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Artykuły w czasopismach na temat "RACIAL AND SOCIAL INJUSTICE"
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Arifuddin, Aryati, Burhanuddin Arafah, Herawaty Abbas, et al. "Racial Injustice Against Blacks in the American Society as Represented in Wright’s Native Son." Theory and Practice in Language Studies 14, no. 12 (2024): 3938–46. https://doi.org/10.17507/tpls.1412.29.
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Racial injustice refers to the unfair treatment of a specific race in a community, which disadvantages one race. Therefore, this study aimed to investigate the social consequences of systemic racism and identify the various types of racial injustices experienced by Black people in the 1930s, as depicted in Wright's Native Son. Qualitative and descriptive methods, as well as Lucien Goldmann's Genetic Structuralism methods, were used. The results showed various forms of racism, including prejudice, negative stereotypes, segregation, and social isolation. These types of injustice have had a severe impact on African Americans, as seen through the protagonist, Bigger Thomas, who represented the constant state of fear, uncertainty, and frustration inflicted upon Black people. By uncovering the different kinds of racial injustice, this study emphasized the importance of societal reflection and action in eliminating long-standing racial biases and injustices.
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Bayruns García, Eric. "Charles Mills’ Epistemology and Its Importance for Social Science and Social Theory." Logos & Episteme 15, no. 2 (2024): 137–62. http://dx.doi.org/10.5840/logos-episteme202415213.
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In Charles Mills’ essay, “White Ignorance,” and his trail-blazing monograph, The Racial Contract , he developed a view of how Whiteness or anti-Black-Indigenous-and-Latinx racism causes individuals to hold false beliefs or lack beliefs about racial injustice in particular and the world in general. I will defend a novel exegetical claim that Mills’ view is part of a more general view regarding how racial injustice can affect a subject’s epistemic standing such as whether they are justified in a belief and whether their degree of confidence in the belief is rational given their evidence. Then, in light of this novel exegetical claim, I show how this interpretation of Mills’ view about how racial injustice causes ignorance relates to proper evaluation of whether justified philosophers and social scientists count as epistemologically justified in holding the views that dominate their respective scholarly literature.
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Durrani, Ayesha Sajid, Rizwan Mustafa, and Rimsha Sameen. "Racism and Injustice: A Study of Friday Black by Nana Kwame Adjei-Brenyah (2018) Under Critical Race Theory." Global Educational Studies Review VIII, no. II (2023): 177–90. http://dx.doi.org/10.31703/gesr.2023(viii-ii).17.
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Friday Black by Nana Kwame Adjei-Brenyah (2018) masterfully examines American racial injustice, particularly towards Black people. Short stories in the book examine present racial discrimination and injustice. This study analyses Friday Black (2018) short stories for racial injustice using Delgado and Jean's Critical Race Theory (2001). The study seeks to investigate racial prejudice and its effects on black individuals. The textual analysis describes the chosen writing. The proceeding, vocabulary, and tone show racial discrimination and unfairness. The study found that black individuals are degraded and marginalized in individual, social, and legal actions. Cultural, individual, and social racism creates mistrust in people, institutions, and social values and structures through tone, materials, stereotyped depictions, and underestimating of black people.
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Eagan, Owen, and Sharifa Simon-Roberts. "The Influence of Social Justice Movies." Journal of Media Psychology 36, no. 4 (2024): 271–77. http://dx.doi.org/10.1027/1864-1105/a000431.
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Abstract: This pilot study examined the connection among social justice movies, respondents’ moral understanding of racism, and their views of social responsibility. The movies under investigation were 13TH, Just Mercy, and Queen & Slim, all of which spotlight racial injustice against the Black community in the United States. To respondents, these social justice movies underscore the role of race in advancement, offer insight into the achievement of equal rights for Black and White people and highlight racism as a glaring issue that is deeply entrenched in American society. Additionally, respondents emphasized the need to view social responsibility on a personal level, as well as a societal level and the importance of sustained collective action to address racial injustice.
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Okuwobi, Oneya Fennell. "“Everything that I’ve Done Has Always Been Multiethnic”: Biographical Work among Leaders of Multiracial Churches." Sociology of Religion 80, no. 4 (2019): 478–95. http://dx.doi.org/10.1093/socrel/sry058.
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AbstractBiographical work is the process of shaping a cohesive life story by selectively giving meaning to past events. The resulting biographies are not simple recitations of life events but narratives that illuminate what is valued in a person’s social context and how the person makes sense of life events and experiences over time. Drawing on 121 interviews from the Religious Leadership and Diversity Project (RLDP), this article investigates biographical work among head clergy of multiracial churches. I find that pastors of multiracial churches pattern their biographies after two predominant formula stories, laying claim to being people who are experienced with diversity and/or experienced with racial injustice. These formula stories reveal institutionalized understandings of biographies acceptable for pastors of multiracial churches that cut across denominational lines. The biographies of these leaders also reveal a shift toward diversity and away from recognition of racial injustice that has implications for the racial structure.
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Fugo, Justin I. "Contemporary "Structures" of Racism." Sartre Studies International 25, no. 2 (2019): 57–76. http://dx.doi.org/10.3167/ssi.2019.250205.
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This paper develops an account of racism as rooted in social structural processes. Using Sartre, I attempt to give a general analysis of what I refer to as the “structures” of our social world, namely the practico-inert, serial collectives, and social groups. I then apply this analysis to expose and elucidate “racist structures,” specifically those that are oftentimes assumed to be ‘race neutral’. By highlighting structures of racial oppression and domination, I aim to justify: 1) the imperative of creating conditions free from oppression and domination, over the adherence to ‘ideal’ principles which perpetuate racial injustice; 2) the shared responsibility we have collectively to resist and transform social structural processes that continue to produce racial injustice.
