Dissertations / Theses: 'Institutional racism'

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Moschella, Marlisa Sen Yee. "When racism goes institutional: A defense of institutional racism in the face of individualist criticisms." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1450996.

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Wells, Cecilia Emily. "Institutional racism : human agency or structural phenomenon?" Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430888.

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Almeida, Viviane da Silva. "Racismo institucional e afro-brasileiros: o caso do Instituto Rio Branco." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1456.

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The racism is present in the relation of Brazilian social groups; however, this racism does not only happen in interpersonal relation but also it is subjectively embedded on social institutions and in mostly cases, the selection processes for employment and public positions show racism trace. Brazil as a nation, which is impregnated of sequels from slave regime, the African-Brazilian access to positions that are considered of high social prestigious have been difficult, the access to diplomatic career doesn?t show differences. It is showed the historical and ideological moment, which IRBr was created, analyzing the requirements and selection processes to access the diplomatic agent. The empirical analysis is reported through the impressions that characters of research establish during the dialogue between the academic and professional career, the selection processes to diplomat position, their impressions regarding to diplomatic career, the institutional racism and politics implementation of affirmative action connected to theoretical reference of this research and the support of Critical Analysis of Speech. The objective was to analyze if the selection process to diplomat position IRBr is embedded by institutional racism for African-Brazilians. In social and historical perspective, were gathered the clashes which the diplomatic professionals faced in their career, not only for African-Brazilians but also for whites Brazilians. It is a basic research, phenomenological, of qualitative analysis, which were used as methodological procedures, the bibliographic analysis, the documentary, the semi structured interview, open questionnaire and the Critical Analysis of Speech. The analysis is clarified in impressions from diplomatic professional about the career, their conceptions regarding to institutional racism and experiences from African-Brazilian diplomatic professionals when they joined in diplomatic service
O racismo est? presente nas rela??es dos grupos sociais brasileiros, por?m este racismo n?o acontece somente nas rela??es interpessoais, ele est? permeado, ainda que subjetivamente nas institui??es sociais e, na maioria dos casos, se apresenta nos processos de sele??o ? empregos e cargos p?blicos. O Brasil, como uma Na??o impregnada de sequelas do regime escravocrata, o acesso aos cargos considerados de alto prest?gio social tem sido dificultado aos afro-brasileiros, o acesso ? carreira diplom?tica n?o demonstra ser diferente. S?o apresentados o momento hist?rico e ideol?gico no qual o IRBr foi criado analisando os requisitos necess?rios e os processos seletivos de acesso ao cargo de diplomata. A an?lise emp?rica ? apresentada atrav?s das impress?es que os sujeitos da pesquisa estabelecem por meio do di?logo entre a trajet?ria acad?mica e profissional destes(as) entrevistados(as), os processos seletivos ao cargo de diplomata, suas impress?es sobre a carreira diplom?tica, o racismo institucional e a implementa??o de pol?ticas de a??o afirmativa ? luz do referencial te?rico desta pesquisa e tamb?m com o apoio da An?lise Cr?tica do Discurso. O objetivo foi analisar se o processo de sele??o ao cargo de diplomata do IRBr est? permeado pelo Racismo Institucional ante afro-brasileiros. Numa perspectiva s?cio-hist?rica, foram levantados os enfrentamentos pelos quais os diplomatas tanto afro-brasileiros como brancos tem vivido em suas trajet?rias. Trata-se de uma pesquisa b?sica, fenomenol?gica, de an?lise qualitativa, na qual foram utilizados como procedimentos metodol?gicos, a an?lise bibliogr?fica, a documental, entrevista semiestruturada, question?rio aberto e a An?lise Cr?tica do Discurso (ACD). A an?lise est? elucidada nas impress?es dos diplomatas sobre a carreira, de suas concep??es sobre o racismo institucional e nas experi?ncias que os diplomatas afro-brasileiros tem ao ingressarem na diplomacia.

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Slade, Morgan Llewellyn. "Institutional racism : a view from within; an analysis of institutional racism at the local level, through a study of local authority town planning departments." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369882.

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Young, Kurt B. "Institutional racism, redlining & the decline of six Atlanta communities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/484.

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Bank, mortgage and insurance redlining, as an extension of institutional racism, has been detrimental to the development of African American communities. Racism has always existed as a negative force in the lives of African Americans and has historically been observed with relative ease. Today, racism continues to hamper the social, political and economic advancement of African Americans but it has become highly sophisticated and less visible, making it much more difficult to detect by its victims. This difficulty in detection has caused confusion in the problem-solving efforts of those concerned with the decline of African American neighborhoods. This study discusses the impact of redlining in six Atlanta communities, first by analyzing the ideology responsible for the practice of racism; second, by discussing how racism has become institutionalized; and last, by examining redlining’s role in community housing markets and household finance. The research pinpoints particular indicators of neighborhood decline, such as homeownership, vacancy, abandonment and property value. Then the relationship between the redlining and decline, reflected in the behavior of the indicators, is exposed. The study found that redlining, in spite of legislation to stop it, continues to stunt the growth of African American communities. Specifically, its practice results in fewer new homes, more residents forced to rent, more vacancies and lower relative property value. These factors combine to generate a process of decline in African American neighborhoods over time.

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Hodge, Tuarean M. ""Black Reparations Film Project: Descendants of Slavery and Institutional Racism"." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862812/.

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Black Reparations Film Project: Descendants of Slavery and Institutional Racism is a character driven film that sheds light on the consequences of slavery in the U.S. Through a personal narrative, the viewer comes to understand how these consequences support the argument for slavery reparations. The purpose of the film is to bridge the generational gap in awareness of reparation history. The film can be used to enlighten young Americans of all ethnicities to encourage them to find their purpose in this country, help build better race relations, and work towards building a true democracy.

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Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.

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Conceição, Isis Aparecida. "Os limites dos direitos humanos acríticos em face do racismo estrutural brasileiro: o programa de penas e medidas alternativas do Estado de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/2/2134/tde-18112011-164318/.

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Esse trabalho teve como ponto de partida as raízes históricas dos Direitos Humanos com análise das vertentes ignoradas nos dias atuais. Apesar da moderna concepção e função entendida dos Direitos Humanos, ao observamos os efeitos das implementações de determinadas políticas públicas de Direitos Humanos em uma realidade Estruturalmente racializada, a exemplo da Brasileira, podemos constatar que os resultados dessas intervenções não interferem na segregação racial histórica que foi construída e ainda experimentamos no país, mas os perpetuam e até acentuam. A pergunta que se pretende responder é como se situam os Direitos Humanos na correlação de forças entre uma idéia de criação elitista, de origem burguesa para proteção de determinados grupos, e a necessidade atual, de utilização desses direitos como instrumento de uso efetivo das classes oprimidas.A análise dessa correlação de forças será feita sobre a observação da realidade brasileira através da análise crítica da literatura disponível sobre o assunto. Buscaremos uniformizar os conceitos sobre raça, racismo, preconceito, discriminação e outros mecanismos que explicam as dinâmicas das relações raciais no Brasil e no mundo. Apresenta-se a raiz da idéia de Direitos Humanos como eles foram inicialmente concebidos e como o são hoje em dia. Identifica-se essa raiz no conceito de Dignidade da Pessoa Humana e apresentamos como o racismo em suas diversas formas de manifestação nega esse direito, tornando-se, assim, uma ameaça para o Estado democrático de Direito, que tem como elemento fundador e legitimador a dignidade humana. E feito um levantamento histórico de formação da idéia de controle social no Brasil, as origens teóricas da idéia que estruturou o nosso sistema criminal, as suas bases racistas e como esses elementos de origem refletem-se nos dados de desigual acesso ao sistema de justiça criminal até os dias atuais. A seletividade é tratada como um elemento constituinte e pouco considerado do sistema de controle social moderno. A Dissertação é finalizada com uma análise dos dados referentes à política penitenciária do Estado de São Paulo e os reflexos que uma estrutural racializada, do sistema de controle social brasileiro, implica na implementação desigual, racialmente falando, do programa de penas alternativas.
This paper had as point of departure the historical roots of Human Rights, with the analysis of aspects still ignored at present days. Despite the understanding of the modern conception and function of Human Rights, when one observes the effects of the implementation of certain public policies in a society racially structured, as the Brazilian society, it is possible to note that the results of these public policies do not intervene in the historical racial segregation that was developed and still experimented in the country. The question to be answered is how Human Rights, having its roots based on the elites and conceived to protect certain groups, can really be effective as an instrument to serve the oppressed groups. The analysis of this correlation of forces on Human Rights will be made over the observation of the Brazilian reality and through the critical analysis of the available literature on the subject. We will seek to standardize the concepts about race, racism, prejudice, discrimination and other mechanisms that explain the dynamics of the racial relations in Brazil and in the World. The root of the Human Rights idea is presented, as it was initially conceived and as it is now. Within the concept of Human Dignity we present how racism in its various forms denies this right, becoming then, a menace to the Democratic State of Rights, which has as founding element the human dignity. A historical research is made, about the formation of social control in Brazil, and the theoretical origins of the ideas that structured our criminal system and its racist bases and how these elements of origin reflect on the unequal access to the criminal justice system, nowadays. The selectivity is treated as a constitutive element and less regarded in the modern social control system. The paper is finished with an analysis of the data concerning the penitentiary policy of the State of São Paulo and the reflexes that a racially structured society can have on the Brazilian system of social control, precisely on the program of alternative penalties.

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SILVA, CAROLINE LYRIO. "INSTITUTIONAL RACISM AND MILITARY DICTATORSHIP: TURNING BACK AROUND THE OBLIVION TREE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29409@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente trabalho pretende pôr em evidência um repertório epistemológico e metodológico que considera a existência de mais de um lugar histórico e político de onde parte o conhecimento e se comprometa com a reorientação das investigações sobre relações raciais através do uso de testemunhos subalternizados. A utilização nessas narrativas como elemento central de análise permite a sua apropriação como dado essencial para a dissolução de relações de poder na sociedade e qualifica-os como estratégias de sobrevivência e meios de resistências, assim como a revisão de fatos históricos, contribuindo para a construção da memória.
This work aims to highlight an epistemological and methodological repertoire that considers the existence of more than one historical and political place to produce knowledge. It also commits to the reorientation of the race relations research through counter-storytelling. Apply these narratives as the central element of analysis allows its use as essential data for the dissolution of power relations in society and qualifies them as survival strategies and means of resistance, as well as the revision of historical facts, contributing to building memory.

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Rocha, Emerson Ferreira. "Os códigos da raça: uma perspectiva teórica sobre o racismo." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2545.

