Cause and Effect of Racism

Cause and Effect Essay As a child my mom always taught me to be proud of who I am; to disregard all the negativity that was sure to come my way. As a constant reminder she bought books like Black Beautiful Me and Strong and Black to keep up my self-esteem. It was a good reminder, but because of all the negativity that surrounded me I started to feel bad about who I am.

I never thought that I would have been a victim of discrimination moving to such an isolated place, but it comes to show that you will never be rid of the negativity in the world. Moving to a small town where African Americans are hard to find; a lot of racism as always targeted towards my sisters and l. Attending School was the hardest part; I always saw myself as being beautiful, but walking down the hall being called “that ugly black girl” started to take its toll on my self-esteem.

Coffer talks about how she was stereotyped when she moved to America; how she wanted to fit in, but found it difficult because of her traditions and culture. She stresses the fact that nobody really understood her, that movies about Latin and Puerco Ricans were the closest understanding people got to her culture. Coffer then states that all the hard times that she had growing up made her stronger, and more successful. She tells the deader to take all the negative experiences and turned them positive so that nothing is stopping one from being successful.

The negativity was a struggle for me, I wanted to quit public school and start homecoming. But, I began to learn how to Ignore people and not care how or what anybody thought of me. With that Idea I became more at peace with myself. I started to look up when walking down the hallways, I learned to just smile and at the negativity. Instead of the hurtful words putting me down I used it as fuel to my flame, motivation in other words, to do better and be successful.

Cause and Effect of Racism By Cabinetmaking’s walking in the store and have the word “Niger” shouted and not know where it originated from. I didn’t understand why I wasn’t liked or given the chance to prove myself, but I felt unwanted, like I didn’t belong. When I had read “The Myth of a Latin Woman” I found it quite relatable to my homecoming. But, I began to learn how to ignore people and not care how or what anybody thought of me. With that idea I became more at peace with myself. I started to look up when walking down the hallways, I learned to Just smile and at the

Capitalism Racism And Patriarchy

Patriarchy and Capitalism and Racism all oppress women as allied but independent systems Therefore the revolution that Marx envisioned, a society that would operate under equality for all would need to address them as such and challenge them through a combined attack Marx believed that economic change would lead to cultural change and all other forms of oppression would eventually ceases For Marx and Engel’s women were seen as a the men’s proletariat They concluded that childcare and housework needed to be socialized Assumed that production shapes human consciousness and society

Class takes precedence – class based revolution rather than race and gender based movements Is women’s integration into production enough to make patriarchy fall? Considers the liberation of women and minorities only within the context of a gender-blind, color-blind, class-based society emancipation of those oppressed by class Critics of Marx Marx theory focuses only on work as a means of oppression Minimizes Patriarchy and Racist’s influence by using Communism as a blanketed one size fits all approach to eliminating all forms of oppression

Argue that the dynamics between Capitalism, Patriarchy, and Racism as independent but mutually supportive systems that must be overthrown together Destruction of Capitalism alone will not guarantee that these other systems will be abolished Oppression can continue in the home Creates a double day for women Does not address issues of occupational segregation Which continue to keep women in subjugated positions Creates the risk that the oppressions of women and minorities will be considered a non-integral part of the transition to Communism

Since such oppressions are viewed as superstructures and therefore secondary to economic issues Under this logic Patriarchy and Racism will be allowed to survive which highlights the need for a triangulated approach. Failure to address them as such may lead prevent initiatives to eliminate them from being taken seriously (strictly enforced) Patriarchy and Racism are culturally ingrained It is necessary to disarm the weapons of capitalism in order to neutralize their effects on those that they target.

By allowing these struggles to be viewed as secondary (or simply ignored) The establishment of policies that will address these oppressions will only be dependent on the “whims” of revolutionary leadership Will benefit women and minorities only when there interests align with those of the revolution. Interest convergence) Strong cultural ideals restricting women to the home will continue to discourage them from participating in the workforce Not everything that supports the revolution will necessarily eliminate patriarchy and racism More likely it will lead to half measures which will in turn produce only half successes (gender assigned occupational segregation) Even colonization will continue to perpetuate gaps in workforce participation Revolution alone will not achieve the full scale equality that Marx presumed would follow as a result of the end of Capitalism A society where women and minorities can become full economic partners REQUIRES a re-envisioning of the household so as to professionalism and collective the tasks traditionally performed by each woman in her individual home.

