The Stephen Lawrence Inquiry Report, Racist Harassment and Racist                     Incidents: Changing Definitions, Clarifying Meaning?

Chahal, Kusminder

doi:10.5153/sro.240

Cited by 7 publications

(5 citation statements)

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“…Firstly, by the late 1990s, recognition of institutional discrimination (as contrasted with individual discrimination) began to occupy a more prominent position. This followed the 1999 MacPherson Report on racial harassment, which arose from the murder of a black school student, Stephen Lawrence, a crime widely believed to be racially motivated and connected to institutional racism in schools (Chahal, 1999;MacPherson of Cluny, 1999). The trend towards focusing on institutional discrimination has been particularly marked in Northern Ireland, arising from a long history of political troubles between religious communities (which were traditionally reflected in poorer employment opportunities for Catholics as compared with Protestants).…”

Section: The Wider Policy Context Of Equality Policiesmentioning

confidence: 99%

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Deem

Morley

2006

Policy Futures in Education

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The article is based on recent research involving qualitative case studies of staff experiences of equality policies in six English, Scottish and Welsh higher education institutions (HEIs). Recent changes to UK legislation (e.g. on 'race' and disability) and a series of European Union employment directives (including on religion and sexual orientation) have caused more attention to be paid to equality policies and their implementation in higher education. The wider context for equality policies has also changed, from a predominant focus on individuals and redistributive equality policies to viewing inequality as a generic and relative concept which can be policy-mainstreamed, with greater concentration on organisational cultures and diversity and a focus on recognitional rather than redistributive approaches to inequality. The article uses the authors' recent research findings to consider how higher education institution employees who participated in the study understood notions of equality and diversity. There is a particular focus on whether different forms of inequality are seen to be interconnected, whether diversity is seen as desirable by most employees interviewed, the potential tensions and conflicts between equality policies applying to students and those concerned with staff and the visions of equitable HEIs of the future held by senior managers. It is suggested that whilst all HEIs studied had equality policies and senior managers who have benefited from equality training, nevertheless the shift away from redistributional notions of inequality (except in respect of occupational inequality) towards greater emphasis on recognitional forms, the tensions between student and staff equality issues, and the pursuit of organisational diversity may reflect a relative depoliticisation of the staff equality agenda in higher education.

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Section: The Wider Policy Context Of Equality Policiesmentioning

confidence: 99%

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Deem

Morley

2006

Policy Futures in Education

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“…(Gillborn, 2008, p. 123) However, Gilroy (2002Gilroy ( /1987 contends that the definition of what counted as racist in Macpherson was 'so narrowly and tightly drawn that it excluded almost everybody and left the sources of these mysterious failures inaccessible to all but the management consultants' (p. xxiii). The report's failure to be more specific about the sources and causes -the who and why of racist ideologies, actions, outcomes, and their dependency on the category of race -was viewed as a missed opportunity (Chalal 1999;Gilroy, 2002Gilroy, /1987. Goldberg (2004) argues that 'race is the glove in which the titanic, the weighty, hand of racism fits' (p. 216).…”

Section: Assertsmentioning

confidence: 99%

Taking Responsibility for Race Inequality and the Limitless Acts Required: Beyond ‘Good/Bad Whites' to the Immeasurably Whitened Self

Kitching

2011

Power and Education

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Certain radical race scholars argue that white people can and must act in anti-racist ways as part of a project that aims to end racial identities built on inequality, terror and domination. Yet revisioning the white subject as non-oppressive should not be the primary goal of anti-racism, as this re-centralises concern for those benefiting from whiteness. In this article, the author considers the ongoing erasure of white responsibility for race inequalities, and analyses the merits and tensions of 'critical race' and 'race critical' principles for exposing, politicising and countering them. He agrees with assertions that responsibilisation for race inequality is a radical process that cannot imply a finite state for individuals ('good/bad whites'); it is a process that must involve constant turns away from the Self and towards the Other. Acts of white anti-racist transgression must not be reduced to ever having taken 'full personal' responsibility for race inequality. However, for different reasons, caution needs to be exercised about assuming a universal, fixed, knowable white self at the centre of such acts, one which always successfully inhabits being white. Contributing to 'race-critical/post-race' scholarship, the author uses Butler's (2005) separation of agency from responsibility to think about responsibility as the task of the immeasurably whitened self.

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“…Obscured agency in racist acts connects with another criticism levied at the report, regarding the assertion that institutions are riddled with racism. Importantly it seems to imply that there is no clear locus for attributing responsibility or motivation for racist incidents, and this leaves the definition, as Chahal (1999) argues, less than useful. Additionally, critiques have also been aimed at the notion of evidence in the report, which was perceived to be 'circular and self-reinforcing.…”

Section: Illuminating the Policy Connections: Care Abuse And 'Race'mentioning

confidence: 99%

The Care and Abuse of Minoritized Ethnic Groups: The Role of Statutory Services

Forbat

2004

Critical Social Policy

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Abuse in care relationships is an increasing concern in social policy and service provision. Attention has been drawn to the abuse of cared-for people in their own homes, the abuse of carers by family members and the abuse of people in institutional settings. Drawing on qualitative research with carers/carees from South Asian and African-Caribbean backgrounds, this paper explores a different conceptualization of abuse which moves away from an interpersonal understanding, to one that recognizes structural inequalities as a form of ‘institutional’ abuse of carers and those who receive care. This reconceptualization of abuse gives particular attention to forms of racism and discrimination in the provision of services to minoritized carers/cared-for people. It therefore makes significant contributions to discussions of caring and race equality in the health and social care fields

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The Stephen Lawrence Inquiry Report, Racist Harassment and Racist Incidents: Changing Definitions, Clarifying Meaning?

Cited by 7 publications

References 0 publications

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Taking Responsibility for Race Inequality and the Limitless Acts Required: Beyond ‘Good/Bad Whites' to the Immeasurably Whitened Self

The Care and Abuse of Minoritized Ethnic Groups: The Role of Statutory Services

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