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James, Katie, Stephen J. Watts, and Sara Z. Evans. "Fairness, Social Support, and School Violence: Racial Differences in the Likelihood of Fighting at School." Crime & Delinquency 66, no. 12 (2019): 1655–77. http://dx.doi.org/10.1177/0011128719890269.
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When students feel their teachers or school rules are unfair, support from adults at school mitigates the deleterious impact of perceived injustice on school violence. We test whether there is racial variation in this strain-coping mechanism–antisocial behavior relationship. We document a relationship between perceived school fairness and adult support on fighting among racial minorities but not White students. Among White students, stronger perceptions of school fairness are associated with reduced probabilities of fighting regardless of social support. Among racial minorities, social support buffers the harmful impact of perceived injustice on fighting. Findings show that fair treatment is especially important in the context of low support and support is especially important in the context of unjust treatment for racial minorities.
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Kubota, Jennifer T. "Uncovering Implicit Racial Bias in the Brain: The Past, Present & Future." Daedalus 153, no. 1 (2024): 84–105. http://dx.doi.org/10.1162/daed_a_02050.
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Abstract Neuroscience is a fantastic tool for peeking inside our minds and unpacking the component processes that drive social group biases. Brain research is vital for studying racial bias because neuroscientists can investigate these questions without asking people how they think and feel, as some individuals may be unaware or reluctant to report it. For the past twenty-five years, neuroscientists have diligently mapped implicit racial bias's neural foundations. As with any new approach, the emergence of neuroscience in studying implicit racial bias has elicited excitement and skepticism: excitement about connecting social biases to biological machinery, and skepticism that neuroscience may provide little to our understanding of social injustice. In this essay, I dive into what we have learned about implicit racial bias from the brain and the limitations of our current approach. I conclude by discussing what is on the horizon for neuroscience research on racial bias and social injustice.
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Aymer, Samuel R. "Teaching While Black and Male and Preparing Students for Urban Social Work Practice Matters." Urban Social Work 2, no. 1 (2018): 5–16. http://dx.doi.org/10.1891/2474-8684.2.1.5.
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This article unpacks the pedagogical reflections of a Black male professor, bringing attention to issues associated with teaching while Black and preparing students for urban social work practice. The article asserts that contemporary forms of injustice cannot be understood without grasping critical historical analyses of race and racism in the United States. Ideas related to critical race theory, racial oppression, and social identities are explored. Finally, the article explicates the importance for students to become comfortable talking about racism and racial injustice in the context of working with clients.
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Gearhart, Michael. "Injustice is Ahistorical." Advances in Social Work 24, no. 3 (2024): 639–56. https://doi.org/10.18060/27431.
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The purpose of this paper is to demonstrate the importance of historical context in social work practice, research, and teaching. Understanding the evolution of racist policies and practices is necessary for developing antiracist practices that promote racial equity. Using St. Louis as a case study, the manuscript describes how racist policies and practices evolved over time between the 1900s and 1970s. These policies and practices will be examined at three levels: individual, local governance, and federal policy. The discussion section describes the implications of this history for contemporary social work research, practice, and education. In practice, understanding our history is necessary so we can identify when using racialized practices and hoping for different results. Understanding the historical context of our research can identify when our results provide support that racist policies and practices are working as designed. The interconnectedness of racist policy and practice necessitates re-thinking social work education, particularly as it relates to the divide of micro and macro social work practice.
Rozprawy doktorskie na temat "RACIAL AND SOCIAL INJUSTICE"
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Pearce, Jenny V., and Heather Blakey. "'Background of distances': Participation and the community cohesion in the North: Making the connections." International Centre for Participation Studies, 2005. http://hdl.handle.net/10454/3797.
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yes<br>The conference Participation and Community Cohesion in the North: making the
connections was held two and a half years after the North of England experienced a
summer of major social unrest.1 One delegate described these disturbances as
`attempted suicide by a community ¿ a cry for help.¿ This is a controversial image of
powerlessness and disenfranchisement, but it raises a question that goes to the
heart of our reasons for holding this conference. Does the success of Community
Cohesion depend on the ability of communities to nonviolently express their views on
the issues that concern them? Does it depend on a belief in one¿s own power to
effect change without violence? In other words does it depend on the extent to which
people see a point in working together for goals they have set themselves?
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Humphreys, Christopher. "On Black Anger: An Analytic-Philosophical Response to the Problem of Social Value." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1848.
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The fact of racial injustice in the US presents the difficult question of which emotional responses are (conceptually) appropriate to the perpetration of that injustice. Given that our answer must be informed by the nature of the injustice, this paper takes up Christopher Lebron’s diagnosis of the persistence of racial injustice against blacks in the US as a problem of social value in order to analyze a candidate response on the part of black americans. If Lebron’s theory accurately describes the problem, then it seems that anger appropriately responds to the injustice. The paper’s aim, then, is to give a positive account of black anger in response to the problem of social value. The account is informed by an analysis of “angry black literature,” i.e. a selection of essays from W. E. B. Du Bois, James Baldwin, and Audre Lorde. Approaching the subject within the framework of analytic philosophy, the paper concludes that anger is appropriate in virtue of its being a response to specific moral failures, and further notes that anger offers the ameliorative benefit of pointing out where those failures have taken place, and how we can avoid them in the future.
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Pourshahbadinzadeh, Alireza. "Hegemony and power structures in Salman Rushdie's The Satanic Verses." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118507.