However women are still left with the majority of responsibility for the home and hillier and this only perpetuates patriarchal values about women and men’s places in society Whether commitment to gender and racial liberation is real or mere rhetoric How can we trust a system birthed within oppression of women and racism to truly emancipate either group? All the services provided for women are disproportionately provided by women for example childcare services and even after a revolution they are likely to stay the same since Marxist theory ignores how these systems have manifested : occupational segregation for example. Even if laws are created to address these systems it will be difficult to enforce them within a society that has been conditioned by these racist and patriarchal beliefs and as such will most likely fail to have any meaningful impact Culturally women are Just assumed to take on domestic duties.

That the majority of childcare, nursing, housekeeping are still predominately occupied by women only serves to highlight the cultural significance of patriarchy which Marxism ignores. Even under Marxism this suggests that society would be hesitant to abandon the rotational role of women as the homemaker and therefore ignore how this dynamic would result in women being subjected to a disproportionate burden within society. Which Marxism inherently ignores. As such Marxism fails to address racist and patriarchal institutions which on the surface appear to be race and gender neutral. Racism and Patriarchy are not merely Just cultural ideologies Roles of women and minorities in high leadership positions continue to be lacking.

Bullying and Racism Australia

Racism can either be really easy to see or really hard to recognize, especially if you’re not the victim. Racism can happen anywhere, in the public society, at your own home, and a lot at schools. Today I will be talking about racism at schools. Anyone can be racist or experience racism at any point in your life whether you are a student, teacher, parent, office staff etc. Racism is present in majority of Australian schools. Direct racism can be seen in incidents of racist abuse, harassment and discrimination.

Racism is also established indirectly, in the form of unfair attitudes, lack of recognition of cultural diversity and cultural practices. The main effects of racism are name calling, teasing, exclusion, verbal abuse and bullying Other Effects of racism in schools could cause the victim to be afraid of going to school, have trouble studying and concentrating in class, avoid school completely, Feel anxious and unhappy, and have trouble making friends, not speak their first language in fear of being teased or picked on and many more.

Racism also leads to violence. Violence associated with racism occurs in Australian schools, either as part of the racist harassment or in retaliation to it. Different people take the racism and violence differently, sometimes it is Just a little push and shove, other times It Is stealing or property damage and fights between individual students. Because schools take an act of violence more seriously than bullying and name calling the schools tend to suspend The victim that used violence In a response to racism.

If schools do not investigate the cause of the violent behavior, the result may be that he students who were being harassed In the first place can end up being more severely punished than the racist bullies. This has the effect of reinforcing the racist behavior by apparently rewarding the bullies and punishing the victims. A national study has found that racism fills Australian schools, with 80 per cent of secondary students from non-white backgrounds and 55 per cent of students from white backgrounds saying they had experienced racial criticism. Students who attended a Catholic school were 1. Times less likely to report experiences of racism than dents going to government schools and Australian human right commission did a study which 89% of school kids aged from 13 to 17 have experienced racism Australia has laws against racism, It Is Illegal to treat anyone unfairly, or to bully them because of there race, their culture, nationality or the color of their skin. There are new campaigns to stop racism such as the ‘brotherly’ rap videos, and the racism, no way campaign to educated people about racism. So next time when you go to say something racist think about how It affects the flatly and how they feel about It.

Bullying and Racism Australia By Mohammad violence differently, sometimes it is Just a little push and shove, other times It is schools tend to suspend The victim that used violence in a response to racism. If the students who were being harassed in the first place can end up being more Australia has laws against racism, it is illegal to treat anyone unfairly, or to bully them new campaigns to stop racism such as the ‘brotherly rap videos, and the racism, something racist think about how it affects the victim and how they feel about it.

Are Indian Mascots Racism?

