The meanings attached to “race” across the globe are myriad, particularly as anti‐Islamic discourse once again links race and religion. Yet scholars lack a common terminology to discuss this phenomenon. This article hopes to expand critical race theory and scholarship across national lines. This critical examination of recent race‐related scholarship provides scholars with empirical suggestions to uncover and document the different processes, mechanisms, trajectories and outcomes of potentially racialized practices that essentialize, dehumanize, “other,” and oppress minority groups while imbuing privileged groups with power and resources in nations across the globe. Ten empirical indicators will allow international researchers to assess the particular situation of different groups in different nations to determine whether, and the extent to which, they are subject to racialization. Specifically, this paper calls for a unified terminology that can accurately account for and address race when and where it occurs and a global broadening of a critical comparative dialogue of racial practices.
Many in The Netherlands deny the existence of race and racism even as significant research strongly suggests otherwise. This paper synthesized existing literature to illuminate The Netherlands' unique form of racism, which is rooted in racial neoliberalism, anti-racialism (i.e. the denial of race), racial Europeanization, and the particular Dutch history of colonial exploitation. This article summarizes existing scholarship addressing racism in wide array of social institutions in The Netherlands before addressing the historical roots of Dutch racism and how Dutch aphasia and racial Europeanization deny the links between contemporary and historical oppression before, finally, offering an explanation for this disconnect.
Diverse schools have become the norm throughout much of what is considered the West. Many urban classrooms feature few white European children but are located in nations dominated by Eurocentric epistemologies and discourses that oppress minority students by devaluing their cultures. Most European scholarship fails to analyse cultures of whiteness in educational settings. This paper addresses this gap by documenting cultural discourses of whiteness infusing a diverse primary school classroom in Amsterdam. Discourses reflecting white cultural norms of order, time, cleanliness, and Western and Christian superiority dominated a classroom containing only one white Dutch child. These discourses contribute to diverse students' explicit racialization while promoting the supremacy of white Dutch culture. They are both assimilationist and exclusionary, suggesting that many students, because of their backgrounds, will never be considered fully Dutch. Findings are of relevance to all nations dominated by white cultures with large populations of students of colour.
This article provides a theoretical account of anti-Jewish prejudice and empirically tests this model using data from a recent national survey of adults in the United States. Whereas much prior research emphasizes the religious and cultural foundations of anti-Semitism, the present research provides an alternative framework that builds on Herbert Blumer's (1958) theory of prejudice as a sense of group position. Two related yet distinct lines of research have evolved from Blumer's seminal work, one emphasizing the position of an individual's group membership relative to other groups and a second that focuses on aggregate factors such as local economic conditions and minority group size. These themes are integrated to investigate the individual and contextual correlates of anti-Semitism in the contemporary United States. The findings suggest that anti-Jewish sentiments are most prevalent among African Americans and individuals residing in places with larger per capita Jewish populations. Interaction models further suggest that African Americans residing in areas with high concentrations of Jews are particularly likely to harbor anti-Jewish sentiments. These results cast doubt on strictly religious interpretations of anti-Semitism while partly supporting, and qualifying, a group position model. The findings have implications for theories of anti-Semitism and for the development of group threat perspectives on prejudice and inter-group conflict generally.
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