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Salman Rushdie’s The Satanic Versesis one of the most controversial postcolonial novels, which among a plethora of themes seems to mainly focus on the notion of hegemonic power. The Satanic Verses can partly be read as a denunciation of the British hegemony in which social injustice, racial discrimination and violence, in its different forms, exerted upon marginalized and stigmatized people (such as non-European expatriates) are legitimized by the dominant group and understood as something conventional and normal by the subjugated people. Moreover, this novel encourages the readers to criticize religion as a political tool with the help of which the dominant group can make groups of people subservient to authority. This part of my essay is related to the criticism of hegemony as such. Employing Gramsci’s analysis of hegemony, this paper begins with an investigation of the relationship between the figure of a migrant, violence and cultural hegemony inRushdie’s Britain. In the second part, the link between dream scenes and the ways through which they contribute to the overall argument about hegemony is studied. Finally, the last part of this essay revolves around religious hegemony. Hence, what links all these three sections together is the concept of hegemony and the ways through which hegemonic power is achieved and implemented in this novel.
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Zubak, Goran. "12 Years a Slave in upper secondary school : Using a slave’s narrative to raise students’ awareness of racism." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53299.
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The overall aim of the study is to investigate how 12 Years a Slave can help raise awareness among upper secondary students about racism and to inspire sympathy with the characters presented in passages regarding the cruelty and injustice of slavery. The study is based on literary didactics methods, applied to the textual analysis of the passages, to create a hypothetical scheme for teachers that can be used to work with slave narratives in the classroom. The analysis of the passages, in conjunction with the literary didactics methods used, provides methods through which students may increase their awareness of racism and sympathize with the characters in the book by creating their own plays, reenacting the cruelty committed against slaves. Also, when dealing with the injustice of slavery, students can imagine themselves being present even though they will not be able to experience it physically. This may help students sympathize with the main character and help them understand racism from the victim’s point of view.
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Woody, William Christopher. "Forgive, Yet Never Forget: Racial Injustice and the Ethics of Forgiveness." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109182.
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Thesis advisor: Margaret E. Guider<br>Thesis advisor: Daniel J. Daly<br>Thesis (STL) — Boston College, 2021<br>Submitted to: Boston College. School of Theology and Ministry<br>Discipline: Sacred Theology
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Thompson, Benjamin. "Reparations for historical social injustice." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=87022.
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This thesis concerns the justifiability of claims for reparations for historical injustice as claims based on reparative justice. The first component of the thesis aims to bring clarity to this broad topic by, firstly, describing five necessary conditions for a claim to be compelling as a claim of reparative justice and by, secondly, noting some important difficulties that claims for reparations for historical injustice tend to face in meeting these five conditions. The second component concerns the specific case of reparations to African-Americans for slavery and other past legal injustices. The thesis argues that a case for reparations based on reparative justice can meet the five relevant necessary conditions. An important aspect of this argument is the emphasis that it places on how past legal injustice put in place unjust social processes which have perpetuated to the present-day leading to contemporary African-Americans being wronged and harmed.<br>La présente thèse concerne le degré de justification des demandes de réparations ayant trait à des injustices historiques comme des demandes basées sur la justice réparatrice. La première partie de cette thèse vise à clarifier le sujet général en commençant par décrire cinq conditions nécessaires à une demande afin d'être crédible en tant que demande de justice réparatrice et, ensuite, en s'attardant sur quelques difficultés importantes rencontrées que les demandes de réparation pour des injustices historiques tendent à rencontrer au moment de se conformer aux dites cinq conditions. La seconde partie concerne spécifiquement le cas des réparations attribuées aux Africains-Américains en compensation de l'esclavage et autres injustices légales du passé. La présente thèse soutien qu'un cas de réparations basé sur la justice réparatrice peut rencontrer adéquatement les cinq critères susmentionnés. Un aspect important de cet argument reste dans l'emphase mise sur comment les injustices du passé ont contribué à mettre en place des procédés sociaux injustes qui ayant étés perpétués jusqu'à ce jour, menant à une situation dans laquelle certains Africains-Américains contemporains se sont vus être heurtés.
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Fugo, Justin I. "Behind 'The Veil of Race-Neutrality': Sharing Responsibility for Racial Justice and Cultivating Democratic Equality of Difference." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/482623.
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Philosophy<br>Ph.D.<br>This dissertation adopts a ‘social criticism’ model in order to analyze racism in our contemporary world – particularly the United States. This analysis offers a detailed account of racism as rooted in social structural processes, and prioritizes oppression and domination as the chief wrongs resulting from racism. To do so, said analysis highlights norms, ideals, policies, and actions, that are often assumed to be ‘race neutral’ (e.g., impartiality, merit, ‘natural rights’, and autonomy), and the role they play in the production of racial injustice. More specifically, it exposes how these norms function to undermine human agency by restricting means for self-development and self-determination. As such, the role that inclusive and democratic deliberation can play in combating racial oppression and domination is developed. In light of this analysis, a defense of a ‘concrete morality’ which prioritizes the fight against oppression and domination, is made against an ‘abstract morality’ that adheres to ‘ideally just’ principles regardless of the injustice that results from doing so. Moreover, this project develops a ‘shared responsibility model’ for racial injustice, articulating varying degrees and kinds of responsibility we have for correcting it. It concludes by offering ‘democratic equality of difference’ as a normative ideal for cultivating racial justice. Generally, said ideal aims to: create basic conditions for the self-development and collective self-determination of all; cultivate a universally inclusive and ongoing process of democratic deliberation for solving collective problems; and attend to difference when deliberating about matters of justice.<br>Temple University--Theses
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Popescu, Diana-Elena. "Dynamic injustice : interlocking recognition and distribution." Thesis, London School of Economics and Political Science (University of London), 2018. http://etheses.lse.ac.uk/3796/.