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A presente dissertação traz uma reflexão teórica sobre o fenômeno do racismo. A partir de uma revisão bibliográfica, desenvolvesse uma visão sintética sobre o desenvolvimento do racismo no Brasil pós-escravista. Posteriormente, são propostos dois conceitos para a interpretação da especificidade do fenômeno da descriminação racial no Brasil, especialmente o conceito de racismo esteticamente codificado. O substrato teórico dessa conceituação é a “fenomenologia da percepção”, proposta pelo filósofo Maurice Merleau-Ponty. Por fim se desenvolve um debate com os principais argumentos em torno da política de ação afirmativa, assim como uma intervenção nesse debate a partir dos resultados desse trabalho de dissertação.
This dissertation reflects upon the social phenomenon of racism. Based in a bibliographical revision, it is developed a historical perspective about the development of racism in the post-slavery period of Brazilian History. Two concepts (concerning to two codes of race) are proposed in order to interpret the specificity of racial discrimination in Brazilian society, specially the concept of aesthetically codified racism. The theoretical frame for these concepts consists in the phenomenology of perception proposed by the French philosopher Maurice Merleau-Ponty. Finally, it is developed a debate with some of the principal arguments concerning affirmative action in Brazil; an intervention in this matter also is made.

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Mendez, Dara Daneen Hogan Vijaya K. "The effects of institutional racism, perceived discrimination and maternal stress on preterm birth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2831.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 4, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Maternal and Child Health in the School of Public Health." Discipline: Maternal and Child Health; Department/School: Public Health.

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Chan, Sui-Mee Michelle. "Institutional racism in higher education : the career progression of black and minority ethnic staff." Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429622.

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Stewart, Ashley Estelle. "The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.

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Santos, Carla Adriana da Silva. "Ó pa í, prezada!: racismo e sexismo institucionais tomando bonde no Conjunto Penal Feminino de Salvador." Faculdade de Filosofia e Ciências Humanas, 2012. http://repositorio.ufba.br/ri/handle/ri/18987.

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Este trabalho tem por objetivo identificar e analisar a intersecção do racismo e sexismo institucionais no Conjunto Penal Feminino de Salvador, Bahia, Complexo Penitenciário Lemos de Brito, utilizando, para tanto, o conceito de interseccionalidade como ferramenta teórico-metodológica e prática à captura dos marcadores do binômio gênero-raça que dão margem à opressão diferenciada das mulheres negras em privação de liberdade. Filia-se à metodologia afrodescendente de pesquisa e à contribuição epistemológica do feminismo negro. Trata-se de uma investigação concentrada em estudos sobre mulheres, gênero e feminismo, trazendo à tona a ausência de políticas públicas em gênero e raça voltadas às encarceradas, agravando as tecnologias de poder na execução penal. O trabalho se baseia em estudo de campo de cunho etnográfico realizado durante os meses de dezembro de 2011 e janeiro de 2012 no referido Conjunto Penal Feminino, período em que foram entrevistadas dirigentes, agentes carcerários e internas. O estudo revelou que, a exemplo do que acontece em outras instituições penais femininas, as encarceradas são majoritariamente pobres, negras, semialfabetizadas, presas por tráfico de drogas. Todas são submetidas a situações de constrangimento, perda da privacidade, péssimo atendimento médico, violência psicológica e moral de toda sorte por parte da equipe de agentes, sendo que as negras, por força da sua condição de raça e classe que resulta em baixa escolaridade, não desfrutam nem mesmo das poucas possibilidades de trabalho existentes. O estudo revelou também a pouca tolerância, tanto por parte da instituição quanto das próprias internas, à prática de religiões afro-brasileiras, bem como ao pleno exercício da sexualidade, com destaque para a incidência da lesbofobia. Revelou, ainda, que o conjunto penal estudado está longe de fazer valerem as Regras Mínimas de Tratamento de Presas, em vigor desde 2010. The objective of this study is to identify and analyze the intersection of institutionalized racism and sexism in the Penitentiary for Women of Salvador, Bahia, which is part of the Lemos de Brito Penal Complex. For that purpose, it relies on the concept of intersectionality as a theoretical, methodological, and practical tool to capture the markers of the binomial race-gender that engender the differentiated oppression of black women in a situation of imprisonment. It is affiliated to an afro-descendant research methodology and to the epistemological contribution of Black feminism. The investigation is concentrated on the field of studies on women, gender, and feminism, showing that the absence of public policies informed by a gender and race perspective, geared towards imprisoned women, intensify the technologies of power in penal execution. The study is based on ethnographic field research carried out during the months of December, 2011, and January, 2012, when prison directors, staff, and interns were interviewed. The study revealed that, as it happens in other similar institutions, most of the imprisoned women are poor, black, partially illiterate, and imprisoned on drug traffic charges. It showed that while all are subjected to humiliating situations, loss of privacy, poor medical assistance, and different forms of violence on the part of the institution, black women, due to their condition of race and class which results in low levels of schooling, are even deprived of the few work opportunities available. The study also revealed instances of lack of tolerance, both on the part of the staff as well as of other inmates, towards the practice of Afro-Brazilian religions, as well as to the exercise of sexuality, with expressions of lesbophobia. It further reviewed that the institution under investigation is far from putting into practice the Minimum Rules for the Treatment of Imprisoned Women enacted since 2010.

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Ribeiro, Flávia Gilene. "Implicações do racismo institucional na educação básica em Cuiabá." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/157.

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Esta pesquisa objetivou identificar e compreender as implicações do racismo institucional no âmbito da Educação Básica em uma escola de Cuiabá. O racismo institucional ainda é um conceito desconhecido, sobretudo em instituições educacionais. Nos Estados Unidos, em fins da década de 1960, reconheceu-se existência de ações adversas, quando não excludentes e discriminatórias, em algumas instituições, seja pelas práticas administrativas seja pelas estruturas políticas, independente da ação individual de uma pessoa racista. São ações e práticas que produzem resultados diferentes para variadas camadas da sociedade, considerando características raciais; são concepções incorporadas dentro do sistema educacional, que balizam saberes, os quais são transmitidos de maneira informal e definem e identificam quem são os alunos “fracos”, quem são os alunos “indisciplinados” e quais são os alunos que “dão trabalho” dentro da escola. Essa comunidade escolar, majoritariamente negra, está situada numa região não periférica da cidade, absorvida por elevadas fragilidades que englobam aspectos estruturais e administrativos. A pesquisa procurou identificar elementos que o racismo institucional alimenta dentro da unidade escolar, uma vez que a sociedade brasileira é extremamente racista. De cunho qualitativo, a pesquisa utilizou como abordagem metodológica alguns elementos etnográficos de investigação empírica como o caderno de campo, a observação, a análise documental e entrevistas semiestruturadas, com 17 participantes da referida comunidade escolar, sendo nove profissionais da educação, quatro familiares e quatro alunos, tendo por finalidade analisar as implicações do racismo institucional dentro da educação. Por meio do aporte teórico, buscou-se compreender o percurso da institucionalização desse tipo de racismo nas instituições brasileiras e delinear o objeto de pesquisa. A análise dos dados aponta a presença do racismo institucional alimentado por mecanismos intraescolares, que produz a naturalização de práticas racistas, atingindo sobremodo o desenrolar cotidiano da referida escola. Com base nos dados dos profissionais, foi possível identificar que eles não estão preparados adequadamente para lidar com questões raciais em âmbito escolar, desse modo, não reconhecem a presença das referidas práticas racistas; além de apontarem o bairro como um fator negativo relevante no desempenho dos alunos; veem o modelo de Escola de Ciclo de Formação Humano como um agravante à educação, uma vez que não compreendem o processo e, desse modo, não se sentem parte. Os familiares não têm conhecimento suficiente na área, para compreenderem as ações sutis do racismo, nem se deve exigir-lhes tal conhecimento, contudo, no caso dos profissionais da educação, essa etapa já deveria ter sido superada. Os estudantes são os únicos que identificam as práticas e as provas, uma vez que sentem na pele essas práticas regularmente
This research aimed to identify and understand the implications of institutional racism within the framework of basic education in a school of Cuiabá. Institutional racism is unknown concept still, especially in educational institutions. In the United States in the late 1960s, it was recognized existence of adverse actions, exclusion and discrimination in some institutions, either by administrative practice or the political structures, regardless of the individual action of a racist person. Are actions and practices that produce results different for different layers of society, considering features racial. Are concepts incorporated within the system education, this knowledge is passed so informal, setting and identifying who the students 'weak' who are students "undisciplined" and what are the students who "give work" within the school. This school community, mostly black, is situated in a place non peripheral of the city, absorbed by gross weaknesses which include structural and administrative aspects. The survey sought to identify elements that institutional racism feeds within the school unit, since the Brazilian society is extremely racist. Of qualitative nature, the research used as a methodological approach some ethnography elements of empirical research as the notes in the field notebook, observation, document analysis and semi-structured interviews with 17 participants of that school community. Were research participants 9 education professionals, 4 relatives and 4 students with the purpose to analyze the implications of institutional racism within the education. Through the theoretical framework, we sought to understand the way the institutionalization of this kind of racism in Brazilian institutions and outline the research object. Data analysis indicates the presence of institutional racism fueled by interescolares mechanisms that produce the naturalization of racist practices, affecting the course of school everyday. Based on the data related to education professionals was identified that professionals are not adequately prepared to deal with racial issues in the school thus do not recognize the presence of these racist practices; in addition to highlighting the neighborhood as a negative factor in student performance; consider also the model of Human Cycle Training School as an aggravating education, since they do not understand the process and thus do not feel part. Family members do not have sufficient knowledge in the area, to understand the subtle actions of racism, nor should require them such knowledge, however, in the case of education professionals, this step should have been overcome. The students are the ones that identify the practices and evidence, once they feel on the skin such practices regularly

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Gomes, Letícia Pereira Simões. "A (in)visibilidade da questão racial na formação dos soldados da Polícia Militar." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-20032019-101356/.