Indians as a mascot is not racism. The Indian culture should be honored to be looked at as strong, fierce people. It was never a problem when the teams first decided to make it their mascot, so why is it now? The mascots represent who the Indians were years ago when they hunted and killed, not exactly how they are today. A mascot is suppose to be looked at as intimidating. Teams don’t choose “the butterflies” for their mascot. They choose something that Is striking and strong. When a team has “the Indians” as a mascot, that Is a compliment to their culture. Instead of taking It as an

Insult, they should feel honored. Teams have had their mascot for many years, so why wasn’t it an issue when It was first chosen? When teams chose their mascot, Indians who were offended should have stood up and said something. Many teams mascot has been an Indian for years. Why should they change It now? If you changed a mascot, the team would need to change many other things. There are many uniforms and t-shirts that have their team name on It along with their school logo. Teams would have to get all new gear and it wouldn’t be cheap. If teams used “Indians” or “Warriors” for their team name, it would be better than “Red Skins” or Savages”.

Teams could use less racist names. Red Skins is offensive to them, but there is no problem with Indians. The mascots represent Indians how they were years ago. Most of the Indians today are just like us. The mascots are of the original Indians, not who they are today. The represent their ancestors who were warriors. Indian Mascots are not racist. The teams have had their name for many years; we don’t need to change it now. If anything, change some names to be more appropriate. Using an Indian as a mascot is a complement to the Indian culture. It shows them to be strong and fierce.

Against Racism

Racism never stands still. It changes shape, size, contours, purpose, function, with changes in the economy, the social structure, the system and, above all, the challenges, the resistances, to that system. The racism we are faced with today Is not the racism we faced 40, 50 years ago, when we first came here. Then, post-war Britain was In dire need of our labor -? and, to facilitate that, the Nationality Act of 1948 made us all British citizens. The Commonwealth Immigrants Act of 1962 was the first step towards dismantling that citizenship.

What it said, in effect, was that Britain needed our labor, not us. It is at this point, with that first bit of racist immigration legislation, that state racism is born. And it is the racism of the state – in legislation, in government, and in the criminal justice system – that put the imprimatur on institutional racism and gave a fillip to popular racism. The fight against that Institutional racism, which mammals and kills and blights the lives of young African-Caribbean and Asian peoples and other minority groups, continues.

But there Is a new racism abroad In the land, even more virulent and devastating than the ones we have seen before. And this Is the racism that Is meted out to refugees and asylum seekers irrespective of their color. This is the racism that is meted out to Aromas and Saints and poor whites from Eastern Europe. This is the racism that pretends to be based on the fear of strangers and gives it the respectable name of xenophobia. It may be xenon, in that it is directed at aliens, strangers, but it is racism in the way it operates against them.

It is xenon in form but racism in content. It is XENON-RACISM. To fight this racism successfully, however, we have got to understand how It Is inebriated, layered, In the processes of globalization and the anti-terrorist Ideology that western powers are Instituting through legislation, government and the media. Globalization refers, of course, to the globalization of capitalism, brought about by the collapse of Communism, on the one hand, and the technological revolution, on the other.

The first removed all opposition to capital, the second allowed capital to take up its plant and walk to any part of the world where labor is cheap and captive and plentiful. Governments, in turn, helped capital, specifically multinational corporations, to entreat Third World countries through so-called aid – which bound those countries further into dependency – and by setting up satrap governments (in the name of democracy) that would follow the path of capital.

And It Is this Invasion of Third World countries and of Eastern Europe (once Communist Europe) that has led to repressive regimes, to dictatorships, social disintegration, Internecine wars – which, in their turn, have displaced these peoples and brought them as so much debris to As a comrade in Sir Lankan said to a conference of European aid-givers: ‘It is your economics that makes our politics that makes us refugees in your countries. ‘ We are here because you are still there.

The state under globalization, under the free market system, under deregulation, prevarication, the move from social welfare to social control and unilateralism – the market state, in other words, as opposed to the nation state (and within parenthesis, let me say that if the Nation State was the vehicle of industrial capital, the Market State is the vehicle of global capital) is more concerned to serve multinational corporations and big business than the poor and deprived of our societies. And the social reform it parades is no more than a warding off of the excesses of the market, mediated by spin and a corporate media. Not Brittany but Morocco Rules the Waves. ) Thus the strategy of successive home secretaries has been first to attack purveyors of ‘airy-fairy civil liberties’, ‘Hempstead lawyers’ and others of their ilk in order to win the backing of a popular press which is already in the business of stoking up popular racism, and then follow it up by saying that the repressive legislation that is being put forward against refugees and asylum seekers and against the deprived generally s on behalf of the populace.

