scholarly journals Equality and Closure: The Paradox of Local Citizenship

2021 ◽  
Vol 8 (1) ◽  
pp. 29-41
Author(s):  
Kenneth A. Stahl

In Bourgeois Utopias, a cultural history of suburbia in America, Robert Fishman states the fundamental paradox about the suburbs: “[H]ow can a form based on the principle of exclusion include every-one?” The promise of the American suburb was that every middle-class family would be able to own a home with a yard, but this egalitarian ideal was illusory because what made the suburbs appealing was precisely what it excluded, namely everything having to do with the city—its congestion, political corruption, and most importantly, its racial diversity. And so, as suburbia was mass-produced and made avail-able with cheap low-interest loans to white middle-class families, racial minorities were rigidly excluded. Although several waves of demographic change have reshaped the suburbs over the generations, this paradox remains evident today. Suburbs are becoming more dense and more diverse as many minorities have migrated from “inner cities” toward first-ring suburbs, and immigrants have found welcoming enclaves in the suburbs. But while suburbs have grown more diverse, they have also grown more segregated. High opportunity suburbs with plentiful jobs and good schools mandate low-density sprawl through zoning regulations, like mini-mum lot size and floor area requirements, parking mandates, and set-backs, that have the cumulative effect of making housing scarce and expensive. Only the very affluent or those lucky enough to have purchased a home years ago are welcome in these places. Racial minorities who, thanks to the earlier generation of suburban exclusion, have not had the opportunity to build the inter-generational wealth that is often a prerequisite to purchasing a home in the suburbs still find themselves locked out of the most desirable communities. The infra-structure of suburban communities, such as roads, sewers, and schools, are designed, perhaps deliberately, to completely collapse if the number of users increases by even a small amount, so these communities fiercely oppose any efforts to densify and permit more housing. Even modest attempts at densification are treated as calls to destroy suburban neighborhoods. But because our society has made a decision, undoubtedly questionable in retrospect, to treat suburban homeownership as the central tool for wealth building in this country, we cannot hope to meet our national aspirations for equality without opening up our suburbs to more housing. And so the question re-mains—how can a form based on the principle of exclusion include everyone?

2019 ◽  
pp. 139-175
Author(s):  
Ann Gleig

This chapter examines some of the main features of diversity and inclusion work through a case study of the Insight Meditation Community of Washington (DC) (IMCW). It considers the main pragmatic and hermeneutic strategies by which diversity and inclusion initiatives are legitimated within Buddhist thought and practices at IMCW as well as the opposition such work has faced from many of its overwhelmingly white, middle-class and upper-middle-class members. Then, it considers how the work at IMCW reflects shifts around racial diversity and white privilege in the wider Insight community. The chapter concludes by exploring the significance of racial justice and diversity work in terms of the status and unfolding of Buddhist modernism in the United States.


2018 ◽  
Vol 5 (4) ◽  
pp. 486-499 ◽  
Author(s):  
Megan R. Underhill

Drawing upon interviews with 40 parents in Cincinnati, Ohio, the author explores how “exposure to diversity,” an implicit racial socialization practice, has become a defining feature of how some middle-class white parents teach their children about race and reflect on what it means to be a good white parent. Exposure to diversity involves white parents’ active efforts to expose their children to people of color via trips to multiracial parks, enrollment in multiracial schools, or residence in multiracial neighborhoods. The author argues that white parents’ efforts are informed by their adherence to both a “diversity ideology” wherein racial diversity is frequently, but not always, framed as a positive social dynamic that enriches their family’s white life, and a middle-class desire to craft a high-status white child via distinction-oriented parenting practices. Taken together, white middle-class parents pursue an exposure-to-diversity strategy because they believe, whether consciously or not, that diversity provides them and their children with the means to facilitate small-scale social change and to craft a comfortable, open-minded white child who possesses racial and class distinction.


2021 ◽  
pp. 004208592110319
Author(s):  
Shani Adia Evans

This interview study examines the school choices of white middle class parents who live in a large Northeastern city. Interviewees identify as progressive urbanites and express an appreciation for racial diversity. Simultaneously, interviewees draw on anti-Black stereotypes when evaluating school options and avoiding majority Black schools. While previous studies suggest that diversity-seeking whites are well intentioned and inadvertently reproduce racism through school choice, my analysis allows for greater consideration of white parents’ investment in the reproduction of white racial dominance.


2021 ◽  
Vol 49 (2) ◽  
pp. 222-230
Author(s):  
Ronit Elk ◽  
Shena Gazaway

AbstractCultural values influence how people understand illness and dying, and impact their responses to diagnosis and treatment, yet end-of-life care is rooted in white, middle class values. Faith, hope, and belief in God’s healing power are central to most African Americans, yet life-preserving care is considered “aggressive” by the healthcare system, and families are pressured to cease it.


2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.


Author(s):  
Lee Iskander

People who are nonbinary—one of many kinds of trans identity that do not fit neatly within a man/woman binary—face particular challenges when seeking employment in P–12 schools, which have historically been places where rigid gender norms are strictly enforced. This paper draws on semistructured interviews conducted in 2018 to explore how 16 nonbinary educators navigated the process of finding, securing, and keeping jobs in Canadian and American schools. I found that most participants were concerned about securing a job or potentially losing their job or their safety at work because others might be inhospitable to their gender identity or expression. At the same time, participants had strategies to ensure that they found and kept jobs they were comfortable with, such as investigating a school’s support for queer and trans people, forging positive relationships with administrators and staff, and presenting their gender in particular ways during the hiring process. This study illustrates the limitations of individualistic, tokenizing forms of trans inclusion and reveals the continued prevalence of gender normativity in schools, despite a rapidly shifting gender landscape. While trans inclusion, at least on the surface, may be a selling point for some schools, trans people continue to face barriers when the underlying structures that privilege White, middle-class, cisgender, and heteronormative gender expression remain intact. I argue that, if trans people are to be fully supported in the education workplace, an intersectional and broadly transformative approach to gender justice is necessary.


2018 ◽  
Vol 60 (1-2) ◽  
pp. 37-54 ◽  
Author(s):  
Ester Gallo

The article explores ambivalence among middle-class Indian migrants who return to India after their retirement. It discusses intergenerational ambivalence from the dual perspectives of the relation between older migrants and their parents, and that linking the former to their migrant children today. Older migrants’ transnationalism is an important yet under-researched topic. It offers insights into the temporal dimension of ambivalence: how family contradictions accompany and change throughout the life course, and how they orient migrants’ understandings of the past, present, and future. Central to the analysis is the relation between migrant intergenerational ambivalence and the historical development of the Malayali middle class at home and in the diaspora. Moving beyond studies on ambivalence that mainly focus on Euro-American societies, it explores the phenomenon in postcolonial locations. The article discusses the extent to which colonial forms of socio-geographical mobility shape older migrants’ ambivalence across generations, vis-á-vis broader middle-class expectations around educational/professional attainment, reproductive choices, and care provision. It suggests that a temporal perspective on ambivalence is useful to highlight how transnational family ambivalence is shaped not only by present-day uncertainties but also by political and cultural history. It also enhances our understanding of how dispersed families negotiate ambivalence in the long term, and the cumulative effects of these negotiations in the production of novel care arrangements in the present.


1991 ◽  
Vol 45 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Paul G. Schurman

Explores the creative roles men might play in a human liberation movement in which their privileged position will need to be modified. Sees pastoral counselors as “hope agents” who may faciliate the transition of men to new and different roles in which patriarchy will play less and less of a role in society. Details specific ways in which the loss of patriarchy can lead to a fresh and creative equality in which both men and women will experience new freedoms.


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