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Este trabalho aborda a interação entre polícia e desigualdade racial. Mais especificamente, diz respeito à reflexão sobre policiamento democrático em sociedades racialmente desiguais. Partindo da verificação da existência de desigualdades raciais no acesso ao direito à vida e à segurança, questiona-se como tal viés racial é produzido e reproduzido. Para este efeito, realiza-se um levantamento da literatura nacional que trata da temática da violência policial e do uso excessivo da força por policiais, observando aqui a emergência e consolidação de pesquisas que tratam a raça como um fator associado à violência policial. Investiga-se a cunhagem do termo filtragem racial, traçando aproximações e distanciamentos em seu uso no Brasil e nos Estados Unidos. No Brasil, verifica-se que as pesquisas sobre a filtragem racial estão voltadas ao tratamento dos dados acessíveis (prisões em flagrante e letalidade policial) e ao campo das representações que orientam a prática do policial e de seu processo de suspeição. Esse segundo tipo de trabalho indica um discurso institucional frouxo no qual a racialização raramente aparece (em geral no intuito de negá-la), além da importância da construção subjetiva do policial para a concretização do tratamento racializado. Assim, o trabalho de campo orientou-se pela indagação: de que maneira a formação proporcionada pela Escola Superior de Soldados da Polícia Militar do estado de São Paulo, no município de São Paulo, influi nas relações raciais dos agentes policiais com os cidadãos? Os resultados confirmam a indicação da literatura de que a instituição se recolhe perante temas de desigualdade racial e discriminação pela polícia, transmitindo categorias abstratas a serem preenchidas pelas representações anteriores e posteriores à formação do suspeito e do bandido. O papel auto-conferido da corporação dispensa sua atribuição educadora em prol de uma assimiladora, em que não há espaço para a reflexão, mas para o condicionamento dos corpos a respostas automatizadas e intuitivas.
This research tackles the interaction between police and racial inequality. More specifically, it dwells on how democratic policing manifests itself in racially unequal societies. After assessing the existence of racial inequalities regarding the access to rights to life and safety, one wonders how this racial bias is produced and reproduced. To this effect, a review of the national literature on police violence and excessive use of force by police is performed. We observe the development and consolidation of researches associating race to police brutality outcomes. We investigate the coinage of the term racial profiling, drawing on similarities and specificities of its use in Brazil and in the United States. In Brazil, we verify that researches on racial profiling focus either on accessible statistical data (regarding arrests by flagrante delicto and police use of lethal force) or social representations that guide police practices and their process of suspicion. The second class of researches indicates an abstract institutional discourse in which racialization scarcely appears (generally in order to deny race) and emphasizes the importance of police agents\' subjective constructions in materializing a race-biased conduct. Thus, our field research was guided by the question: in what ways the training provided by the Superior School of Military Police Soldiers of São Paulo state, in the city of São Paulo, influences race relations between police officers and citizens? The results confirm the literature directions that the institution curtails itself before themes such as racial inequality and racial discrimination by the police. It communicates abstracts categories to be filled with representations previous and post-training of the suspect and the criminal. The self-conferred role of the Military Police dismiss its educational attribute in favor of an assimilationist perspective of knowledge, in which there is no space for reflexive analysis, only for body conditioning to automatic and intuitive responses.

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Gomes, Hayane Mateus Silva. ""Acesso restrito” análise do racismo institucional em unidades de saúde pública em Crato-CE." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9747.

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The proposition of this research is to analyse the institucionalized racism on the public healt specialized unitof Crato; to understand the relationship and relevance. To think about the reality of the health for the Afro- descendant population in the municipality. It is also an attempt to understand how the various segments that work with healt and the black population that uses It conceive this theme. In this sense, it seeks to analyze the health institutions work has as main method the analysis of semi- structured interviews with municipal managers, coordinators of health facilities, professionals and patients. Finally, those of African descent are far from benefiting fully the rights granted to them, to denounce many situations negligence, constraints and discrimination in public facilities, demonstrate the effectiveness of institutional racism, the narratives of black patients compared to white patients out this well.
A proposta dessa pesquisa é analisar o racismo Institucional na unidade pública de saúde Centro de Especialidades do Crato; compreender a relação e sua pertinência para pensar a realidade da saúde da população afrodescendente no município. É também uma tentativa de entender como os diversos segmentos que trabalham com a saúde e a população negra que se utiliza dela concebem essa temática. Nesse sentido, procura-se analisar como as instituições de saúde trabalham para garantir à pessoa negra a promoção, proteção e recuperação da sua saúde. O trabalho tem como método principal a análise das entrevistas semiestruturadas realizadas com os gestores municipais, coordenadores das unidades de saúde, profissionais e pacientes. Por fim, os afrodescendentes estão longe de se beneficiar integralmente dos direitos que lhes são concedidos. Ao denunciarem diversas situações de descasos, constrangimentos e discriminação nas unidades públicas, comprovam a eficácia do racismo institucional, as narrativas dos pacientes negros em relação aos pacientes brancos destacam bem isso.

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Eurico, Márcia Campos. "Questão racial e serviço social: uma reflexão sobre o racismo institucional e o trabalho do assistente social." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/17519.

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The complexity of the racial relationships in Brazil reveals the battle field in which the social service is called out to intervene, because the ethical-political project that guides social worker's professional work is bearer of a social management in the perspective of the collective fellows' emancipation. The present work is a result of the research and reflection on the institutional racism and social worker's duty. It seeks to investigate professionals' perception concerning the racism, prejudice and the racial discrimination in their everyday work, from the way the institutions are organized. One of the hypotheses is that the professional work suffers interferences of the institutional racism, which strengthens the naturalization and culpability of the black people for its major permanence in the most vulnerable layers of the brazilian society, complicating the proposition of actions that modify this reality. The research unveiled the difficulty of articulation between professional ethics and the social worker's everyday work. The racism remains as the racism from the other and the social service also produces the silence that reigns in the society regarding the need to consider the specialties of the black population. We realize that the ethical-political positioning in relation to racial matter passes through the knowledge and/or engagement in the fight by the several social movements against the discrimination, in all its forms, it being race, sexual orientation, religious choice, etc. For all that has been said, nowadays, the lack of professional commitment in relation to the social matter is not tolerable anymore, whether there's a wide debate in the society on the promotion of the racial equality - although historically the dominant groups continue trying to disqualify the collective fight - or because the professional ethical-political project of the social service, explicit in the Ethics Code of 1993 recognizes freedom as central ethical value, it proposes the uncompromising defense of the human rights, the elimination of all prejudice forms and the non discrimination as fundamental ethical principals
A complexidade das relações raciais no Brasil revela o campo de disputas em que o Serviço Social é chamado a intervir, pois o projeto ético-politico que orienta o trabalho profissional do assistente social é portador de uma direção social na perspectiva da emancipação dos sujeitos coletivos. O presente trabalho é resultado da pesquisa e da reflexão sobre o racismo institucional e o trabalho do assistente social. Busca-se investigar a percepção dos profissionais acerca do racismo, do preconceito e da discriminação racial no seu trabalho cotidiano, a partir da forma como as instituições estão organizadas. Uma das hipóteses é que o trabalho profissional sofre interferências do racismo institucional, que fortalece a naturalização e a culpabilização da população negra por sua permanência majoritária nas camadas mais vulneráveis da sociedade brasileira, dificultando a proposição de ações que modifiquem essa realidade. A pesquisa desvelou a dificuldade de articulação entre ética profissional e o trabalho cotidiano do assistente social. O racismo permanece como o racismo do outro e o Serviço Social também reproduz o silêncio que impera na sociedade quanto à necessidade de considerar as especificidades da população negra. Percebemos que o posicionamento éticopolitico em relação à questão racial passa necessariamente pelo conhecimento e/ou engajamento na luta travada pelos diversos movimentos sociais contra a discriminação, em todas as suas formas, seja por raça/etnia, orientação sexual, opção religiosa, etc. Por tudo o que foi exposto, não é mais tolerável na atualidade a falta de compromisso profissional coletivo em relação à questão racial, seja porque há um amplo debate na sociedade sobre a promoção da igualdade racial - ainda que historicamente os grupos dominantes continuem tentando desqualificar a luta coletiva -, seja porque o projeto ético-politico profissional do Serviço Social, explicitado no Código de Ética de 1993 reconhece a liberdade como valor ético central, propõe a defesa intransigente dos direitos humanos, o empenho na eliminação de todas as formas de preconceito e a não discriminação como princípios éticos fundamentais

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Santos, Tiago Vinicius André dos. "Racismo institucional e violação de direitos humanos no sistema da segurança pública: um estudo a partir do Estatuto da Igualdade Racial." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-16052013-133222/.

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Durante o século XX, o Brasil procurou reduzir ou eliminar a discriminação contra a população negra por meio de legislações punitivas com a finalidade de coibir a discriminação direta. O Estatuto da Igualdade Racial (Lei n.º 12.288/10) inova o ordenamento jurídico trazendo, explicitamente, a modalidade da discriminação indireta, que tem como um dos seus fundamentos a discriminação/racismo institucional. Pretendemos investigar a discriminação contra os negros, no contexto da segurança pública, sob a perspectiva desta modalidade de discriminação (institucional). A linha condutora de nossa pesquisa tem como eixo central a íntima ligação entre Democracia e Direitos Humanos, o que significa dizer que, nos regimes democráticos, é obrigação do Estado garantir a segurança pública com o devido respeito aos direitos humanos e o pleno exercício da cidadania. A partir destas premissas, passaremos a investigar quem são as maiores vítimas de um padrão de violência praticado por agentes responsáveis pela segurança pública e que atinge os cidadãos comuns. Segundo as estatísticas, os negros são vítimas costumeiras de perseguição, tortura e morte, além de mais numerosos na população carcerária. O racismo institucional na segurança pública é discutido, num primeiro momento, levando-se em consideração aspectos jurídicos, históricos e sociológicos relevantes para a compreensão da violência policial incidente sobre a população negra (crime, criminologia, segurança pública, polícia e sua relação com a questão racial no Brasil) e, num segundo momento, a partir de uma perspectiva jurídica, como uma forma de discriminação indireta.
During the twentieth century, Brazil sought to reduce or eliminate discrimination against the black population through punitive legislation in order to inhibit direct discrimination. The statute of Racial Equality (Law n.º 12.288/10) innovates the Law bringing the explicit form of indirect discrimination, which is a foundation of discrimination/ institutional racism. We intend to investigate discrimination against blacks in the context of public safety, from the perspective of this type of discrimination (institutional). The guiding principle of our research is the central axis of the intimate connection between Democracy and Human Rights, which means that, in a democracy regime, is the states obligation to ensure public safety with total respect for human rights and full citizenship. From this premises, we will investigate who is the biggest victims of a pattern are of violence committed by officials responsible for public safety and that affects ordinary citizens. According to statistics, blacks are usual victims of persecution, torture and death, and they are the bigger population in prison. Institutional racism in public safety is discussed at first, acknowledging account legal, historical and sociological studies important to the understanding of police violence incident on the black population (crime, criminology, public safety, police and its relationship to the racism in Brazil), and, second, from a legal perspective, as a form of indirect discrimination.

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Sánchez, Ares Rocío. "Latinx Women's Leadership: Disrupting Intersections of Gendered and Racialized “Illegality” in Contexts of Institutionalized Racism and Heteropatriarchy." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108174.