The anti-terrorist ideology that has sprung up after September 11 has served to validate that strategy further. This time in the name of the nation, in the name of patriotism, in the name of assimilation. So that everybody who is foreign, especially non-whites and Muslims and Arabs in particular, is, per SE a terrorist and is guilty till proven innocent. I once said of black people that we carry our passports on our faces. Today the refugees and asylum seekers have no passports and no faces – they are terrorists.

In recalling the Commonwealth Immigrants Act of 1962 we also need to recall the erroneous racism that was visited on us until we fought back and said, We are settlers not immigrants: we are here to stay and here to fight’. We have had the experience of having our children bussed, our womenfolk examined for virginity at ports of entry, of being beaten up in police cells, of being spat upon and degraded on the streets of this country, of being burnt out of our homes, of being deported at the midnight hour without recourse to family, or friend or lawyer. But now, 40 years on, many of us have got places.

We are in the higher echelons of he media, of government, of business, of education. We are sociologists and police chiefs, ministers and principals of schools. We are now, in this information society, entered into the engine-room of power and yet we do nothing about the refugees and asylum seekers. To come at it from another direction. Globalization has created a unified economic system and September 11 is engendering a uniform political culture. And together, through the instrument of the market state, they are undermining civil liberties, degrading social relations and wrecking civil society.

A free market inevitably estrous workers rights, suppresses civil liberties, and neuters democracy till all that is left is the vote. It dismantles the public sector, privates the infrastructure and determines social need. It free-floats the currency and turns money itself into a commodity subject to speculation, so influencing fiscal policy. It controls inflation at the cost of employment, it creates immense prosperity at the cost of untold poverty, it violates the earth, contaminates the air and turns even water to profit.

And it throws up a political culture based on greed and self garnishment and sycophancy educing personal relationship to a cash nexus (conducted in the language of the bazaar) even as it elevates consumerism to the height of Cartesian philosophy: ‘l shop, therefore I am. ‘ A free market presages an UN-free people. But that very same globalize that serves to produce a unified, monolithic economic system and culture is that which also allows us to create a unified political struggle. Whether we are against war with Iraq, whether we are for fair (not free) trade, whether we are against the Luis Dam project, whether we are for Justice for the

Palestinian people, whether we are against the degradation of women – whatever the issue that we are involved in, you’ll find that it is contaminated by other issues and that they all stem from the one source: globalize and the market state. We need, therefore, not only to unite our struggles but unite our peoples, call our intelligentsia to account, put the technology that instigated globalization to our own, insurgent use. But above all, we need to enter into a personal battle against greed and selfishness and the morality of the market place. Who we are is what we do. The political is personal. Thank you.

A critical Analysis of Contemporary Racism in Australia

This assessment was based on David Melon’s report “Contemporary Racism in Australia: The Experiences of Aborigines. Davit’s report shows that In recent years contemporary racism still as a serious problem than It had been In last several years and also gives a research about this phenomenon. This article would analyses David Mallow’s research critically from three main parts. First part is about the aims and purposes of the research, as well as explain the methods which were used in the search.

Next part would be critical analysis about methods and sample. Third part’s main Idea is about other Issues’ critical analysis especially give the personal viewpoint and explain. Furthermore, there will be a conclusion In the assessment’s end which prefer to justify personal comments and restate overall evaluation of the research. The aims of this research is concentrate on Aboriginal Australians’ experiences in racism and step up efforts of investigation to report the phenomenon of racism of racism.

Researchers used a non probability sampling technique which as qualitative teeth to gather data. To be more specifically, this method was use snowball sampling for recruit participants, it makes sense of large number of data to decrease the volume of information. NUDE*last, a software package which permits to explore the qualitative data by improving the data classifying and investigates patterns in the data. The data influenced racist phenomena typically from several aspects.

