined theological training. Moreover, the Jesuit mission lacked the stability to undertake the project. After their departure in 1642, no ecclesiastical player before Bishop José Luís Alves Feijó demonstrated any meaningful commitment to the seminary project. The underlining thesis of this paper is that episcopal negligence (episcopal absenteeism prevailed) and the inability or unwillingness of different field players to compromise were primarily responsible for the failures of the projects to establish the seminary before 1866. Full article

In Western Europe, and particularly in The Netherlands, speech is rarely neutral: to talk is to participate morally and civically, while silence is frequently marked as evasive, passive, or suspect. The capacities for speech, for being heard, understood, and responsive, are widely regarded as hallmarks of autonomous, transparent, free-thinking, and sovereign subjectivity, celebrated as expressions of a shared progressive modernity. These ideals of subjectivity are routinely placed in tension within the so-called secular–religious binary framework, in which the compatibility of non-secular sensibilities or non-Christian religions, especially Islam, with such Dutch societal values is persistently and heavily problematized. Within such accounts, speech becomes a criterion Muslims in Europe are then expected to meet, not merely by speaking but by doing so in ways deemed proper and intelligible. To complicate and deepen understanding of these dynamics, this article draws on ethnographic insights from (secular) Christian–Muslim couples in The Netherlands, looking at how the dynamics of speech–silence function within intimate contexts, where they take place, where they break down, and ultimately where their limits lie. Attuned to the cacophony of multivocal gestures, whether in acts of refusal, the quiet eloquence of silence, or the directness of vocal protest, the article reveals the intricate and consequential interplay between these dynamics and the structuring and affective forms of secular and religio-racial norms in everyday life. Full article

Time travel in science fiction, a subgenre distinct yet often overlapping with alternative history, often explores historical contingency through counterfactual scenarios to produce alternative histories. Yet some works deliberately negate this potential, presenting time travelers who refrain from altering the past despite possessing the apparent ability to do so. This essay examines this underexplored narrative mode through a comparative analysis of Octavia E. Butler’s Kindred and Miyabe Miyuki’s The Incident at the Gamō Residence. Framing the narrative device as a non-interventionist history, it explores how both novels deploy time travel not to revise history but to confront the ethical, emotional, and cultural implications of engaging with historically traumatic events that remain causally intact. Drawing on science fiction theory and historiographical debates, the essay argues that these texts redirect the function of time travel toward ethical reflection, embodied experience, and the formation of national identity. While Kindred presents history as an ongoing system of racialized violence that resists reconciliation, The Incident at the Gamō Residence frames historical violence through affective memory and postwar nostalgia, facilitating symbolic closure. Together, these novels demonstrate how time travel can serve as a critical apparatus for negotiating national trauma without recourse to historical revision. Full article

This paper explores racialization as a historical-sociological concept and an ongoing, contemporary material praxis, using a Global Critical Race and Racism (GCRR) framework. Racialization is an ideological and material practice of colonial conquest that requires constant reification and maintenance. This paper examines how racialization and racial practices are positioned within Egyptian state tourism campaigns, through a media content and discourse analysis, as a function of contemporary national-racial identity formation. Histories of colonial archaeology, race science, and the European colonial domination and imagination of Egypt heavily contextualize this analysis. First, the paper outlines how the identity of ancient Egyptians was a racing project fundamental to white supremacy and global race and racism in the eighteenth and nineteenth centuries in ways that are intricately tied to contemporary nationalism, national identity formation, and nation-building in modern Egypt. The focus of this paper is Egypt’s agency in its national identity formation practices, wherein it acknowledges, negotiates, and markets aspects of its racialization that are economically and geopolitically advantageous, specifically within the tourism industry and in relation to Pharaonic Egypt. In this way, Egypt’s racialization is not simply externally imposed; the Egyptian state is engaging with global structures of race and racism by maintaining racial mythologies for Western imaginaries. Egypt’s contemporary national identity formation includes an engagement with its past that negotiates its position within a global hierarchy of nations across the racial-modern world system. This study explores notions of autonomy, acquiescence, and resistance under racialization by examining how nation-states engage with, resist, or leverage racialization. Full article

This study examines the applicability of Critical Race Theory (CRT) beyond its U.S. American origins by analyzing the intersections of state, nation, race, and education in two distinct sociopolitical contexts: South Korea, and Iran. This manuscript explores how education functions as a genealogical site of power mediating relations among the state, nation, race/ethnicity, and social class in the construction and contestation of national identity. In South Korea, historical and contemporary student movements, from anti-colonial struggles and democratization to the Sewol Ferry protests, illustrate how education has served both as a means for producing normative citizens and as a site for cultivating democratic participants through civic resistance. In Iran, educational institutions intersect with gender, ethnicity, and political authority; within a tightly centralized system, CRT and intersectionality illuminate both possibilities and constraints of critical engagement. By situating these two cases within global debates on racialization, class inequality, and nationalism, this paper contributes to a comparative understanding of education as a contested arena where nations are imagined, challenged, and reconfigured. It contributes to scholarship at the intersection of race, class, and nationalism by offering insights into how the state structures and civic actors co-construct the politics of national identity through education in the 21st century while also highlighting the role of racial experiences in these processes. Full article