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Thesis advisor: Leigh Patel
Despite the 1982 Plyler v. Doe court decision, which upheld the constitutionality of undocumented youth having access to public K-12 education in the United States, Latina students who are undocumented face unique educational and societal barriers. Material and psychological conditions of “illegality” permeate these young women’s social worlds (Muñoz, 2015). Latina students continue to lag behind their Latino and white peers as a result of historically built gendered and raced school structures of dispossession (Cammarota, 2004; Fine & Ruglis, 2009). This institutional ethnography used the lens of intersectionality theory (Crenshaw, 1991; Collins, 1998) to examine how ten Latina students navigated “illegality” in schools, the state house, and an immigrant youth-led organization. Intersectional analyses of the Latinas’ multiple experiences within and across institutional structures shed light on the specific ways that “illegality” and heteropatriarchy manifested, changed or remained stagnant, interconnected with race and class, and how these junctures were negotiated in undocumented spaces of resistance. Based on intersectional analysis of policies, interview, and observation data, it became apparent how nationalistic discourses of citizenship were embedded in structures of white racism and heteropatriarchy. The Latinas of color in the study predominantly endured interlocking forms of gendered and racialized oppression, including sexual violence, which became a dimension of intersectional disempowerment that men of color and white women seldom confronted. Based on findings from interview and observation data, this institutional ethnography challenges gendered and raced nativist conceptions of U.S. citizenship, reclaiming pathways for undocumented communities as well as action-oriented educational policies, theories, and pedagogies rooted in intersectional frames aimed at decentering heteropatriarchal whiteness in the construction of the nation state (Collins, 1998), and more in accordance with the fluid, complex realities of interlocked global economies, local cultures, and transnational citizenry
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Bishop, Anne Charlotte. "A conceptual framework for understanding the institutional dynamics of a university responding to an allegation of racism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ55438.pdf.

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Robinson, Carl L. "Reconceptualizing the Implications of Eurocentric Discourse Vis-à-Vis the Educational Realities of African American Students With Some Implications for Special Education." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1083270345.

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23

Hitchmough, Sam. "African-American alternative patriotism and aspects of cultural resistance to institutional racism in Chicago between 1963 and 1976." Thesis, Keele University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242277.

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Robinson, Carl L. "Reconceptualizing the implications of Eurocentric discourse vis-á-vis the educational realities of African American students with some implications for special education." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1083270345.

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Cacho, Patricia. "Black and minority ethnic young people : exploring the silences in the Scottish Highlands." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22933.

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In this thesis I analyse the dynamics of youth, race and rurality by considering the life experiences of young people in relation to race and racism through a small –scale study I have conducted over eight months. The study also investigates the aspirations of eight black and minority ethnic young people living in the Scottish Highlands. The study found that young people’s experiences of racism and racial microaggressions were exacerbated by a ‘conspiracy of silence’ in which institutional actors such as service providers, who are there to support and encourage young people, have knowingly, or inadvertently, contributed to undermining, marginalising and excluding black and minority ethnic young people through misunderstanding or misrecognition of experiences of racialisation in rural areas. I observed how these minority young people engaged in strategies of resistance and resilience as a prevalent response when negotiating racist experiences and racial microaggressions. It was further evident that the deficient practices of institutional actors, such as teachers, youth workers and most service providers play a tangible role in perpetuating racism and racial discrimination in the Highlands. The study recommends that to reduce bias and discrimination against black and minority ethnic pupils requires a range of strategies ranging from enhancing teacher confidence in teaching and addressing different forms of racism, a need for teachers to have training on anti-racist education and pedagogical approaches, recruitment of black and minority ethnic practitioners for different service provision, recognition and promotion of the benefits of multilingualism and opportunities for white majority pupils to have greater exposure to diversity in rural Scotland.

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Mohon-Doyle, Keely i. Mobley. "REVISING THE RHETORIC: AN INSTITUTIONAL CRITIQUE OF INTERNATIONAL STUDENT ORIENTATION AND THE RHETORICAL REPRESENTATIONS OF INTERNATIONAL STUDENT IDENTITY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500305599966207.

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CUNHA, Lilian do Carmo de Oliveira. "Racismo Institucional: desafios e perspectivas na implementa??o de pol?ticas p?blicas antirracistas na FAETC." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2332.

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This paper establish a discussion of the implementation of antiracist public policies as well as fight against institutional racism present in school institutions, have in mind that institutional racism refers to the manifestation of racism in the organizational structures of society. The principal issue of this research is: considering the existence of a social system that institutionalized racism by directly influencing pedagogical practices and racial relations in educational institutions; and public policies, specifically those aimed at correcting these racial inequalities in relation to school education, what obstacles are faced by teachers so that these legal anti-racist devices translate into concrete proposals for action? Thus, the aim of this research is understand how was builded the antiracist policies in the Funda??o de Apoio ? Escola T?cnica (FAETEC) [Foundation of Support in the Technical School] as well as what were obstacles faced by this implementation in this educational institution. In order to fulfil the major issue, the theoretical support will establish a dialogy with a historical perspective of racism in Brazil, reckon the conceptions of racism and institutional racism as well. Besides recognize how this conceptions reflect in the school context. These approaches will be supported by relevant research as Ant?nio S?rgio Alfredo Guimar?es (2009), Carlos Hasenbalg (2005), George Reid Andrews (1998) e Valter Roberto Silv?rio (2002), as well as official documents of the Ministry of Education that discuss an issue addressed
O presente trabalho prop?e a discuss?o da implementa??o de pol?ticas p?blicas antirracistas como forma de enfrentamento ao racismo institucional presente nas institui??es escolares, tendo em vista que o racismo institucional refere-se ? manifesta??o do racismo nas estruturas de organiza??o da sociedade. Neste sentido, a quest?o central que orienta esta pesquisa ?: considerando a exist?ncia de um sistema social que institucionalizou o racismo influenciando diretamente as pr?ticas pedag?gicas e rela??es raciais nas institui??es educacionais; e as pol?ticas p?blicas, especificamente as que objetivam corrigir estas desigualdades raciais no tocante a educa??o escolar, quais os obst?culos enfrentados pelos docentes para que estes dispositivos legais antirracistas se traduzam em propostas concretas de a??o? Assim, o objetivo principal desta investiga??o ? compreender de que modo a trajet?ria da implementa??o das pol?ticas antirracistas na Funda??o de Apoio ? Escola T?cnica ? Faetec ? representada e quais os desafios s?o inerentes a esta. Para dialogar com as quest?es aqui colocadas, o trabalho se apoiar? teoricamente na perspectiva hist?rica do racismo no Brasil, nas concep??es de racismo e racismo institucional e nos reflexos destes no contexto escolar. Discutir? tamb?m os conceitos de antirracismo e a??o afirmativa. Estas abordagens ter?o como aporte as pesquisas de Ant?nio S?rgio Alfredo Guimar?es (2009), Carlos Hasenbalg (2005), George Reid Andrews (1998) e Valter Roberto Silv?rio (2002), bem como documentos oficiais do Minist?rio da Educa??o que discutem a tem?tica abordada

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Fathimah, Fida. "The Extractive Institutions as Legacy of Dutch Colonialism in Indonesia : A Historical Case Study." Thesis, Uppsala universitet, Industriell teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376456.

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While some countries are thriving in political stability and economicprosperity, others are struggling with political instability and poverty. The fundamental difference between the successful and the failed nations boildown to their institutions, as stated by Acemoglu and Robinson in their influential institutional economics work, “Why Nations Fail”. Inclusive institution is the reason why some countries achieved economic success and prosperity because they allow the population to participate and take advantage of the economic activities while extractive institutions hinder it incase of failed nations. The purpose of this study is to explore more closely how extractive institutions persist in an ex-colonised country in spite of institutional drift andthe political disruptions of post-colonial governments avowedly vying to rid the present of the past. Indonesia is chosen as the subject for this historical desk research case study wherein the relevant history surrounding thecolonial period and the subsequent development will be explored andanalysed through the lens of secondary literature. In addition to being based on textual evidence, the institutional economics approach will be used as a theoretical framework to break down the social, economic, and political aspects of the history. Furthermore, the mechanism of how the institutions evolve will be seen through the political development framework. The result will show that patrimonialism is present as an extractive feature in both modern and colonial Indonesia and how it has been sustained after independence. This study also suggests other extractive features as a legacy ofthe Dutch colonialism that is separate from the native tradition and customs which are Javacentrism and racism in the form of social stratification between races as a result of colonial policies.

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Delsol, Rebekah. "Institutional racism, the police and stop and search : a comparative study of stop and search in the UK and USA." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/1170/.

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This research examines the utility of the concept of institutional racism in explaining racial disparities in stop and search practice in the UK and US. The concept of institutional racism was introduced in 1960s America. The concept was politically powerful in expanding existing understandings of racial inequalities which focused on individual prejudice and cultural pathology, to showing how racist discourses can become embedded in the structures of social formation. There were a number of analytical weaknesses inherent in the term at its conception. The concept has been utilized at various points of history in the US and UK. The 1999 Macpherson Report brought the concept of institutional racism back to popular usage in the UK, particularly in discussions around discrimination and policing. Macpherson took as evidence of the existence of institutional racism the continued disparities in stop and search use. The power to stop and search people in the street suspected of criminal activity has long been a feature of British and American policing. Research in both countries has continually shown that these powers are being disproportionately exercised against ethnic minorities. Thus this thesis explores whether the concept is useful in explaining disproportionate stop and search outcomes. The research is based on a study of police officers from two forces in the UK and two police departments in the US. It uses semi-structured interviews, observations and draws on official policy documents and statistics. The purpose of the research is to gain an understanding of the circumstances and decision-making by officers as they conduct stop and search and to understand the context in which these decisions take place. The findings reveal that discriminatory outcomes in stop and search are the product of not only the actions of individual officers but also national and local policies and practices. These policies and practices are devised and implemented by social actors. The disproportionate outcomes not only result from racism but also prejudice based on class and gender. The concept of institutional racism reifies individual institutions and obscures the role of social actors in institutions, who shape the policies and practices of an institution. Without an understanding of the contexts in which people draw on race ideas and what features of their social position allows them to assert these ideas into the policies and practices of an institution we are unable to apportion responsibility and build reform agendas. Thus institutional racism fails to explain the disparities in stop and search use in the UK and US.

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Arandas, Wagner Solano de. "O Racismo Institucional Contra os Negros na Polícia Militar." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4435.

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The present work aims firstly to pursue an interpretative analysis about instances of racism inflicted upon blacks by the Military Police. Although, there was an almost complete lack of data concerning the theme proposed here, a new strategy was developed to try and explain why these instances of racial discrimination were never reported and why data was neither collected by the Police and the Justice department nor included in arresting reports. Secondly, it reexamines the role of the Military Police in order to free it from outdated practices and to transform it into an institution that defends citizenship according to the Illuminist principles of human rights, without giving way to overtly ideological utopias. The need to recognize racism as a social issue goes far beyond the role of the Police. Nonetheless, an Institution that represents a Democratic State and its rights should not use such practices.
O presente trabalho de dissertação pretende construir uma análise interpretativa, acerca das relações racistas infligidas pela Polícia Militar contra os negros. Embora os estudos esbarrassem na ausência quase total dos dados sobre a temática proposta, outra estratégia foi adotada para explicar este fenômeno social, passando a estudar por que estes elementos não eram relatados, e muito menos quantificados em delegacias, relatórios de apreensão e Secretaria de Segurança. Outro empenho realizado diz respeito à forma de se pensar a Polícia Militar, livre dos antigos vícios e aplicadora de uma defesa cidadã pautada nos princípios iluministas dos direitos humanos, sem cair nas ideologias exageradamente utópicas. O reconhecimento do racismo como problema social está para além da Polícia e, evidentemente, uma instituição que representa o Estado Democrático de Direito não deve apresentar tais práticas.

