The Production of Legitimacy: Race and Gender in Peacebuilding Praxis

2019 ◽  
Vol 21 (4) ◽  
pp. 705-715
Author(s):  
Sarah Smith
Keyword(s):  
Critical Race Theory ◽  
Knowledge Exchange ◽  
Unintended Consequences ◽  
Peace Operations ◽  
Race And Racism ◽  
Race And Gender ◽  
Peace Operation ◽  
The Face ◽  
And Gender ◽  
Relations Of Power

Abstract Peace operations have increasingly sought to demonstrate their legitimacy in the face of critiques that characterize them as top-down impositions with limited impact and which entail a host of unintended consequences. Each book under review explores in depth the institutional consignment and attribution of legitimacy to certain spaces, actors, and bodies, which can serve to confirm and embed hierarchical relations of power. Von Billerbeck delineates the ambivalence with which “local ownership” is deployed in peace operations, closing down knowledge exchange rather than presenting opportunity. Shepherd builds on similar insights and argues that gendered logics and power inform the conceptualization and deployment of “local” and “civil society” and thus the (relative) lack of legitimacy afforded to these spaces. This essay seeks to develop from these insights further, drawing especially on postcolonial and critical race theory to demonstrate how race and racism structure the production and use of such categories, in both peace operation practice and international relations more broadly.

scholarly journals Against the Grain: Socially Just Social Science from the Standpoint of Roxana Ng (Review Essay)

2017 ◽  
Vol 11 (1) ◽  
pp. 136-159
Author(s):  
Elaine Coburn
Keyword(s):  
Political Economy ◽  
Social Science ◽  
Social Relations ◽  
Review Essay ◽  
The Political ◽  
Race And Gender ◽  
The Everyday ◽  
And Gender ◽  
Relations Of Power ◽  
Varied Work

This contribution seeks to highlight the important scholarship of Roxana Ng, arguably one of Canadian sociology and political economy’s most underappreciated theorists. Like her activism, Ng’s academic work is both wide-ranging yet firmly focused on major, unjust inequalities. Her research particularly concerns the Canadian capitalist political economy but inevitably, given the embeddedness of these social relations within worldwide historical relations, stretches beyond national borders. In particular, Ng sought to unpack the everyday, intertwined – exploitative and unjust – relations of class, race, and gender, and the ways these unjust relations are articulated through migration and citizenship. This contribution situates the reception and uneven uptake of Ng’s varied work before critically analysing her contributions to understanding (1) immigrant women’s labour in Canada, (2) the complex racialized, gendered relations of power in the academy, and (3) the liberatory potential of embodied epistemologies, specifically Qi Gong meditation. In the conclusions, I consider the overall contributions and some contradictions of her work, in moving from the local to the global, and from the personal to the political.

STEM Fields and Ethnic Women in New Zealand

2018 ◽  
pp. 1203-1229
Author(s):  
Charles Mpofu
Keyword(s):  
New Zealand ◽  
Critical Race Theory ◽  
Ethnic Groups ◽  
Gender Equity ◽  
Latin American ◽  
Middle Eastern ◽  
Stem Fields ◽  
Race And Gender ◽  
And Gender ◽  
And Mathematics

A critical race theory was used to analyse policies and strategies in place to enable the participation of New Zealand ethnic women of Latin-American, Middle Eastern, and African (MELAA) origin in Science, Technology, Engineering, and Mathematics fields (STEM) in education and industry. The aim was to find out what policy – and other – levers are available for better participation in the STEM fields by the ethnic women's population. The process involved an analysis of publicly available official documents on STEM strategies at national and regional levels. The main findings were that gender issues are expressed in a generic way, either across all ethnic groups, or across the four ethnic groups where the MELAA stands not clearly identifiable in the classifications. Recommendations include the need to develop policies and strategies that account for race and gender equity as part of an agenda to eliminate marginalization of this group.

Against “Transracialism”: Revisiting the Debate

Hypatia ◽  
2019 ◽  
Vol 34 (4) ◽  
pp. 713-735
Author(s):  
Jana Cattien
Keyword(s):  
Critical Race Theory ◽  
Power Relations ◽  
Racial Difference ◽  
Single Variable ◽  
Race Theory ◽  
Race And Gender ◽  
Racial Identities ◽  
Variable Definition ◽  
And Gender ◽  
Definition Of