The people who participate reported the experiences of racism could be fund in a wide amount of forms which across a large amount of settings and from a massive mounts of the perpetrators. Furthermore, the experiences which were shared across participants could be divided into four types. First and second categories is the predominantly individual in nature and expression through either verbal or behavioral means. The third type is around the discrimination which usually embedded in Institutionalized practices.

However, It is infringed by the individuals from the violation of the norms which is allowed and refers to the equality of treatment for all of the members from the community. The fourth category around the racism is occurs at a acre-level without community and is institutional and cultural in nature than individual. the presentation. However, this method would not be appreciate because it was difficult to collect massive amounts of data for qualitative data analyzing. This method would be more helpful to used in individual investigation because it is an open-ended questionnaires.

People’s opinion changing with the years, different ages person as sample could help to get further information and specific result of the research. Unfortunately, it was not useful for get a qualification research result and his way was Just focused on one subgroup of the Aboriginal population and the urbanize Aboriginal population in Melbourne. (1982, citied by Seed, 1991, p. 62). As for the other methods and Justification is that the primary data which could be collected by the in-depth interview for the investigations.

This method could be chosen into the contextual plenty of the experiences which are from the participants. In addition, the main point of this method is to give alternatives to express the experiences that the participants interpreted to be racist and to give the chance for hem to demonstrate their opinions as well as show the details on their expressions of the opinions. There are several samples of the interview. For instance, if the experiences that interviewers had and male or female thought they have the experiences of racist by others or the personal reason racist by others.

By researching and using other data and materials, Davit’s article was academic and he also provide varies of details to prove the main idea. The result data of the emotion of experiencing racist from others through the Aboriginal participators is that they felt normal and widespread, sensitive and looks like intangible. The suggestions would increasing the percentage of social acceptable of racism advised to exist in the United States (Pettier, 1989), in Europe, (Seed, 1991, 1992; Pettier & Emergent, 1995), and the Britain (Billing, 1988), for instance, also may be a fairy story.

The further problems of using the qualitative method is that is difficult to link the experiences of the accessing people. The interviewers possibly loss the memory of the past, they may also do not accept to have the interviews. With these problems, using either quantitative research or qualitative research could not get the data particularly. What is more, the qualitative research has the insufficient of collecting subtle samples of data and make difficult compare with other research in the same field of work.

CONCLUSION To sum up, this report is critical analysis Davit’s article “Contemporary Racism in Australia: The Experiences of Aborigines”. Racism as a serious problem not only in life and probably would not solve immediately. Moreover, there are three main point in this report. First is the research which outline the main idea of the Davit’s article. Second part is the critical analysis which include the methods and samples in the search. The third one is about other issues’ critical analysis that briefly analyses other aspects with the research.

Racism

At that time, black people were divest of their basic rights. As time goes by, ethnic discrimination was losing Its power due to the presence of mixed- race slaves who no longer looked or sounded black. At that time, racial discrimination was based on the ethnic background and the skin color of the people not on scientific findings. Therefore, although you regard yourself as a white, sometimes you may discover that the African race is a part of your DNA and the same happen for the black people .

Personal growth Is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivist, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate fairness and consistency. In doing so, students can see appropriate adult behaviors first-hand and egging to emulate them as they mature.

I believe that all children have the ability to learn and the right to a quality education. All youths, regardless of gender, race, ethnicity, and capabilities should have the opportunity to learn from professional, well-informed teachers who are sophisticated and knowledgeable, both in their area of expertise and life. Certainly, every child has different learning styles and aptitudes; however, by having a personal relationship with every student, a teacher can give each an equal chance of success.

By recognizing every student’s potential and having separate, Individual goals for each, a teacher can accommodate personal needs and abilities and encourage the pursuit of academic aspirations. I think that teaching and learning are a reciprocal processes. When teachers nurture individual talents in each child, educators can build self-esteem and may encourage a lifelong skill. By supporting these special abilities, teachers can, for example, gulled students’ research, and students can, In turn, enlighten teachers about subjects in which they may not be as knowledgeable.