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Ramadan, Ibtihal. "Experiences of Muslim academics in UK Higher Education Institutions." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/31350.

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The intertwining of political, economic, societal and global changes has resulted in accentuating even more so the 'Muslim question', both domestically and globally. Research has shown that the negative focus Muslims and Islam receive in the West is becoming increasingly mainstreamed, not only through the media, but principally through mainstream political discourse. This mainstreaming is within a global and local narrative of a 'war on terror'. The former followed 9/11 at the outset of this millennium and the latter is represented in the myriad of 'anti-terrorism' initiatives recently augmented in the UK by the Prevent duty. This intensely hostile backdrop has nurtured 'normative truths' about Muslims/Islam. Although Islamophobia did exist long before 9/11, it has now become commonplace and, even, legitimised within the context of tackling terrorism, affecting the experiences of the majority of Muslims in the West and elsewhere in diverse ways. British academia has opened its doors to non-traditional academics, including those from racial and/or ethnic minority backgrounds. Equality policies have been developed, particularly subsequent to the Race Relation Amendment (2000), which has sought to fulfil the recommendations of the Macpherson report (1999). Nevertheless, inequalities do permeate British academia and the experiences of non-traditional academics have been tainted by institutional racism, in both quantity and quality. Statistics attest the former, highlighting the underrepresentation of non-traditional academics in British academia, more particularly in senior leadership and professorial positions. Empirical research findings attest the latter through citing several factors, including career trajectory barriers and the double standards racial bias that operates in a subtle way within higher education institutions (HEIs). These broader and institutional dimensions set the scene for this thesis, the aim of which is to examine the experiences of Muslim academics. The particular experiences of this group of academics have been ignored in previous research, as faith/belief matters have largely been overlooked in studies that explored the experiences of minority academics. This thesis adopts a qualitative approach utilising theoretical bricolage that principally draws on Critical Race Theory (CRT). The notion of race in CRT is, however, expanded to include faith/belief. The thesis also draws on Post-colonial and De-colonial theories, Bourdieu's concept of 'habitus' and Fraser's model of 'status recognition'. It explores the perceptions of Muslim academic participants regarding their own personal/professional identities and how Muslim academics negotiate their Muslim-ness in academia and considers how wider narratives have influenced how they speak about their 'Muslim identity'. The views of the participants are particularly important to examine the extent to which, if any, the 'normative truths' have penetrated academia. This thesis also examines the perceptions of the participants regarding their career experiences and considers whether the experiences of this group of Muslim academics corresponds to, or differs from, the experiences of their fellow non-traditional academics. The Whiteness of the academy was an overarching theme, under which the participants' experiences of racism vis-a-vis job opportunities, career advancement and the multi-faced forms of epistemic racism were discussed. Exceptionalism seemed to be a pre-requisite of gaining a positive experience. Not only did exceptionalism temper perceptions of 'otherness', but being exceptional was an aspect that advanced the career trajectories of some of the participants. Silence was another major theme that recurred in various forms across the fieldwork. These silences appear to have been a consequence of the wider stigmatisation of the Muslim identity, which became evident in the ways some of the participants chose to go about interpreting, or declaring, their Muslim-ness in their workplace. While being Muslim created challenges and required some of the participants to exert substantive negotiations and efforts to fit in, it was advantageous for others, in terms of their career trajectories. Religious micro-aggressions were habitual to the participants with regards to their interactions with staff, and this was particularly acute for females wearing the hijab, where the religious micro-aggressions in HEIs took on a gendered aspect of the 'Muslim problem'. Silence also penetrated the narratives in relation to issues of institutional racism. Networking with other non-white academics was another main theme that featured in the accounts. Muslim academic participants, like other non-traditional academics seek support and mentorship from other minoritised academics to be able to survive in academia. The current study concludes by suggesting that there is a need for more consideration to be given to the aspects of faith/belief in HE policy and practice. This needs to be conducted within a framework that acknowledges the existence of religious microaggressions and the overwhelming normativism of Whiteness in academia.

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CARVALHO, Josédla Frada Costa. "A oportunidade da cor: judicialização das cotas sociorraciais da UFMA." Universidade Federal do Maranhão, 2016. http://tedebc.ufma.br:8080/jspui/handle/tede/1846.

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This is an anlisys about the cause and effects of the judicialization attempted towards the social and racial affirmative action police used in the graduation courses at UFMA, from a relational reflection upon the field in dispute, enfolding the candidates, the commission of enrollment validation, the superior administration of the institution, the and the Federal Justice of the State. Some analytical categories, black person, affirmative actions, institutional racism, hetero-identification and judicialization, are disposed in order to understand these processes enlightened by the peculiarities of the ethnic and racial relations in Brasil. I also resort to a careful documental analysis about the public notices that regulate the entrance in the higher education and the legal demands protocoled by the Union Public Defence, in Maranhão, against UFMA, due to the administrative acts of the Commission of Enrolment Validation, making a counterpoint between the formal prediction of rights and its efficacy for the historical excluded segments of the population, with the intention of identifying how much this judicialization compromises the democratization process of accessing the higher education. For that, I establish a dialogue between institutional racism and social-racial inequalities, pointing out the affirmative actions as a feasible way to minimize the distances between black person and Brazilian educational system.
Esta é uma análise sobre as causas e efeitos da judicialização intentada à política de cotas sociorraciais, adotadas para o ingresso nos cursos de graduação da UFMA, a partir de uma reflexão relacional do campo em disputa, envolvendo, os candidatos, a Comissão de Validação de Matrícula, a administração superior da instituição e a Justiça Federal do Estado. Algumas categorias analíticas como, negro, ação afirmativa, racismo institucional, heteroidentificação e judicialização, são acionadas com a finalidade de compreender esses processos à luz das peculiaridades das relações étnico raciais no Brasil. Recorro, também, a uma análise documental criteriosa sobre os editais que normatizam o ingresso ao ensino superior e as demandas judiciais protocoladas pela Defensoria Pública da União, no Maranhão, contra a UFMA, em razão dos atos administrativos da Comissão de Validação de Matrícula, fazendo um contraponto entre a previsão formal de direitos e a sua eficácia para os segmentos historicamente excluídos da população, na intenção de identificar, em que medida essa judicialização compromete o processo de democratização do acesso ao ensino superior. Para tanto, estabeleço um diálogo entre racismo institucional e desigualdades sociorraciais, apontando as ações afirmativas como um caminho viável para minimizar as distâncias entre negros e não negros no sistema educacional brasileiro.

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Gruber, Sabine. "Skolan gör skillnad : Etnicitet och institutionell praktik." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8775.

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Studien undersöker hur etnicitet görs till en central kategori för skolans sociala organisation och används för att markera skillnader och därigenom gör elever till svenskar och invandrare. Intresset riktas också mot hur etnicitetskonstruktioner är förbundna med social komplexitet och samspelar med andra relationer, särskilt kön och klass. Studien är baserad på etnografiska fältstudier i en högstadieskola, som framförallt omfattar deltagande observationer av klassrumssituationer, olika typer av möten för personalen samt informella samtal där lärare diskuterar sitt arbete och elever. Detta har kompletterats med intervjuer. Av studien framgår att de skillnader som genereras och upprätthålls via skolpersonalens handlande, resonemang och interaktioner med eleverna måste förstås som sammansatta, varierande och nära förbundna med skolsammanhanget. Detta innebär att enskilda elever inte enbart och omväxlande identifieras som invandare eller svenskar, utan beroende på sammanhanget också uppfattas vara detta i olika omfattning. Exempelvis blir elever som presterar väl i skolarbetet i mindre utsträckning identifierade som invandrare. En viktig iakttagelse är att skolpersonalens dagliga arbete med eleverna omges av höga ambitioner vad gäller rättvisa och tolerans, men att dessa intentioner sällan förenas med insikt om de maktaspekter som omger sociala relationer. Istället överskuggas den dagliga praktiken av det som är relaterat till att fullfölja olika undervisningsmoment, där uppmärksamheten koncentreras till klassrumssituationen framför att synliggöra eller diskutera elevers skilda erfarenheter och livsvillkor. Därigenom riskerar även skolans intentioner och möjligheter att arbeta för jämlikhet och mot diskriminering att förvandlas så att den snarare producerar och upprätthåller ojämlika relationer.
The study examines how ethnicity is turned into a central category for the social organisation of the school and used to emphasise differences, whereby students are categorised as Swedes and immigrants. Interest is also levelled at how ethnicity constructions are bound up with social complexity and interact with other relations, especially gender and class. The study is based on ethnographical field studies in a comprehensive secondary school, primarily consisting of participant observations of classroom situations, different types of staff meetings and informal discussions where teachers talk about their work and students. This has been complemented with interviews. The study shows that the differences that are generated and sustained through the school personnel’s actions, argumentation and interactions with the students are complex, varied and closely bound up with the school context. This means that individual students are not only and alternately identified as immigrants or Swedes, but are dependent on contexts that can also be understood in a variety of ways. For example, students who are successful in their schoolwork are, to a lesser extent, identified as immigrants. One important observation is that the school personnel’s everyday work and contact with the students are ambitious when it comes to justice and tolerance, but that these intentions are seldom combined with insights into the power aspects associated with social relations. Daily practices are instead overshadowed by the need to accomplish certain teaching elements, where attention is focused on the classroom situation in preference to highlighting or discussing students’ individual experiences and living conditions. The school personnel’s intentions and possibilities of working towards equality and against discrimination are thus transformed so that the school instead produces and sustains relations of inequality.

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PACE, ?ngela Ferreira. "Afro-brasileiros e racismo institucional: o papel do concurso na democratiza??o de acesso aos cargos p?blicos." Universidade Federal Rural do Rio de Janeiro, 2012. https://tede.ufrrj.br/jspui/handle/jspui/1498.