This article critically reflects on some of the themes and assumptions at stake in the “transracialism” controversy, and connects them to important works in critical race theory: namely Rey Chow's notion of “coercive mimeticism” and Sara Ahmed's critique of white liberal multiculturalism. It argues that the analytic account of “race” that Tuvel draws upon in her article—Sally Haslanger's—is politically problematic, both on its own terms and in light of broader reflections on racialized and gendered power relations. In particular, I critique Haslanger's assumption that all racial identities exist on the same conceptual plane: that a single variable definition of “race” can be applied to any particular racialized group—including white and nonwhite racial identities. This erases racialized power relations, especially where, in liberal “multicultural” nations, whiteness constitutes the implied standard against which an appearance of “racial difference” is conjured. Finally, I extend my argument to the issue of treating “race” and gender analogously. Rejecting this move, I propose an alternative way of conceptualizing these as analytically distinct, yet constitutively interdependent, phenomena. In order to situate the debate historically, I consider an example of “racial transgression” from twentieth‐century China.

scholarly journals Pedagogies of Race: The Politics of Whiteness in an African American Studies Course

2011 ◽  
Vol 34 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Regina V. Jones
Keyword(s):  
White Students ◽  
White Privilege ◽  
Primary Role ◽  
Race And Racism ◽  
White People ◽  
Race And Gender ◽  
Black And White ◽  
Historical Texts ◽  
And Gender ◽  
American Society

This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.

Representing Aboriginal Masculinity in Howard’s Australia

2017 ◽  
Author(s):  
Shino Konishi
Keyword(s):  
Military Intervention ◽  
Indigenous Rights ◽  
Aboriginal Communities ◽  
Race And Gender ◽  
Public Response ◽  
The Public ◽  
Colonial Culture ◽  
Fourth Term ◽  
The Face ◽  
And Gender

This chapter examines the way in which the Howard government and its supporters revitalized colonial tropes about Aboriginal masculinity in order to progressively dismantle and undermine indigenous rights and sovereignty, culminating in the quasi-military intervention into supposedly dysfunctional Aboriginal communities towards the end of Howard's fourth term. It critiques and historicizes a range of demeaning representations that assume Aboriginal men are violent and misogynistic. These representations can be traced back to initial encounters between European and indigenous men. The aim is to bring academic, media, and governmental discourses about Aboriginal masculinity into conversation with masculinity studies, which means contextualizing notions of Aboriginal masculinity in ways that avoid unreflective colonial conceptions. Finally, the chapter examines the public response of Aboriginal men to this demonization, and how they negotiate their own masculine identities in the face of a colonial culture that disparages them for their race and gender.

STEM Fields and Ethnic Women in New Zealand

2016 ◽  
pp. 181-207
Author(s):  
Charles Mpofu
Keyword(s):  
New Zealand ◽  
Critical Race Theory ◽  
Ethnic Groups ◽  
Gender Equity ◽  
Latin American ◽  
Middle Eastern ◽  
Stem Fields ◽  
Race And Gender ◽  
And Gender ◽  
And Mathematics

A critical race theory was used to analyse policies and strategies in place to enable the participation of New Zealand ethnic women of Latin-American, Middle Eastern, and African (MELAA) origin in Science, Technology, Engineering, and Mathematics fields (STEM) in education and industry. The aim was to find out what policy – and other – levers are available for better participation in the STEM fields by the ethnic women's population. The process involved an analysis of publicly available official documents on STEM strategies at national and regional levels. The main findings were that gender issues are expressed in a generic way, either across all ethnic groups, or across the four ethnic groups where the MELAA stands not clearly identifiable in the classifications. Recommendations include the need to develop policies and strategies that account for race and gender equity as part of an agenda to eliminate marginalization of this group.

Race and Gender Intersectionality and Education

2021 ◽  
Author(s):  
Venus E. Evans-Winters
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Educational Inequality ◽  
Analytical Framework ◽  
Black Girls ◽  
Race And Gender ◽  
And Gender ◽  
Personal Community

When recognizing the cultural political agency of Black women and girls from diverse racial and ethnic, gender, sexual, and socioeconomic backgrounds and geographical locations, it is argued that intersectionality is a contributing factor in the mitigation of educational inequality. Intersectionality as an analytical framework helps education researchers, policymakers, and practitioners better understand how race and gender intersect to derive varying amounts of penalty and privilege. Race, class, and gender are emblematic of the three systems of oppression that most profoundly shape Black girls at the personal, community, and social structural levels of institutions. These three systems interlock to penalize some students in schools while privileging other students. The intent of theoretically framing and analyzing educational problems and issues from an intersectional perspective is to better comprehend how race and gender overlap to shape (a) educational policy and discourse, (b) relationships in schools, and (c) students’ identities and experiences in educational contexts. With Black girls at the center of analysis, educational theorists and activists may be able to better understand how politics of domination are organized along other axes such as ethnicity, language, sexuality, age, citizenship status, and religion within and across school sites. Intersectionality as a theoretical framework is informed by a variety of standpoint theories and emancipatory projects, including Afrocentrism, Black feminism and womanism, critical race theory, queer theory, radical Marxism, critical pedagogy, and grassroots’ organizing efforts led by Black, Indigenous, and other women of color throughout US history and across the diaspora.

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