Re-thinking waste: mapping racial geographies of violence on the colonial landscape

Waldron, Ingrid

doi:10.1080/23251042.2018.1429178

Cited by 15 publications

(11 citation statements)

References 23 publications

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“…There are many examples of environmental justice scholarship that are sensitive to violence. Waldron's (2018) analysis, for example, of how the structural violence implicit in control over space solidifies Canadian race and class hierarchies and the exposure of minorities to hazardous facilities. Fox's (2015) examination of military force to expropriate land and deny Indigenous Guatemalans access to natural resources.…”

Section: De-sanitizing the Violence Of Environmental Injusticementioning

confidence: 99%

Privilege and responsibility in environmental justice research

Lockie

2018

Environmental Sociology

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Section: De-sanitizing the Violence Of Environmental Injusticementioning

confidence: 99%

Privilege and responsibility in environmental justice research

Lockie

2018

Environmental Sociology

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“…African Nova Scotians have made substantial contributions to music, art, civil rights, and justice. Despite their contributions, however, African Nova Scotians have not benefited from the province's prosperity (African Nova Scotian Affairs, 2019;Bernard & Bonner 2013;Etowa et al 2017;Hamilton-Hinch et al, 2017;Hamilton-Hinch, 2016;McGibbon & Etowa, 2009;Smith et al, 2005;Waldron, 2018) in large part because of systemic racism and discrimination in various structures such as judicial, governmental, economic, and educational systems (African Nova Special capsule issue: African educational excellence Call for Change in Education 69 Scotian Affairs, 2019; James et al, 2010). It is within this context of generational racism and discrimination that Black students enter the educational system.…”

Section: Literature Reviewmentioning

confidence: 99%

A Call for Change in the Public Education System in Nova Scotia

Hamilton-Hinch¹,

McIsaac²,

Harkins³

et al. 2021

CJE/RCE

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The United Nation’s International Decade for People of African Descent and Nova Scotia’s Ministry of African Nova Scotian Affairs recognize that students of African descent continue to experience inequities. As previous studies indicate, parents of Black learners identified that many educators lack knowledge and experience in understanding students of African descent.This study explored student achievement from the perspective of parents of children of African descent attending public schools in Nova Scotia. Participants included individual interviews and focus groups with parents from rural and urban areas. Based on Bronfenbrenner’s ecological theory framework, a thematic analysis of the data was conducted, a dominant storyline related to the families’ experiences in school and subsequent themes emerged: we are treated differently; we don’t feel connected; we know there are challenges: the resistance of parents; and we deal with injustices but persevere. These findings provide recommendations to improve the educational success for Black learners. Keywords: African Canadian, academic achievement and success, Black students, education, schooling challenges, students of African descent

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“…This recurring omission means that Canadians remain uninformed about the histories of enslavement, segregation, displacement, and marginalization of generations of African Canadians (Bernard and Bonner 2013; Bundy 2019; Spencer 2012). It also affects how topics such as Black Canadians’ experiences of economic insecurity (Livingstone and Weinsfeld 2015), environmental racism (Waldron 2018), inequities in workplaces (Hasford 2016), and the effects of commonly held cultural tropes regarding Black people (Etowa et al. 2017) remain understudied in our discipline.…”

Section: Reimagining the Sociology Of African Canadians And Anti‐blacmentioning

confidence: 99%