This paper reexamines the contested categories of sex addiction and Compulsive Sexual Behavior Disorder (CSBD) through a feminist-critical synthesis of 63 peer-reviewed articles published between 2000 and 2024. Rather than treating these diagnoses as neutral clinical entities, the review situates them within broader systems of normative regulation, emphasizing how psychiatric discourse, cultural anxieties, and digital infrastructures converge to define sexual deviance. The analysis is organized around the following three themes: (1) clinical ambivalence, where blurred thresholds of disorder mirror the opaque judgments of algorithmic moderation; (2) moral panic, which persists less as episodic reaction than as a durable strategy of governance embedded in media and platform logics; and (3) the pathologization of margins, whereby diagnostic and digital regimes disproportionately target queer, racialized, and gender-nonconforming sexualities. The paper introduces the concept of digital moral regulation to describe how platform architectures extend older traditions of moral governance, embedding cultural judgments into technical systems of visibility and suppression. By reframing CSBD as part of this regulatory formation, the review underscores that debates over compulsive sexuality are not solely matters of diagnostic precision, but of power: who defines harm, whose desires are legitimized, and how infrastructures translate cultural unease into regimes of control. Full article

The U.S. was constructed on a Black–white racial hierarchical system to maintain the subjugation of communities of color, of which we understand through racial formation that race continues to adapt and evolve to support structures of anti-Black racism. Our project centers racial formation as our theoretical framing for why race categories exist under a white supremacist, anti-Black system that profits from hierarchical inhuman realities. This critical collaborative autoethnography explores the learning journeys of one biracial Korean faculty member and one Lebanese-American undergraduate in their continued inquiry about erasure/affirmation of mixed-race and MENA identities. We explored the in-between gray spaces that our mindbodyspirits move through, and revealed the systematic impact of violent structures on our racialized mind–body–spirits. Findings allude to the limits of our belonging, in relation to dominant structures that cannot hold our in-between experiences. We urge social justice professions to recenter the literal marginal voices of mixed-race and MENA peoples as essential in the relational racial healing and restorative journeys of our multiracial and intersecting communities of color. Full article

Objective: U.S. courts have implemented interventions educating jurors about implicit bias, although evidence for their effectiveness remains limited. We explored public perceptions of these interventions that might influence their ability to improve trial fairness and identified psychological factors predicting such perceptions. Hypotheses: We hypothesized that certain psychological factors (i.e., political conservatism, psychological reactance, skepticism toward social scientists, implicit and explicit racial bias, advantaged-group identity management strategies) would predict support for implicit bias interventions in courts. Method: White participants (N = 1016)—some of whom watched an implicit bias intervention in one of two formats (educational video, judicial instructions)—provided their perceptions of implicit bias interventions, evaluated the intervention they watched (if applicable), and completed individual difference measures. Results: Overall, participants supported implicit bias interventions in both formats. However, political conservatism and other hypothesized individual difference measures were associated with less favorable perceptions. We further explored participants’ perspectives via a thematic content analysis of open-ended impressions of the interventions. Conclusions: Courts are adopting implicit bias interventions despite mixed research regarding their effectiveness and a limited understanding of how they are perceived. Our findings suggest that White participants generally favor these interventions and offer insight into the nuances of their perceptions. Full article

This study examines the intersection of race, class, and gang violence in Singapore, with a particular focus on the structural dynamics linking racial minorities, street gangs, and institutionalized Chinese secret societies—the archetype of organized crime in the city-state. By integrating race as both an ideology and a system of social relations into the study of gang formation, this research sheds light on why and how racial minorities become disproportionately involved in gang violence. The study revealed that beyond economic marginalization, racialized hierarchies embedded within gang contexts shape the motivations, participation, and mobility of minority individuals in both street gangs and the broader criminal underworld. Drawing on the concept of racialized masculinity, it is argued that racial minorities mobilize their gender and racial resources to compensate for status disparities resulting from structural exclusion in both legitimate and illegitimate spheres. In a postcolonial, multiracial society, like Singapore, where racial and class marginalization intersect, gang affiliation emerges as a means of negotiating power and social standing. The findings contribute to scholarship on race, crime, and social stratification while informing policies aimed at addressing racial inequalities and reducing gang violence. Full article