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The contemporary globalized scenery has brought people a greater range to information and hence to opportunities in the labor market. In this context, there was the emergence and the consolidation of public exam, as the main mechanism for admission to public jobs. It is believed that through public exams, there is room for all those who fill the requirements for a particular public job and have equal conditions of competition. This investigation has emerged from the interest of the researcher to understand the real role that public exams can play in the selection process for joining the public jobs, in Brazil, particularly, with regard to the access democratization of Afro-Brazilians to public service careers. It has been aimed to analyze many relevance aspects, since the appearance of the exam in the legal system till nowadays. Historical aspects that influenced the implementation of the competition are discussed as a mechanism of access to service employee career in Brazil, as well as the laws that rules this instrument, since the Imperial period. Emphasis is given to its importance as a vehicle for democratization by examining, therefore, existing legal regulations and documents on the subject. The research has a strong qualitative bias, using statistical data resources. The survey sample covers data extracted from SIAPE system in relation to self-declarations related to color and ethnicity of teachers and technical-administrative servers from UFRRJ, especially those hired in the past 6 years. It has also been adopted as methodological procedure, the application of semi-structured interviews with teachers of public universities, who are researchers of ethnic-racial relations in Brazil, coming from IES located in different geographical regions, following the method of critical discourse analysis, based on I?iguez, It has still been focused the influence of institutional racism in Brazilian society, from its roots and, highlighted, in the conduction of public exams, especially those who have stage presence. It should be noted that the analysis of material collected in the field has been made according to the basic theoretical research, as well as other academic support. It has been demonstrated how education, in the way it is presented is a major factor in perpetuating racial inequality and, therefore, hoe it interferes in a negative manner on the effectiveness of the meritocratic system. It has also tried to evidence how the system of compensatory actions can help to make up for the servile past to what the black people were submitted and how ethnic-racial inequalities were constructed and legitimated by the state, that insists on imposing them the myth of racial democracy that brings a scene of discriminations, prejudices and inequalities.
O cen?rio contempor?neo globalizado trouxe ?s pessoas um alcance maior a informa??es e, consequentemente a oportunidades no mercado de trabalho. Neste contexto, houve o aparecimento e a consolida??o do concurso p?blico, como principal mecanismo de ingresso aos cargos p?blicos. Acredita-se que mediante o concurso p?blico, abre-se espa?o para que todos aqueles que preencham os requisitos para determinado cargo p?blico, tenham condi??es igualit?rias de competi??o. Esta pesquisa surgiu a partir do interesse da pesquisadora em compreender o real papel que o concurso p?blico pode desempenhar nos processos de sele??o para o ingresso nos cargos p?blicos, no Brasil, em especial, no que diz respeito ? democratiza??o de acesso de Afro-brasileiros ?s carreiras do servi?o p?blico. Foram analisados aqui v?rios aspectos de relev?ncia, desde o surgimento do concurso no ordenamento jur?dico brasileiro at? os dias atuais. S?o abordados fatos hist?ricos que influenciaram a implementa??o de concurso como mecanismo de acesso ? carreira de servidores p?blicos, no Brasil, assim como a legisla??o que regula esse instrumento, desde o per?odo Imperial. ?nfase ? concedida ? sua import?ncia como ve?culo de democratiza??o examinando-se, para tanto, diplomas legais e documentos existentes sobre o tema. A pesquisa possui forte vi?s qualitativo, com recurso a dados estat?sticos. A amostra da pesquisa abrange um levantamento extra?do do sistema SIAPE, no que se refere ? autodeclara??o relativa ? cor e etnia dos servidores docentes e t?cnico-administrativos da UFRRJ, principalmente os nomeados nos ?ltimos 6 anos. Foi adotado, tamb?m, como procedimento metodol?gico, a aplica??o de entrevistas semi-estruturadas a professores de universidades p?blicas, pesquisadores das rela??es ?tnico-raciais brasileiras, oriundos de IES localizadas em diferentes regi?es geogr?ficas brasileiras, seguindo a modalidade de an?lise cr?tica do discurso, fundamentada em I?iguez (2004),. Foi enfocada, ainda, a influ?ncia do racismo institucional na sociedade brasileira, desde suas ra?zes e, em destaque, na condu??o dos concursos p?blicos, especialmente aqueles que possuem fase presencial. Ressalta-se que a an?lise do material coletado no campo foi feita ? luz do referencial te?rico basilar da pesquisa, bem como outros acad?micos como suporte. Demonstrou-se como a educa??o ? um fator preponderante para perpetuar as desigualdades raciais e, portanto, como interferem negativamente na efic?cia do sistema meritocr?tico. Procurou-se, tamb?m, evidenciar como o sistema de a??es compensat?rias pode contribuir para compensar o passado servil a que foram submetidos os negros e como as desigualdades ?tnico-raciais foram constru?das e legitimadas pelo Estado, que insiste em impor-lhes o mito da democracia racial, que traz na bagagem um cen?rio de discrimina??es, preconceitos e desigualdades.

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35

Mootoo, Alexis Nicole. "Structural Racism: Racists without Racism in Liberal Institutions within Colorblind States." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6909.

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Afro-Descendants suffer sustained discrimination and invisibility that is proliferated with policies that were once blatantly racist, but are now furtive. This study argues that structural racism is alive and well in liberal institutions such as publicly funded colleges and universities. Thus, structural racism is subtly replicated and reproduced within these institutions and by institutional agents who are Racist without Racism. This study builds on theories from Pierre Bourdieu, Frantz Fanon, Glen Loury and Eduardo Bonilla-Silva. The juxtaposition of their theoretical arguments provides a deeper insight into how structural racism becomes a de facto reflexive phenomenon in liberal and progressive institutions such as universities, which are heralded as the epitome of racism-free spaces in colorblind states. Inspired by Lieberman’s nested mixed methods approach, the study examines Afro-Descendants’ sustained discrimination and invisibility in publicly funded universities in New York City and the city of São Paulo. The success of race-based affirmative action is examined quantitatively in New York City and São Paulo. Semi-structured interviews are conducted with Afro-Descendant professors, students and administrators in New York City and São Paulo’s publicly funded liberal university systems. These interviews are conducted to (1) understand the respondents’ experiences in their respective liberal spaces as racial minorities; and (2) determine whether they have benefited or been harmed by a public policy designed to ameliorate their inferior positions. Overall, findings from this study suggest that structural racism exists and persists in New York City and São Paulo. Moreover, Afro-Descendant participants in both cities acknowledge and experience structural racism within their respective liberal university systems.

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Ruppenthal, Francieli Renata. "Um percurso possível : uma etnografia do projeto Territórios Negros em Porto Alegre/RS no âmbito da lei federal 10.639/03." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131547.

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O projeto “Territórios Negros: Afro-brasileiros em Porto Alegre” consiste em um ônibus que percorre áreas centrais de Porto Alegre com a finalidade de levar, sobretudo, o público escolar a conhecer os chamados “territórios negros”. Em funcionamento regular desde 2011, o projeto tem como objetivo auxiliar a lei federal 10.639/03 que instituiu o ensino de história e cultura africana e afro-brasileira nos currículos escolares através da visibilização dos territórios negros. O objetivo deste trabalho é evidenciar o modo como o projeto está realizando suas ações. Para tanto, a partir de uma pesquisa etnográfica, acompanhei os percursos do ônibus, observando as interações entre monitores e “passageiros”. Com essas observações percebi que o projeto “Territórios Negros” constitui-se em um espaço de compartilhamento de narrativas, histórias e experiências. Embora o projeto tenha proporcionado o percurso a um grande número de participantes e tenha contribuições educacionais, ele não possui o reconhecimento adequado. As dificuldades de reconhecimento do sucesso do projeto foram analisadas paralelamente a outras políticas públicas que se referem a questões étnico-raciais, a partir das reflexões sobre o conceito de racismo institucional, as quais ajudaram a identificar, através dos exemplos empíricos, dispositivos que reproduzem tais práticas.
The project “Black Territories: Afro-Brazilians in Porto Alegre” consists in a bus that travels through central areas of Porto Alegre with the goal of, above all, enabling school students to gain awareness of so-called “black areas”. In operation regularly since 2011, the project aims to support federal law 10.639/03 which promotes the teaching of African and African-Brazilian history and culture in school curricula by improving the visibility of black areas. The aim of this work is to demonstrate how the project is meeting these objectives. Therefore, as a form of ethnographic research, I followed the bus route, observing the interaction between monitors and “passengers”. Through these observations, I realized that the “Black Territories” project establishes a space for sharing narratives, stories and experiences. Although the project has provided opportunities to a large number of participants and has educational merit, it does not have proper recognition. This work analyses the struggle for acknowledgement of the project’s success along with other public policies that refer to ethnic and racial issues. Drawing from reflections on the concept of institutional racism, these policies helped identify, through empirical examples, mechanisms that reproduce such practices.

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Salmons, Patrick Jeremiah. "Hip Hop, Bluegrass, Banjos, and Solidarity: Race and Class Histories in Appalachia U.S.A." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103782.

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This dissertation examines the historical race and class tensions across the United States, and particularly focuses on Appalachia as a potential place of resistance against racial and class injustice. Arguing for a thick cross-racial solidarity movement, I examine the history of Black oppression from slavery to current modes of oppression such as mass incarceration and colorblind constitutionalism. The presence of anti-Black racism and under acknowledgement of whiteness hinders any form of cross-racial solidarity. To combat this, I ask, are the genres of hip hop, bluegrass, and country able to provide a reckoning of the continual racial oppression of Black people and an acknowledgement of whiteness, in Appalachia and the U.S.? I examine the historical progression of bluegrass and country, and hip hop, through the history of the banjo and music industry. The banjo, an African instrument, links Appalachia with histories of both Black expression and racial oppression. From here, I argue that the history of the music industry provides a further understanding of racial injustice that is parallel to the instances of institutional racial injustice in the U.S. This history provides evidence that Black artists used their music to enable social movements and resistance against systemic racial injustice in the U.S. Throughout several chapters, I analyze the many untold, forgotten, and hidden histories of Black racial violence that exists in the U.S. and Appalachia, and how music operates as a tool of resistance that can enable Black liberation against racial injustice. Through an examination of racial injustice in my hometown of Martinsville, Virginia, and using music as a tool, I suggest that, a thick cross-racial solidarity can exist with a recognition of historical racial injustice against Blacks, both locally and nationally, an acknowledgment of whiteness, an anti-racist framework for community activism, and a centering of Black voice, narrative, and Black liberation.
Doctor of Philosophy
This dissertation examines the historical race and class tensions across the United States, and particularly focuses on Appalachia as a potential place of resistance against racial and class injustice. Arguing for a thick cross-racial solidarity movement, I examine the history of Black oppression from slavery to current modes of oppression such as mass incarceration and colorblind constitutionalism. The presence of anti-Black racism and under acknowledgement of whiteness hinders any form of cross-racial solidarity. To combat this, I ask, are the genres of hip hop, bluegrass, and country able to provide a reckoning of the continual racial oppression of Black people and an acknowledgement of whiteness, in Appalachia and the U.S.? I examine the historical progression of bluegrass and country, and hip hop, through the history of the banjo and music industry. The banjo, an African instrument, links Appalachia with histories of both Black expression and racial oppression. From here, I argue that the history of the music industry provides a further understanding of racial injustice that is parallel to the instances of institutional racial injustice in the U.S. This history provides evidence that Black artists used their music to enable social movements and resistance against systemic racial injustice in the U.S. Throughout several chapters, I analyze the many untold, forgotten, and hidden histories of Black racial violence that exists in the U.S. and Appalachia, and how music operates as a tool of resistance that can enable Black liberation against racial injustice. Through an examination of racial injustice in my hometown of Martinsville, Virginia, and using music as a tool, I suggest that, a thick cross-racial solidarity can exist with a recognition of historical racial injustice against Blacks, both locally and nationally, an acknowledgment of whiteness, an anti-racist framework for community activism, and a centering of Black voice, narrative, and Black liberation.