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Theories of justice are usually divided in aim and sphere of operation between redistributive justice (allocation of goods and resources) and recognition justice (ensuring respect and esteem between members of societies regardless of race, ethnicity, sexuality etc.). Divorcing the two is said to create conceptual clarity, but policy chaos in the treatment of complex injustices. Contrary to the received view, my thesis argues recognition and redistribution can only provide an adequate conceptual framework for questions of justice if they operate together and show this in relation to socially excluded and discriminated against groups, with a particular focus on the case of the Roma minority. The first chapter criticises existing theoretical approaches to the connection between recognition and redistribution, most notably Fraser's ‘different logics’ argument. The following chapters establish that neither recognition nor redistribution are theoretically sufficient for capturing the meaning of injustice in certain cases: Chapter 2 argues recognition faces a ‘symmetry problem’ between just and unjust struggles, requiring appeals to redistribution as a demarcation criterion. Chapter 3 argues redistributive attempts to define disability fail to capture the recognition-based concerns of the social model of disability and extrapolates the argument from the 'special' case of disability to the (unfortunately) common case of ethnic discrimination, focusing on the Roma minority. Chapters 4 and 5 define and defend a view of discrimination as a specific pattern of interaction between recognition and redistribution, similar to Sunstein's anti-caste principle but allowing for relevant markers to be socially (rather than physiologically) defined. Chapter 6 argues social exclusion is also, contrary to most current approaches, a matter of recognition and not only redistribution, showing how the two dimensions interact in the case of the Roma minority. I conclude by pointing out that discrimination and social exclusion, while often regarded as separate social issues, are structurally similar with regards to the underlying dynamic between the redistributive and recognition dimensions.
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Bernal, Amiel. "Epistemic Overload as Epistemic Injustice." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83925.
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Epistemic injustices are the distinctly epistemic harms and wrongs which undermine or depreciate our capacities knowers. This dissertation develops a theory of epistemic injustice and justice which accounts for excesses in epistemic goods as a source of epistemic injustice. This is a theory of epistemic overload as epistemic injustice. The dissertation can be divided into three parts: 1) motivational, 2) theoretical, 3) applications and implications. First, Chapters 1 and 2 motivate the study of epistemic injustice and epistemic overload. Chapter 1 identifies a gap in the literature on epistemic injustice concerning excesses in epistemic goods as sources of epistemic injustice while canvassing the major themes and debates of the field. Chapter 2 levels an objection to ‘proper’ epistemology, thereby providing an indirect defense of the study of epistemic injustice. Second, theoretical development occurs in are Chapters 3, 4, 5, 6. Chapter 3 initiates the argument for epistemic overload, while Chapter 4 extends the case for epistemic overload, identifying several epistemic injustices arising from excesses of understanding, credibility, and truth. Chapter 5 explains the oversights of prior theorists by developing a more descriptively adequate account of social epistemics that explains the many sites of epistemic injustice. Chapter 6 develops a two-stage contractualist theory of epistemic in/justice to explain the bad-making features of epistemic injustices and generates the duty of epistemic charity. The third part of the dissertation applies the findings of earlier chapters to contemporary practical and theoretical problems. Chapter 7 employs the contractualist reasoning of Chapter 6 to address and ameliorate problems from excesses in the uptake and circulation of hermeneutical resources and true-beliefs. Chapter 8 considers the mutual dependence relations between political phenomena and epistemic in/justice, showing that accounts of political justice depend upon or presuppose epistemic justice. Finally, Chapter 9 applies epistemic overload to the use of big data technologies in the context of predive policing algorithms. An abductive argument concludes that the introduction of the “Strategic Subjects List” as part of a Chicago policing initiative in 2013 introduced understandings which likely contributed to gun-violence in Chicago and which constitutes an epistemic overload. In sum, the dissertation shows the theoretical and practical significance of epistemic overload as epistemic injustice.<br>Ph. D.
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Berglund, Lovisa. "Injustice and mobilization against the state." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445451.
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This study aims to investigate if and how land dispossession facilitates collective action and leads to mobilization against the state. Land can be a natural, material and spiritual commodity thus land dispossession can be perceived unjust in several ways. This leads to anger that can be utilized to form a collective group. Successful communication of objectives can lead to politicization of injustice and mobilization against the state. To test this theoretical claim, an observational case study with the method of structured focused comparison method has been conducted. Three cases of mobilization - Kilimapesa, Kenya; Mabira Forest, Uganda and Madagascar - are compared to analyze if and how increasing inequalities in the form land dispossession can explain this outcome. The empirical findings suggest that land dispossession perceived as unjust could cause anger, facilitate collective action and mobilization against the state. In cases where land dispossession was not perceived as unjust, no mobilization was observed. This gives some support to the hypotheses. The study concludes that in some cases land dispossession perceived as unjust could facilitate collective action and lead to mobilization against the state. Land dispossession can be used to increase the price for non-participating in collective action.
Książki na temat "RACIAL AND SOCIAL INJUSTICE"
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Penick-Parks, Marguerite W., Eddie Moore, Ali Michael, and Paul C. Gorski. Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657.
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Morales, Silvia Cuevas. Canto a Némesis: Poemas de una extranjera. Nos y Otros Editores, 2003.
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Bosman, M. Martin. Spatial and environmental injustice in an American metropolis: A study of Tampa Bay, Florida. Cambria Press, 2010.
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Jalata, Asafa. Fighting against the injustice of the state and globalization: Comparing the African American and Oromo movements. Palgrave, 2001.
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Bufacchi, Vittorio. Social Injustice. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358447.
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Kathleen, Hanson, ed. The blame frame: Justifying (racial) injustice in America. Harvard Civil Rights-Civil Liberties Law Review, 2006.