Teacher education is paramount for nurturing democratic, critical, and participative citizenship. Educators should approach identity formation from an intersectional perspective, encompassing sex–gender, racial, and cultural diversities. This perspective highlights social inequalities and challenges the power structures that sustain them. Teachers play a crucial role in shaping and reflecting on these identities since their responsibilities extend beyond knowledge transmission. Their ability to incorporate intersectional perspectives into teaching influences students’ understanding of intersectionality, thereby supporting the development of inclusive identities and promoting democratic citizenship. This article opens with the results of research on how trainee teachers acquire competencies in feminist critical visual literacy. Following this review, we analyzed educational materials to examine stereotypes, racism, and the invisibility of racialized and cultural minority communities. We also addressed the identification and counteraction of hate speech targeting the LGTBIQ+ community as well as different gender-based violence. Comparative data from participating universities provide insights into the critical skills of pre-service teachers across international contexts. This study highlights an urgent need for further research into integrating intersectionality in teacher training, supported by educational policies that strengthen critical competencies through a holistic, gender- and race-sensitive approach aimed at social justice. These initiatives would promote an education system responsive to multifaceted diversities. Full article

The Help, winner of the 2009 Exclusive Books Boeke Prize, is the debut novel of American author Kathryn Stockett. Taking Jacques Derrida’s “Politics of Friendship” as the major theoretical framework, this research examines the transformation from the white community and the Black community to the trans-racial community through the emotional interaction between white mistresses and Black maids. The distinctively exclusive white community perpetuates racial discrimination and confronts Black others with hostility, while the racially injured Black people can only seek mutual refuge and friendly affection in the Black community. On the surface, the white community and the Black community are antagonistic. However, the racist system has entangled the emotions and fates of the three protagonists with different identities. In the book, when the Black people open their hearts to tell their stories and gain support and trust within the community, white people not only witness social injustice, but also unconditionally assume responsibility for the “other” when facing Black “others”. Based on the “law of unconditional love”, the novel breaks through the inherent limitations based on race, class, geography, etc., and calls for the advent of the politics of friendship and the formation of trans-racial communities. Full article

This interdisciplinary study examined the migration, settlement, and identity formation of Afro-Caribbean communities in Canada, with a focus on Haitian and Jamaican diasporas. It explored the historical transitions from racially exclusionary immigration policies to contemporary multicultural frameworks and assessed their impact on the socioeconomic integration and cultural identity of these communities. Drawing from archival records, government reports, and sociological literature, this research highlights how Afro-Caribbean populations have navigated systemic barriers while contributing significantly to Canadian society. Using racial capitalism as a theoretical lens, the study critiqued the structural inequalities embedded within Canadian immigration and labour policies, underscoring the persistent challenges of economic marginalization and racial discrimination. Additionally, it engaged with cultural capital theories to examine the resilience and agency of Afro-Caribbean communities in forging new opportunities through cultural knowledge and community networks. Ultimately, this research advocates for policy reforms that foster a more equitable and inclusive society by addressing the systemic exclusions that continue to shape the experiences of Afro-Caribbean Canadians. Full article

This study presents a comprehensive bibliometric analysis of identity studies over the past decade, focusing on global trends and scholarly impact. Identity is defined as a dynamic concept that reflects how individuals and groups construct their sense of self within diverse social, cultural, and political contexts. Using the Scopus database, this research analyzed 18,399 publications from 2013 to 2024, spanning multiple disciplines such as sociology, anthropology, and digital cultural studies. This study identified leading authors, collaboration patterns, and thematic evolutions within identity research, highlighted through citation analysis and network visualization. The findings reveal significant contributions from Western countries, particularly the United States and the United Kingdom, in shaping the global discourse on identity. Key topics frequently explored include social identity, cultural identity, and the influence of globalization. Additionally, emerging themes such as identity in the context of the COVID-19 pandemic and racial disparities are highlighted. This bibliometric analysis provides insights into global collaboration, research productivity, and the intellectual contributions of prominent scholars. Utilizing R software and the Bibliometric package, this study offers a deep understanding of the dynamics of identity research and suggests future directions to further explore the formation, negotiation, and expression of identity in an increasingly globalized world. Full article

Research shows that family conversations about STEM topics positively influence children’s STEM identity development. This study expands on these findings by exploring how family conversations beyond STEM content contribute to this development. Specifically, we focus on how non-academic forms of family support—as described by students who face systemic racial discrimination in STEM—shape these conversations. In this way, we extend existing work by exploring the extent to which families’ dispositions to talk about a wide range of topics—not just in STEM—might further support youth identification with STEM fields. Using Family Communication Patterns Theory (FCPT) to guide our analysis, we examined data from a survey of first-year college students (n = 1134) attending Minority-Serving Institutions and public universities in the United States. The survey asked students to reflect on their childhood conversations and their current sense of identity in STEM. Using structural equation modeling, we found that family disposition to engage in conversations about a broad range of topics was linked to more frequent STEM-related conversations during childhood and, in turn, greater identification as a “STEM person” in college. These findings highlight the complex ways that family communication patterns can support construction of an individual’s sense of themselves as a STEM person in later years. By interpreting these findings using FCPT, we highlight the nature of family communication patterns that can contribute to STEM identity formation. Full article