This mutual respect for individual skills cultivates a professional academic relationship, leading to a give- and-take educational alliance. This liaison allows students to feel that they are on equal intellectual ground with their teachers, thus creating a strong academic atmosphere. In addition to having a reciprocal relationship with one’s students, It Is vitally Important for teachers to form partnerships with fellow educators. Solid communication among teachers will promote the sharing of ideas and methods and untied to develop their craft and give the best education possible to their students.

In choosing to become a teacher, I have made the commitment to myself and my future students to be the best academic, personal, and ethical role model I can be. It is my goal to have a mutually enriching teaching career by keeping an open mind and continually communicating with my peers and students. I am prepared to rise to the challenges of teaching in the 21st century, and I promise to try to provide an honest, well-rounded education to every student I encounter.

Cyber racism

Racism not only happens face-to-face It also happens In many other forms ranging from discriminatory treatment to violence motivated by race. Cyber racism is also another form. In the cyber world racism can take the from of a website itself, its written comment, its images, blobs, videos and online comments. In addition, racist comments, images or language in text messages, on social networking sites or in emails are also examples of cyber racism.

Online activities or published material that result in offensive comments in relation to a persons race, color or national or ethnic origin, have the same effect as similar offline stalactites. Cyber racism may present as racial hatred or cyber bullying. The nature of rapidly developing technologies means that areas that were once considered private spaces are now public. The increased use of Internet and the development of social networking sites and maps, for example, mean that comments classified as ‘racist’, typically between one person and another, can now be sent to husbands of people within seconds.

This has more serious consequences for the target of the racist behavior. In addition, the increased use and accessibility of technology means that everyone can self-publish on the Internet. This has inevitably led to many websites that are factually incorrect. It has also led to the development of web content that Is racially motivated. The Increased use of websites such as backbone, twitter and youth has also provided forums for racist material. What does the research say? There is currently little research on the extent and impact on cyber racism in

Australia. However, current Australian research in the area of cyber bullying, the number of complaints of internet-based racism made nationally, and studies conducted overseas provide a strong indication of the nature and extent of cyber racism in Australia. Some researchers have found that: – 7-10% of students reported they were bullied by means of technology through the school term. – Slightly higher rates of cyber bullying were found among secondary students and students from non-government schools. Students reported that home Weber bullying Is likely to be higher among older students especially If parents don’t have the knowledge and skills to help their child. Serious instances of racism on the Internet may be dealt with under the Commonwealth Criminal Code. However, such cases can be difficult to prosecute, as they require strong proof that there has been an obvious intent to incite violence. Cyber racism is classified as an act of racism under the Racial Discrimination Act or RD, which is administered by The Australian Human Rights Commission.

The major objectives of the RD are to promote equality before the law for all persons, sugarless of their race, color or national or ethnic origin, and make discrimination against people on the basis of their race, color, descent or national or ethnic origin unlawful The Racial Hatred Act 1995 (Act) amended the RD by making racially motivated offensive behavior unlawful. Details of the Racial Hatred Act are at section ICC of the RD. Racial hatred or vilification is behavior using speech, images or writing in public.

For a (cyber) racist action to be considered against the law it must: – have taken place in a public place (the internet provides public and private spaces, pending on the particular medium used) – have racial content (referring to a person’s race, ethnicity, color or origin) – be likely to offend (considered hurtful) In Australia cyber hate speech associated with race is unlawful but not illegal at the national level, even though it may be illegal, though difficult to prosecute, in some State Jurisdictions.

Effectively this means it is up to the offended party to seek action to protect themselves under the law. As Australia has no fundamental human rights protection, that broader avenue for seeking compensation does not exist for Australians.

Racism in Football

Introduction

Whilst racist activity both in and around football grounds has been a feature of the 1970s and 1980s, racism within professional football in Britain has, historically, been tied to the nature of British society, in particular its colonialist and racist past. Cohen (1988) has suggested that by virtue of its imperialist phase, racism is constitutive of what has become a “British way of life”. Read More

What is meant by the word ‘Racism’?

Racism is discrimination based purely on the colour of a person’s skin. Racism is the belief that race accounts for difference in human character or ability and that a particular race is superior to others. Prejudice means prejudgment and is when someone judges another person before getting to know them. Discrimination is when the opportunities of certain individuals are limited due to their colour, race or religion etc.  Read More