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Prebil, Lois. Witnesses to racism: Personal experiences of racial injustice. ACTA Publications, 2009.
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Swindle, Howard. Deliberate indifference: A story of murder and racial injustice. Viking, 1993.
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Kallen, Evelyn. Social Inequality and Social Injustice. Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-04427-3.
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Adams, J. Christian. Injustice: Exposing the racial agenda of the Obama Justice Department. Regnery, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "RACIAL AND SOCIAL INJUSTICE"
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Anguelovski, Isabelle, Malini Ranganathan, and Derek Hyra. "The racial inequities of green gentrification in Washington, D.C." In The Green City and Social Injustice. Routledge, 2021. http://dx.doi.org/10.4324/9781003183273-16.
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Upegui, David, and David E. Fastovsky. "The Meaning of Racially Based, Social Injustice." In Integrating Racial Justice Into Your High-School Biology Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003409144-8.
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Rabinowitz, Andrea, and Alan Rabinowitz. "Love, Social Justice, Careers, and Philanthropy." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-7.
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Holmes, Laurens. "Social Injustice and Systemic Racism." In SARS-CoV2 (COVID-19) Pandemic Control and Prevention. Routledge, 2023. http://dx.doi.org/10.4324/9781003424451-8.
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Kivel, Paul. "Hands-On Activism." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-15.
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McIntosh, Peggy. "Real-Izing Personal and Systemic Privilege." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-2.
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Blumenfeld, Warren J. "Inside and Outside." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-13.
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Fernandes, Jane K. "Of White and Hearing Privilege." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-14.
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Moore, Eddie, Marguerite W. Penick-Parks, and Ali Michael. "Introduction." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-1.
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Kendall, Frances E. "Looking Back and Moving Forward." In Everyday White People Confront Racial and Social Injustice. Routledge, 2023. http://dx.doi.org/10.4324/9781003444657-11.
Pełny tekst źródłaStreszczenia konferencji na temat "RACIAL AND SOCIAL INJUSTICE"
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Bussaja, Janga. "Leveraging an African-Centered Language Model (LLM) for Dismantling White Supremacy: The Case of “SMOKY”." In 12th International Conference of Security, Privacy and Trust Management. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141109.
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The system outlined in this proposal exists in a conceptual phase, awaiting the necessary resources for implementation. The theoretical framework presented herein lays the foundation for the development and deployment of 'Smoky,' an innovative artificial intelligence system designed to confront systemic racism. Grounded in African-centered scholarship and equipped with sophisticated monitoring capabilities, 'Smoky' stands as a pioneering endeavor in the realm of leveraging technology for social equity. This scholarly exploration delves into the conceptualization, development, and potential applications of 'Smoky' as a formidable asset in the ongoing struggle against racial injustice. As with any transformative idea, securing funding and support is paramount to transitioning from theory to tangible action. This paper serves as a call to philanthropists and potential collaborators to join in the realization of this vision, contributing to the advancement of technology-driven solutions for social justice.
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LIN, TIFFANY, LISA MOLIX, and EMILIE TAYLOR WELTY. "Public Space & Scrutiny: Examining Monuments through Social Psychology." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.16.
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With fewer than 1 in 5 new architects identifying as a racial or ethnic minority, the field of architecture has some catching up to do in order to reflect the public for whom urban spaces are designed.1 This project proposes a study of existing public spaces, monuments, and memorials through the lens of social psychology, in order to establish a broader frame of reference for future design. We are employing an interdisciplinary approach to investigate community members’ reactions (e.g., stress, positive/negative associations, value judgments, perceptions of bias, inclusion, empowerment) to experiencing public spaces and monuments that memorialize contentious historical figures and events. Using a community-based participatory action approach (e.g., focus groups, survey study), we will identify elements of design (e.g., scale, materiality, abstraction, figuration, symbolism, color) that contribute to the general public’s perceptions of public spaces and monuments. Data gleaned from the first phase of the research will generate the framework for the second phase of applied re- search, conducted through an advanced architecture design/ build studio. Using a data-driven, community-informed strategy, the design/build studio will collaborate with the research team and community partners to explore proposals that work to bridge the gap between the architects and the general public when creating urban spaces marked by racial injustice.
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Brandt, Dr Sonja, and Dr McKenzie Rabenn. "The Transformative Role of Diverse Children's Literature in Confronting Racism." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-030.
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In the aftermath of the recent deaths of numerous individuals who have fallen victim to racial injustice, the United States is finally beginning to confront its deep-rooted racism. Bestseller lists are now dominated by books on anti-racism, while people take to the streets in protest and policies undergo revisions. Amidst this awakening, educators are realizing the importance of using children's literature as a powerful tool to explore race and racism within their classrooms. The Cooperative Children's Book Center (CCBC) at the University of Wisconsin-Madison emphasizes the necessity for diverse literature to enable teachers, libraries, and, most importantly, children to gain a better understanding of the world they inhabit. However, it's essential to accompany these texts with meaningful discussions to prevent unchecked assumptions about race. For example, books can act as mirrors, windows, or sliding glass doors, reflecting and affirming our own identities, exposing us to different experiences, and inviting us to immerse ourselves in alternative worlds (Sims Bishop, 1990). In this way, books can prompt critical conversations about race, identity, and acceptance. Despite these opportunities, some states attempt to limit discussions on race in classrooms under the "Critical Race Theory" label. This presentation will highlight the importance of open dialogue, drawing on research to highlight the transformative impact of diverse literature. By creating safe and inclusive spaces, educators empower students to become critical thinkers and empathetic leaders, essential for combating racism and fostering a more equitable world.
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SMITH, JENNIFER. "Placemaking through Storytelling: Remembering Sacred Spaces." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.15.