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Roxburgh, Amy. "Voices as Weapons : Incorporating The Hate U Give in the EFL classroom to discuss institutional racism, double-consciousness and the importance of minoritized voices." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95762.

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The aim of this thesis is two-fold. Firstly, the aim is to analyze the three aspects institutional racism, double-consciousness and importance of minoritized voices in Angie Thomas’ novel The Hate U Give in connection to the thesis’ theoretical framework, Critical Race Theory. Secondly, the aim is also to argue for the inclusion of The Hate U Give in the Swedish EFL classroom, by investigating potential pedagogical implications in connection to the literary analysis and the thesis’ pedagogical framework, Critical Race Pedagogy. Potentially as a way of hoping for social justice and change for a minoritized group of people, the literary analysis of the three aspects demonstrates that Thomas depicts racial inequality as natural and fixed within many layers of American society such as economic opportunities, law enforcement, education, identities and which voices are heard vs. ignored. Therefore, this thesis argues that Thomas’ counter narrative The Hate U Give, with its portrayal of the racially inequal American society and the effects on the African American characters, could serve as a point of departure for discussions of institutional racism, double-consciousness and the importance of minoritized voices in the Swedish EFL classroom, to raise awareness of the situation for a minoritized group of people in America and connect it to the students’ own experiences and knowledge of these aspects.

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Reyff, Jennifer E. "Dismantling Structural Inequality in the Inland Empire: Rebuilding Community from the Ground up at Huerta del Valle Garden." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/937.

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This thesis provides an analytical case study of Huerta del Valle Community Garden as a successful model of redefining social capital through not only providing healthy, affordable, high quality produce to a community subjected to the disproportionate consequences of systemic inequality, but also in incorporating a food justice education framework to underlie all development at the garden. Located in the city of Ontario, Southern California – the heart of the Inland Empire, known for its prominence within the nation’s goods movement industry and its landscape of sprawling warehouses – local residents face high rates of poverty, obesity, and a lack of food access. This research identifies the socio-economic, historical factors that led to Ontario as we know it today. I argue that Ontario was founded upon institutionally racist principles, which set the region up for a future of economic disparity. It is through ‘bottom-up,’ grassroots community organizing that deeply engrained structural barriers are most successfully challenged.

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Muniz, Alexa S. "Our Sound Our Silence: Self Care in Student of Color Activism." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/783.

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Our Sound Our Silence is a performative documentary about student of color activists at Scripps College. This video project attempts to highlight the fatigue, emotional, mental, and physical exhaustion these students experience from having to work within the institution to advocate for their survival. This video project also attempts to speak to the importance of self-care for students of color and especially for those involved in activism and organizing on campus. I wanted to use the creation of this video as a means of self-care and process of healing for myself, my collaborators, and my community.

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Freeburn, Peter D. "A Few Good Men: Narratives of Racial Discrimination Impacting Male African American/Black Officers in the United States Marine Corps." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/95.

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In the United States of America (U.S.), institutional marginalization and racial discrimination remains an arguably difficult subject to understand, both conceptually and pragmatically. Regarding governmental sectors, U.S. Armed Forces are institutions where discrimination must be critically explored in an attempt to provide an understanding of the reality faced by those who actually serve. This study involved the examination into racism within a specific elite governmental sector that emphasizes a philosophy of a unified oneness of all its members. Using a phenomenological approach, the study delved into the actual impact of racism within the Marine Corps, on the lives of individual members of a historically marginalized populace, African American/Black. The research explored and analyzed the life stories of three male members of the aforementioned population group, hence seeking to answer the research question: How has Integrated Racial Diversity in the Armed Forces Impacted Experiences of Discrimination Antagonistic to Male African American/Black Marine Corps Officers as Members of a Population Historically Marginalized and Discriminated against in the United States of America? Theories incorporated in the research offered meaning to the experiences of the individual participants. Discoveries illustrated the necessity of adaptation by the individual in coping with the impact of racially charged hostilities in an environment supposedly operating with an objective of oneness of its members. Through the findings, a theory of socio-psycho-bio dissonance was developed by the researcher. This research provides recommendations on practical ways to transformatively address and seek probable resolution in conflict – institutionally.

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Willis, Sabyl M. "The House of Yisrael Cincinnati: How Normalized Institutional Violence Can Produce a Culture of Unorthodox Resistance 1963 to 2021." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright163059993550048.

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Dunck, José Augusto Magni. "Alimentação, prisão e pena: a manutenção de vidas à custa da própria substância do indivíduo." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8977.

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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The assumption is that Agrarian Law encompasses the relation of human beings to one another and to the environment in which they survive. Not only is the relationship between human beings and the environment covered by Agrarian Law, but also the relation of social groups to one another and the environment, culture, political organization, history, economics, geography and ethnicity groups. It is not possible to think about Agrarian Law without thinking about the existence of human, economic and environmental diversity, about the different ways of understanding life. Therefore, it is intended to analyze the systematic denial of the realization of the right to adequate food for people in a state of deprivation of liberty based on this assumption. Despite the high productivity of foodstuffs and the large amount of water in Brazil, several factors hamper universal access to food and water, a situation that worsens within the prison system. The state of inadequate nutrition in the prison system is diagnosed based on the conclusions of reports of inspections of the Brazilian prison units carried out by members of the Executive, Judiciary and Legislative Branch. It discusses the real function of imprisonment in the country, from colonization to contemporaneity, and the role of racial practices in the prison system that legitimize the systematic denial of adequate food, which constitutes the punishment inherent in prison- sentence. Finally, field research is carried out with prisoners and persons deprived of their liberty in prison, in order to assess the experience of these individuals with food in the prison units in the Prison Complex in Aparecida de Goiânia - Goiás and to understand the world of food in the prison, in the insofar as it is subjectively lived by these people.
Parte-se do pressuposto que o Direito Agrário abrange a relação dos seres humanos, entre si, e destes com o ambiente em que sobrevivem. Não somente a relação entre ser humano e meio ambiente é abrangida pelo Direito Agrário, mas também a relação de grupos sociais, entre si, e o meio ambiente, a cultura, a organização política, a história, a economia, a geografia, a etnicidade, etc. Não é possível pensar o Direito Agrário sem pensar sobre a existência da diversidade humana, econômica e ambiental, sobre os diversos modos de compreender a vida. Portanto, pretende-se analisar a sistemática negação da concretização do direito à alimentação adequada às pessoas em estado de privação de liberdade a partir deste pressuposto. Apesar da alta produtividade de gêneros alimentos e da grande quantidade de água no território brasileiro, vários fatores obstam o acesso universal à alimentação e a água, situação que se agrava no âmbito do sistema prisional. O estado da alimentação inadequada no sistema prisional é diagnosticado a partir das conclusões de relatórios de inspeções das unidades prisionais brasileiras realizados por membros do Poder Executivo, Judiciário e Legislativo. Discute-se a real função da prisão-pena no País, desde a colonização até a contemporaneidade, e o papel das práticas raciais no sistema prisional que legitimam a sistemática negação de alimentação adequada, que se constitui como castigo inerente à prisão-pena. Por fim, é realizada pesquisa de campo com servidores e pessoas privadas de liberdade no âmbito prisional, visando aferir a experiência desses indivíduos com a alimentação nas unidades prisionais no Complexo Prisional em Aparecida de Goiânia – Goiás e compreender o mundo da alimentação no cárcere na medida em que é subjetivamente vivido por essas pessoas.

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Silva, João Victor Marques da. "Trabalhadoras domésticas e o Estado Brasileiro: o racismo institucional, a teoria do reconhecimento e os direitos trabalhistas - a luta do SINDOMÉSTICO-BA no período 2010-2016." Universidade Catolica de Salvador, 2016. http://hdl.handle.net/123456730/297.

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A presente pesquisa tem como principal eixo analisar como a luta por reconhecimento das trabalhadoras domésticas, no campo do Direito do Trabalho, evidencia o racismo institucional do Estado Brasileiro, por meio de uma inclusão incompleta. Para tanto, inicialmente, discutimos o desenvolvimento histórico do trabalho doméstico no país, partindo dos fundamentos da sociedade brasileira, da confluência de raça, classe e gênero na sua conformação e do debate teórico consolidado, com o intuito de perceber o seu quadro atual de exclusão social. Em seguida, enfocamos a constituição das relações de trabalho no Brasil e o papel que o Estado assumiu para a inserção do país no sistema capitalista e para a formação do trabalho livre como realidade ampla e concreta, com a finalidade de compreender como emerge na sociedade brasileira a temática da cidadania e os seus efeitos para a classe trabalhadora e, mais precisamente, para as trabalhadoras domésticas. Nessa linha, as teorias do reconhecimento, partindo-se de Charles Taylor, Axel Honneth e Nancy Fraser, surgem como substrato teórico consistente para compreender, de um lado, como se estruturam na contemporaneidade as desigualdades históricas incidentes sobre a dinâmica das relações de trabalho doméstico e, por outro lado, como enfrentar os seus dilemas para a desconstrução simbólica e material dessa realidade. Tais teorias articulam desigualdades de cunho socioeconômicos e valores culturais que reproduzem e tornam legítimas o reconhecimento denegado das trabalhadoras domésticas, razão pela qual o debate acerca do racismo institucional se faz necessário. Por fim, cotejamos as mudanças na sua inserção sociojuridica com a agenda de representação sindical, com o propósito de demonstrar como tal agenda se move pelo binômio redistribuição - reconhecimento, sendo que a inclusão incompleta das trabalhadoras domésticas é uma construção cujo substrato regulatório está no Estado brasileiro.
The current research has as its main axis the analysis of how the fight for the female domestic workers’ recognition, in the field of labor law, showcases the institutional racism of the Brazilian State through an incomplete inclusion. To do so, at first we discussed the historical development of domestic labor in the country, from the fundamentals of the Brazilian society, confluence of race, class and gender in its formation; and from the consolidated theoretical debate, aiming to notice its current state of social exclusion. Then, we focused on the constitution of the work relations in Brazil and the role that the State assumed towards the insertion of the country in the capitalist system and for the formation of free labor as a wide and concrete reality. The goal was to understand how the theme of citizenship comes up in the Brazilian society as well as its effects for the working class and, more precisely, for the female domestic workers. Thus, the theories of recognition, from Charles Taylor, Axel Honneth and Nancy Fraser emerge as a consistent theoretical framework to understand, on the one hand, how the historical iniquities that strike the dynamics of domestic labor relations are structured. On the other hand, they help us understand how to face their dilemmas for the symbolic and material deconstruction of such reality. Those theories articulate socioeconomic iniquities and cultural values that reproduce and legitimize the recognition that is denied for the female domestic workers – which is the reason why the debate about institutional racism is necessary. Lastly, we connected the changes in the sociojuridical insertion of the female domestic workers with their agenda of union representation, aiming to show how such agenda moves through the binomial redistribution-recognition. The incomplete inclusion of those workers is a construction whose regulatory framework lies in the Brazilian State.

