Catherine Morris and Rujeko Hockley, eds., We Wanted a Revolution: Black Radical Women, 1965–85. New York: Brooklyn Museum, 2017. Pp. 320. $24.95 (paper).Terrion L. Williamson, Scandalize My Name: Black Feminist Practice and the Making of Black Social Life. New York: Fordham University Press, 2017. Pp. 128. $25.00 (paper).

2019 ◽  
Vol 104 (1) ◽  
pp. 114-120
Author(s):  
A. Lynn Bolles
Keyword(s):  
New York ◽  
Social Life ◽  
Black Feminist ◽  
Brooklyn Museum ◽  
Feminist Practice

Afterword

2016 ◽  
Author(s):  
Terrion L. Williamson
Keyword(s):  
Social Life ◽  
Personal Narrative ◽  
Black Feminist ◽  
A Site ◽  
Feminist Practice

The conclusion ends with a personal narrative that is tied to the narrative that opens the book. It contends that “home” is an inaugural space of black feminist practice, and that because of the significance of home, which extends beyond the immediate and relational to the extended and communal, as a site of analysis, reckoning with it is an important endeavor in theorizing blackness and black social life.

Introduction

2016 ◽  
Author(s):  
Terrion L. Williamson
Keyword(s):  
Social Life ◽  
Personal Narrative ◽  
Black Feminist ◽  
Social Death ◽  
Black Experience ◽  
Feminist Practice

The introduction makes the case for black feminist practice as a study of black sociality by way of a personal narrative that explores the terrain of meaning between thought and practice, feminism and feminist practice, and social life and social death. It consequently outlines the parameters of the book’s primary argument that the logics of representation, which are typically coded by terms such as value, visibility, citizenship, diversity, respectability and responsibility, largely fails to account for the reality of lived black experience. As such, there is a need to consider black social life from the perspective of those who are most closely attuned to and identified with the indicia of blackness.

Three Generations of Italians in New York City: Their Religious Acculturation

1969 ◽  
Vol 3 (2) ◽  
pp. 3-17
Author(s):  
Nicholas John Russo
Keyword(s):  
New York ◽  
New York City ◽  
Ethnic Groups ◽  
York City ◽  
Social Life ◽  
Religious Tradition ◽  
Racial Groups ◽  
Religious Groups ◽  
Social Scientists ◽  
American Society

Renewed awareness in ethnic groups as well identified, persisting and active participants in the political and social life of American society imposes a new task on the social scientists to define better and more cogently measure the implications of pluralism and integration. This article by Russo—presenting the findings of his doctoral dissertation: The Religious Acculturation of the Italians in New York City—evidences the fast disappearance of the cultural identity of an immigrant group in relation to their rural religious tradition and behavior. At the same time, it notes the survival of social identity. In the light of this evidence, we can ask ourselves if ethnic religious institutions might have led the immigrants to religious forms more in keeping with their new environment and how the acculturation described should be evaluated. Above all, we are forced to search for those variables which maintain the ethnic groups’ identity even in the third generation. In this way, the process of the inclusion into American society of different ethnic and religious groups may reveal some clues for the more complex test of inclusion of different racial groups.

Bodies of Meaning: Studies on Language, Labor, and Liberation. By David McNally. Albany: State University of New York Press, 2000. 277p. $72.50 cloth, $23.95 paper.

2002 ◽  
Vol 96 (1) ◽  
pp. 189-191
Author(s):  
Nicholas Xenos
Keyword(s):  
New York ◽  
Human Body ◽  
Social Life ◽  
Walter Benjamin ◽  
The Body ◽  
The Other ◽  
State University ◽  
The Real

David McNally styles this book as beginning in a polemic and ending in a “materialist approach to language” much indebted to the German critic Walter Benjamin. The charge is that “postmodernist theory, whether it calls itself poststructuralism, deconstruction or post-Marxism, is constituted by a radical attempt to banish the real human body—the sensate, biocultural, laboring body—from the sphere of language and social life” (p. 1). By treating language as an abstraction, McNally argues, postmodernism constitutes a form of idealism. More than that, it succumbs to and perpetuates the fetishism of commodities disclosed by Marx insofar as it treats the products of human laboring bodies as entities independently of them. Clearly irritated by the claims to radicalism made by those he labels postmodern, McNally thinks he has found their Achilles' heel: “The extra-discursive body, the body that exceeds language and discourse, is the ‘other’ of the new idealism, the entity it seeks to efface in order to bestow absolute sovereignty on language. To acknowledge the centrality of the sensate body to language and society is thus to threaten the whole edifice of postmodernist theory” (p. 2).

scholarly journals Aggressive Policing and the Educational Performance of Minority Youth

2018 ◽  
Author(s):  
Joscha Legewie ◽  
Jeffrey Fagan
Keyword(s):  
New York ◽  
African American ◽  
Police Officers ◽  
Social Life ◽  
Minority Groups ◽  
Police Department ◽  
Minority Youth ◽  
Educational Performance ◽  
High Crime ◽  
The Impact

An increasing number of minority youth experience contact with the criminal justice system. But how does the expansion of police presence in poor urban communities affect educational outcomes? Previous research points at multiple mechanisms with opposing effects. This article presents the first causal evidence of the impact of aggressive policing on minority youths’ educational performance. Under Operation Impact, the New York Police Department (NYPD) saturated high-crime areas with additional police officers with the mission to engage in aggressive, order-maintenance policing. To estimate the effect of this policing program, we use administrative data from more than 250,000 adolescents age 9 to 15 and a difference-in-differences approach based on variation in the timing of police surges across neighborhoods. We find that exposure to police surges significantly reduced test scores for African American boys, consistent with their greater exposure to policing. The size of the effect increases with age, but there is no discernible effect for African American girls and Hispanic students. Aggressive policing can thus lower educational performance for some minority groups. These findings provide evidence that the consequences of policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly.

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