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In an Alabama town there is a bottom-up movement to communicate under-represented, African-American history through a series of “sacred sites” in the landscape. This under- represented history includes: former slaves engaged in early city development, Black land owners, redlining practices, and racial injustice. History education presently does not have the capacity to fully discuss these truths, and there is a movement to make them apparent in our cities. Rosenwald Schools, lynching sites, cemeteries, and formerly segregated schools are considered sacred due to their significance in the African- American and simply, American experience. In The Power of Place Dolores Hayden argues that we are fascinated with the past when touring historic sites but miss opportunities to translate this to our neighborhoods imbued with place- making potential. She states, “If Americans were to find their own social history preserved in the public landscapes of their own neighborhoods and cities, then connection to the past might be different” (Hayden, 46). This connection to place and history exists for local African-American families and has potential to engage a collective city. While some histories are painful, all should be evident for united progress. As stated by a Community Remembrance Project member, “There can be no reconciliation and healing without remembering the past” (2021).
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Adams, Edgar. "EQUITABLE RENEWAL: Reclamation + Repair." In 111th ACSA Annual Meeting Proceedings. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.am.111.49.
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Reparations are one crucial means of acknowledging the irreparable harm done to BIPOC populations since the colonization of this country. Providence Rhode Island is one of several cities that have begun the difficult process of confronting the impacts of spatial injustice. By focusing on the Urban Renewal programs of the 50’s and 60’s, reparations programs offer an opportunity to examine the role of the planning and architecture professions in blindly perpetuating the racist policies that, coupled with discriminatory real estate and lending practices, are responsible for our current landscape of inequality. Without a clearer accounting for the lasting impacts of racism, stark disparities in outcomes will only persist. This realization, and the murder of George Floyd, prompted Providence Mayor Jorge Elorza to commit to a comprehensive Truth Telling and Reconciliation process in July of 2020 that led to the establishment of a Municipal Reparations Commission the following year.1 Working alongside this process, our urban design studio investigated two sites of past trauma. Students were asked to confront one transgressive act with another by intervening in the work of an acclaimed architect culpable in the erasure of Providence’s largest Black neighborhood. Our second site called for mending the embattled community that became home to those who were displaced. The students had access to a wide range of historical and contemporary narratives from the truth telling and reconciliation process and had regular engagement with leaders of this process.2 Our two sites represent related, but starkly different, conditions that allowed us to examine a range of social and spatial injustices and expose students to the various ways that BIPOC communities continue to be prevented from participating in the wealth and community building opportunities that are available to white families. By using design as research, we were also able to document what was lost and explore place-based strategies of repair and community-centered renewal to help shape the form of the remedies sought by the Reparations Commission.
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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
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Hugo, Cheri. "On (un) Becoming Ghosts in Academia: A Coloured Female Academic’s Narratives in Post-student Protest Higher Education in South Africa." In 8th International Visual Methods Conference. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.168.14.
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I am conducting an autoethnographic study on the narratives of female academics of colour in the post-student protest era. I am interested in exploring how women of colour navigate this space, the progress made through the unrest, and the remaining obstacles. Autoethnography is a research and writing approach that aims to describe and analyse personal experiences to gain a broader understanding of cultural and social experiences. This approach challenges colonial research practices and aims to represent others in a more politically, socially just, and conscious manner. The concept of hauntology, as explained by Derrida (1994), suggests that socio-economic and political phenomena such as apartheid, racism, inequality, and injustice are not dead but continue to have a lingering impact on our existence. My connection to these ghosts’ dates back over 300 years, to the arrival of the first slave ships from India and Ceylon. These ghosts have been with me throughout my life, from my mother's womb through my upbringing, education, and now my academic career. In the current emotionally charged debates surrounding coloured identity, my goal is to explore how a group of female academics of colour engage with these ghosts from our past and how they can be utilised to navigate these still troubled spaces. By intertwining my growth stories with black feminist theory, particularly the concepts of respectability politics, anger, and creative resistance, I will illustrate what becomes possible in our academic and personal lives when we embrace, welcome, and liberate our ghosts.
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Hong, Zaneta. "Take a Stand: A Foundation for Today’s Citizen-Designer." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.65.
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These past few years have challenged and altered every one of us. To recollect the innumerable racial and social injustices, the rise of devastating natural disasters from climate change, and the Covid-19 pandemic with the ensuing economic recession is to recognize how much we—as a collective society—have endured and continue to endure in the struggles and hardships issued upon us each day. Nearly every city has taken the brunt of upheavals or revolutions, with episodes continually exploding in local townships and municipalities across the country and around the world. Whether one lives in a booming metropolis or a small town, it is evident that communities that implement creative and empathetic interventions—in response to these events and transformations—can catalyze profound effects to the built environment and the human experience. Students in an urban design studio at Cornell University were asked to take a stand – a stand on their work and position of manifesting ideas from concept development to design intervention, from position to proposition. The studio asked students to answer what is the value of design and what is the role of the designer? Alongside conversations on climate change, social equity and design empathy, how does conjuring the unknown, speculating upon possibilities, and imagining constructed futures all occur without a voice? How can one hold onto their values and position, while engaging others through the intricate, and sometimes elusive, design process?
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Meshkani, Taraneh. "Structured Racism and Environmental Injustices: The Case of Eastern Cleveland Neighborhoods." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.32.