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Alves, Marta Mariano. "Negros(as) e a luta por reconhecimento na universidade : o Núcleo de Estudos Afro-Brasileiros, Indígenas e Africanos (NEAB) da UFRGS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170879.

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Em 2003 foi promulgada a Lei nº 10.639, que incluiu a obrigatoriedade do ensino da História e Cultura Afro-Brasileira e Africana nas escolas brasileiras. Com o objetivo de orientar a implementação da educação das relações étnico-raciais e da Lei nº 10.639/03, foram elaboradas diretrizes curriculares nacionais e outras instruções legais, que estabeleceram atribuições de apoio ao processo de implementação aos "Núcleos de Estudos Afrobrasileiros" (NEABs) das universidades brasileiras. A Lei nº 10.639/03 e as diretrizes elaboradas em consequência dessa apresentam um caráter de ação afirmativa, pois visam a valorização da identidade, memória e cultura negras, reivindicadas historicamente pelo movimento negro e organizações sociais solidárias a esse. Esta dissertação apresenta um estudo de caso que descreve a atuação do Núcleo de Estudos Afro-Brasileiros, Indígenas e Africanos (NEAB) da Universidade Federal do Rio Grande do Sul (UFRGS). A pesquisa que forneceu os dados para a dissertação teve como objetivo realizar uma análise do NEAB/UFRGS, considerando-o a partir das suas atribuições previstas na legislação educacional e também como instância político-institucional de luta por reconhecimento e promoção da igualdade racial para o povo negro brasileiro. O estudo realizado tem como referência metodológica a teoria de Robert K. Yin. Os dados coletados na pesquisa são provenientes de diferentes fontes de informação: documentos legais que dão sustentação à existência do núcleo, documentos produzidos pelo núcleo na universidade ou referentes a sua atuação; além de entrevistas realizadas com membros fundadores do NEAB. A análise dos dados foi realizada através de três categorias, que permitem visualizar as características da luta pelo reconhecimento no processo de implementação de políticas de promoção da igualdade racial para o povo negro na universidade. A primeira categoria de análise é a "luta por reconhecimento", construída com base na elaboração teórica de Axel Honneth. A segunda categoria é "lócus de luta por reconhecimento", elaborada a partir das perspectivas teóricas de Axel Honneth e Pierre Bourdieu, e considera o NEAB como um local e posição de luta pelo reconhecimento do povo negro e suas demandas históricas. E a terceira categoria de análise é o "racismo institucional", que dialoga com estudos desenvolvidos por Ivair Augusto Alves dos Santos e que permite analisar práticas institucionais que obstaculizam a promoção da igualdade racial. O estudo mostra que há avanços em relação ao debate étnico-racial, principalmente através de ações de extensão universitária, e que novas propostas nas áreas de ensino e pesquisa estão sendo pensadas e implementadas pelo NEAB. Fica evidenciado o compromisso e o esforço dos membros do NEAB e do Departamento de Educação e Desenvolvimento Social (DEDS), que atuou como correlato ao NEAB, por meio de um programa de promoção da igualdade racial. A dissertação demonstra que há uma variedade de obstáculos que precisam ser superados no processo de implementação das atribuições previstas na legislação educacional para o NEAB. Esses obstáculos caracterizam os limites institucionais atuais no contexto do NEAB e da UFRGS e precisam ser entendidos na relação com o racismo que caracteriza a sociedade brasileira.
In 2003, the Law No. 10639/03 was enacted, which included the obligatory teaching of Afro- Brazilian and African History and Culture in the Brazilian schools. In order to guide the implementation of the education of ethnic-racial relations and of the Law No. 10.639/03, national curricular guidelines and other legal instructions were elaborated and they defined attributions of support to the process of implementation for the African Brazilian Study Groups (NEABs ) of the Brazilian universities. The Law No. 10.639/03 and the guidelines draw from it have an affirmative action character, since they are aimed at the valorization of black identity, memory and culture, historically claimed by the black movement and social organizations that are in solidarity with it. This dissertation presents a case study that describes the acting of the Nucleus of Afro-Brazilian, Indigenous and African Studies (“Núcleo de Estudos Afro-Brasileiros, Indígenas e Africanos” - NEAB) of the Federal University of Rio Grande do Sul (UFRGS). The research that provided the data for the dissertation had the objective of conducting an analysis of the NEAB/UFRGS, considering its duties under educational legislation and its role as a political-institutional instance of the struggle for recognition and promotion of racial equality for the Brazilian black people. The study carried out has as methodological reference the theory of Robert K. Yin. The data collected in the research come from different sources of information: legal documents that give support to the existence of the nucleus; documents produced by the nucleus inside the university or related to its actions; in addition to interviews with founding members of the NEAB. The analysis of the data is carried out through three categories which allow to visualize the characteristics of the struggle for recognition in the process of implementing policies to promote racial equality for Afro-Brazilians in the university. The first category of analysis is the "struggle for recognition" that is built on the basis of the theoretical elaboration of Axel Honneth. The second category of analysis is "locus of struggle for recognition" that is elaborated from the theoretical perspectives of Axel Honneth and Pierre Bourdieu. It considers NEAB as a place and position of struggle for the recognition of the Afro-Brazilian people and their historical demands. And the third category of analysis is the "institutional racism" that dialogues with the studies developed by Ivair Augusto Alves dos Santos. It allows analyzing institutional practices that hinder the promotion of racial equality. The study shows that there are advances in the ethnic-racial debate, mainly through university extension actions and that new proposals in the areas of teaching and research are being considered and implemented by the NEAB. It is evident the commitment and the efforts of the members of NEAB and of the Department of Education and Social Development (DEDS), which acted as similar to the NEAB through a program to promote racial equality. The dissertation demonstrates that there are a variety of obstacles that need to be overcomed in the process of implementing the duties assigned to the NEABs by the educational legislation. These obstacles characterize the current institutional limits in the context of NEAB and UFRGS and they must be understood in relation to the racism that characterizes Brazilian society.

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Napier, Elizabeth Joann. "Issues that Prevent Students of Color from Majoring in Teacher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7169.

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As the student population in public schools throughout the United States continues to increase in ethnic diversity, the number of college students of color majoring in teacher education have remained stagnant. The local problem addressed in the study is that despite intentional recruitment efforts, college students of color are not majoring in teacher education at a university in Ohio. Bell's critical race theory was used throughout this basic qualitative study to explore what issues influence students of color to choose majors other than teacher education. Individual student interviews with 8 students of color were conducted to answer the research question regarding issues that have influenced students of color to choose majors other than teacher education at one university in Ohio. Transcripts from interview sessions were coded and analyzed to identify emerging patterns and themes. Member checks were used for accuracy in analysis, and maximum variation, with participants from 7 different majors, served to enhance credibility. At the local setting, the implications for positive social change may include bringing awareness to issues that students of color have encountered while enrolled at the study site. A broader implication for social change may be that institutions of higher education with similar demographics could benefit from the results of this study to address similar issues regarding students of color not choosing teacher education programs.

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Nabi, Shaida Raffat. "How is Islamophobia institutionalised? : racialised governmentality and the case of Muslim students in British universities." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/how-is-islamophobia-institutionalised-racialised-governmentality-and-the-case-of-muslim-students-in-british-universities(faa43fe6-a4af-47cf-893f-05dc1a2bb13a).html.

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This thesis explores how Islamophobia is institutionalised in British universities. Focussing on Muslim students, this question is largely explored through empirical research using two case study universities. Each university was examined through key university functions; namely, 'ethnic' monitoring data under the Race Amendment (2000), union politics and welfare/observance provisions. The research involved semi-structured interviews with Muslim students who were in some way 'active' on campus, as well as university/union staff between 2004 and 2006. It also included some document analysis. It is argued that Islamophobia is institutionalised through its govermentalising function and is reflected in three key modes of 'managing' Muslim students; 'absence' (invisibility), 'presence' (hyper-visibility) and 'inclusion' (liberal multiculturalism). 'Absence' refers to the absence of Muslim students as a recognised collectivity within the formal structures of the university. Thus, it is argued, Muslim student concerns about racism fail to be formally registered and remain trivialised at anecdotal levels. 'Presence' refers to the hyper-visibility of Muslim students as a troublesome 'fundamentalist'/'extremist' cohort. This is exemplified through numerous historical and contemporary sector and state interventions, but also in student union politics. 'Inclusion' refers to liberal multicultural practices that regulate Muslim students. This is observed in equality practices (e.g. university provisions) in the university and the way they function to minoritise rather than equalise the status of Muslim students. What these modes of governance emphasise is the way Muslim students are the subject of and subjected to processes of racialised management, that is, regulation, discipline and normalisation. Each of these modes are explored through interviewee accounts/documents, and (in)formed by a recursive engagement with theories of racialised governmentality. It is argued that together, these modes of racialised governmentality signify the transgressive status of Muslims. They are also seen to reflect the broader political (in)visibility of Muslims in Britain and their awkward place within British multiculturalism. Influenced by 'de-colonial' thinking and activist-based research, the thesis has sought to develop a critique of dominant and racialised discourses about Muslim students in universities. This has involved the selective use of discursive techniques and a reflexive awareness of my own positioning with research. It has also involved cognizance of the way Muslim students and Muslim communities generally, have been perceived as 'suspect' and subject to increased securitisation. In the main however, the thesis has troubled the equality practices of universities and highlighted the way they are part of, not separate from, the problem of Islamophobia.

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James, Leila Linntoya R. "The Experiences of African American Marriage and Family Therapists: Their Contributions to the Marriage and Family Therapy Field." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1576700555849642.

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Lewis, Cassandra Carol. "A balancing act an exploration of how a public flagship institution responds to pressures for racial equity and institutional excellence /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7741.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Watson, Naomi Anna. ""Here to stay ... so ... deal with it" : experiences and perceptions of Black British African Caribbean people about nursing careers." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10523.

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There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.

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Dissertations / Theses on the topic 'Institutional racism'

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