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Social drivers and spatial practices have perpetuated systemic racism, resulting in uneven resource distribution and envi¬ronmental inequalities in urban processes like development, infrastructures, management, governance, and ecologies. Limited investigation into the environmental effects of struc¬tured racism calls for research initiatives, design courses, and workshops exploring the relationship between spatial segregation, ecological processes, and landscape biodiversity in marginalized communities, specifically in the east side of Cleveland, Ohio. This paper focuses on distinct neighborhoods in east Cleveland, mainly Central neighborhood, with the highest environmental justice burden scores according to Cuyahoga County Environmental Justice Index Map. The research uses quantitative and qualitative methods to study spatial manifes¬tations of environmental injustices in areas with the highest black population, examining housing segregation, hazardous material use, proximity to toxic industrial sites, waste hazards, lack of tree canopies, and landscape heterogeneity. Four pedagogical approaches are incorporated: Environmental Justice Education engages residents in understanding the impacts of redlining and uneven resource distribution, Participatory Action Research (PAR) showcases data on health problems and community experiences, and Fostering Environmental Awareness through Place-Based Education involves students and the community in studying tree canopy disparities. Additionally, Design and Planning Studios envision future trajectories for more equitable urban greening initia¬tives and social justice. By integrating residents’ perspectives and these pedagogies, the research aims to inform more sustainable and socially equitable spatial practices, addressing systemic racism and fostering positive transformations in the well-being of communities in Eastern Cleveland.
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Gadalla, Mohamed, and Ahmed Azab. "Decision Support for Locating Manufacturing Plants in Emerging Economies Using a Reliability Approach." In ASME 2022 17th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/msec2022-83098.
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Abstract In today’s distributed manufacturing reality, investors worldwide are faced with the dilemma of deciding on the optimal geographic spot for their manufacturing plants. On the one hand, emerging economies could be appealing because of their cheap labor as well as possibly their lack of or reduced regulations, litigation, and paperwork in some cases. On the other hand, these very same emerging economies can be quite risky because of the lack of stability of their political systems and hence, the associated economic volatility. Such economies can collapse in a relatively short period of time due to factors such as political instability, corruption, lack of democracy and the rule of law, social and racial injustices, and religious extremism, to name a few. In this paper, we propose a modeling approach where an economy is represented as an engineering system, the lifespan of which is subject to potential conditions, events, and failure modes. Such conditions and factors in the face of these fragile economies are modeled as pushers and deflators contributing to their instability. Hence, all laws of Reliability Engineering can be used to decide on the probability of success of such a system and its lifetime in the face of all uncertainty and given risks in today’s global climate. It is imperative that the health of the economic climate is a critical element solving the facility location and allocation problem; this entails deciding on large manufacturing investments in the form of new manufacturing plants being constructed and the accompanied supply chains. Enablers to allow for packageable manufacturing systems easier to relocate in the wake of this uncertain economic turmoil are also discussed. System Dynamics will be used as future work to account for the forces (deflators and pushers) when quantifying the proposed metrics. AI and Data Analytics techniques are also recommended to quantify the reliability parameters.
Raporty organizacyjne na temat "RACIAL AND SOCIAL INJUSTICE"
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Brock, Andrea, and Nathan Stephens-Griffin. Policing Environmental Injustice. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/1968-2021.130.
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Environmental justice (EJ) activists have long worked with abolitionists in their communities, critiquing the ways policing, prisons, and pollution are entangled and racially constituted (Braz and Gilmore 2006). Yet, much EJ scholarship reflects a liberal Western focus on a more equal distribution of harms, rather than challenging the underlying systems of exploitation these harms rest upon (Álvarez and Coolsaet 2020). This article argues that policing facilitates environmentally unjust developments that are inherently harmful to nature and society. Policing helps enforce a social order rooted in the ‘securing’ of property, hierarchy, and human-nature exploitation. Examining the colonial continuities of policing, we argue that EJ must challenge the assumed necessity of policing, overcome the mythology of the state as ‘arbiter of justice’, and work to create social conditions in which policing is unnecessary. This will help open space to question other related harmful hegemonic principles. Policing drives environmental injustice, so EJ must embrace abolition.
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Turmena, Lucas, Flávia Maia, Flávia Guerra, and Michael Roll. TUC City Profile: Teresina, Brazil. United Nations University - Institute for Environment and Human Security (UNU-EHS), 2022. http://dx.doi.org/10.53324/eycc5652.
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Climate injustice is obvious in Teresina. Although the city makes a small contribution to national and global emissions, it is situated in a global warming hotspot. Teresina is already affected by extreme heat, and models anticipate that it will become even hotter and drier in the coming years. The city's high vulnerability to climate change particularly affects Black, Indigenous and People of Colour (BIPOC) groups living in low-income neighbourhoods. Social injustice and racism are tied together in the urban development process of Teresina. Flood-prone areas often overlap with vulnerable neighbourhoods at the fringes of the city, resulting in precarious living conditions. Climate action at the city level must simultaneously favour racial and climate justice to promote transformative changes towards sustainability. Teresina will likely have to absorb climate-induced migration from its surroundings, which may increase the challenges of already overloaded basic services and infrastructure. Urban planning in Teresina must accommodate future projections by combining climate mitigation with adaptation to provide low-carbon and resilient development. Urban climate governance is still emerging in Teresina, which makes this a key moment for transformative action towards sustainability. Entry points for transformation in the city include: promoting vertical and horizontal coordination to implement the climate agenda; increasing climate-related technical knowledge within the municipal government and awareness at the community level; fostering collaboration to generate and disseminate municipal climate data and amplify bottom-up climate initiatives; creating new climate narratives; strengthening citizen participation while recognizing and including vulnerable groups; declaring a climate emergency; and leveraging additional public and private funds for climate action.
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Rose Albert, Rose Albert. Using community science to evaluate the intersection of social, racial, and economic injustices in North Birmingham, AL. Experiment, 2022. http://dx.doi.org/10.18258/24974.
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Vasilenko, L. A., N. I. Mironova, and A. M. Sevastyanov. Social dynamics: the Russian context. Overcoming Social Injustice. Moscow: Lenand, 2014. http://dx.doi.org/10.18411/vasilenko-2-10.
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Vasilenko, L. A., and N. Mironova. Social Injustice: Methodology of Sociological Measurement and Interpretation. Gosudarstvennaya sluzhba, 2012. http://dx.doi.org/10.18411/vasilenko-1-17.
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Moffa, Eric. Fostering Racial Healing: Implementing a Social Reconstructionist History Curriculum. Edited by Marcus Johnson. Virginia Tech Publishing, 2025. https://doi.org/10.21061/fosteringracialhealing.
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Rojas Lomelín, Marco A., Jhader Aguad Revilla, and Judith A. Morrison. Diversidad étnico-racial en México y su influencia en la movilidad social. Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001728.
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Teixeira, Mariana. Vulnerability: A Critical Tool for Conviviality-Inequality Studies. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, 2022. http://dx.doi.org/10.46877/teixeira.2022.44.
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The aim of this working paper is to foster the concept of “vulnerability” as a critical tool for social theory in general and conviviality-inequality studies in particular. First, to clarify the concept, an analytical distinction is established between vulnerability as either an experiential structure shared by all persons (constitutive vulnerability) or as historical social injustice that detrimentally impacts some more than others (contingent vulnerability). The paper then explores the contrast between approaches to epistemic injustice theory and standpoint epistemology as two opposing views with regard to the political and epistemic potential of vulnerability. From this contrast, finally, a critique of one-sided conceptions shows us that, for vulnerability to have a productive and critical use, it must be grasped as fraught with ambiguity, implying both a contingent risk of subjection and a constitutive opening to otherness. It is this ambiguity that makes vulnerability a useful conceptual tool for grasping conviviality as inextricably connected to inequality
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Varga, Mihai, Volodymyr Ishchenko, Ignacio Sar Chávez, Tarik Basbugoglu, Nelli Ferenczi, and Nachita Rosun. Toolkit 7.3: Using Dual Perspectives to Explore Concepts of Radicalization, Methods of Enhancing Social Support and Cohesion, and Uncover the Impact of Online Harms. Glasgow Caledonian University, 2025. https://doi.org/10.59019/9nkkg551.
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This toolkit uses a holistic approach to investigate the concepts of extremism and radicalisation, and to examine the barriers to social cohesion, particularly in the context of digital spaces. To this end, we interviewed 30 young people across 15 countries in our consortium and 13 practitioners engaged in deradicalisation work in Germany, France, Israel, and the UK. The aim of the interviews with young people was threefold. First, we sought to investigate experiences of marginalisation, perceived injustices, and social identity as contributing to radicalisation. We also explored how young people make sense of these mundane interactions. Third, we explored lay-beliefs in youth around radicalisation, extremism, and political violence. Six themes emerged from our interviews. First, young people saw radicalisation differently to official state, political, and academic definitions, defining it as an attitudinal phenomenon. Young people reported many negative experiences with extremist content in digital spaces, perceiving these spaces as amplifiers of minoritising processes and as inevitable places of online harms (e.g., racism, hate speech). We also found that for some participants, LGBTQIA+ and feminist movements were experienced as threats. Finally, young people elevated education as a means of countering radicalisation and the dangers of online harms. We adapted a visualisation task to explore metaphors of marginalisation by asking young people to depict how they place themselves within society; our findings illustrate shared themes of exclusion and injustices. In our interviews with practitioners, we sought to explore how social workers involved in deradicalization programs for youth understand and use in their work the key concepts in the field: radicalization and extremism. We found that practitioners understand radicalization as a process that has relatively little to do with how authorities - both national and EU - understand it. Rather than a process that occurs mainly because of the spread of threatening religious beliefs and political ideologies, practitioners saw radicalization as the result of structural factors, the neglect of social policies and social issues in societies experiencing growing inequalities, decreasing political opportunities, increasing perceptions of minorities as cultural others, and the spread of conspiracy theories due to the deterioration of public education. However, while stressing structural factors, practitioners also underlined that these are beyond their control and expressed frustration over the lack of means at their disposal. Extremism as a concept was seen as particularly unhelpful because of its inherent normativity and adoption by law enforcement agencies, making it impossible to use in their day-to-day work with young people. Practitioners stated that rather than using "official language" in their daily interactions, they prefer to talk about hate and violence, racism, right-wing extremism, and other similar concepts that are clearer to their clients while still indicating problematic behaviour. Finally, best practices for deradicalization have most often meant for our practitioners building the alternative networks and especially the trusting relationships with young people that are typical of social work in general
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Telles, Edward E., Stanley R. Bailey, Shahin Davoudpour, and Nicholas C. Freeman. Racial and Ethnic Inequality in Latin America. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005238.
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This chapter examines socioeconomic inequality in Latin America through the lens of race and ethnicity. We primarily use national census data from the International Public Use Micro Data Sample (IPUMS). Since censuses use inconsistent measures of race and ethnicity, we also draw on two additional measures from the Latin American Public Opinion Project (LAPOP). Unlike censuses, LAPOP data offer a more consistent ethnoracial scheme across countries and a unique interviewer-rated skin color measure. Our study shows that black and indigenous populations and those with darker skin color experience educational, income, and occupational disadvantages, even after controlling for their social origins. However, inequality and hierarchical ordering of Afro-descendants, indigenous peoples, mestizos, whites, and others vary across countries. We include an extended examination of educational inequality in Brazil, the regions largest country. The chapter concludes with an exploration of public policy approaches to address black and indigenous disadvantage across Latin America while also highlighting the case of Brazil, where targeted antiracism policy is most advanced.