Does the education system help or hinder the fight against racism? This volume provides a constructive critique of the Swan Report of 1985 and of sociological research into racial and ethnic relations. The author undertakes a searching philosophical and sociological analysis of multicultural and antiracist education. He shows how the education system itself can reinforce racist assumptions and behaviour in society, but also argues that through educational and social reconstructing it can promote constructive cross-cultural relations.

This book reflects contemporary theorizing around race relations and socially-constructed groups. It is a text for a new age - one that represents the latest developments in race studies.

Raciolinguistics reveals the central role that language plays in shaping our ideas about race and vice versa. The book brings together a team of leading scholars-working both within and beyond the United States-to share powerful, much-needed research that helps us understand the increasingly vexed relationships between race, ethnicity, and language in our rapidly changing world. Combining the innovative, cutting-edge approaches of race and ethnic studies with fine-grained linguistic analyses, authors cover a wide range of topics including the struggle over the very term "African American," the racialized language education debates within the increasing number of "majority-minority" immigrant communities in the U.S., the dangers of multicultural education in a Europe that is struggling to meet the needs of new migrants, and the sociopolitical and cultural meanings of linguistic styles used in Brazilian favelas, South African townships, Mexican and Puerto Rican barrios in Chicago, and Korean American "cram schools" in New York City, among other sites. Taking into account rapidly changing demographics in the U.S and shifting cultural and media trends across the globe--from Hip Hop cultures, to transnational Mexican popular and street cultures, to Israeli reality TV, to new immigration trends across Africa and Europe--Raciolinguistics shapes the future of scholarship on race, ethnicity, and language. By taking a comparative look across a diverse range of language and literacy contexts, the volume seeks not only to set the research agenda in this burgeoning area of study, but also to help resolve pressing educational and political problems in some of the most contested raciolinguistic contexts in the world.

From everyday apps to complex algorithms, Ruha Benjamin cuts through tech-industry hype to understand how emerging technologies can reinforce White supremacy and deepen social inequity. Benjamin argues that automation, far from being a sinister story of racist programmers scheming on the dark web, has the potential to hide, speed up, and deepen discrimination while appearing neutral and even benevolent when compared to the racism of a previous era. Presenting the concept of the “New Jim Code,” she shows how a range of discriminatory designs encode inequity by explicitly amplifying racial hierarchies; by ignoring but thereby replicating social divisions; or by aiming to fix racial bias but ultimately doing quite the opposite. Moreover, she makes a compelling case for race itself as a kind of technology, designed to stratify and sanctify social injustice in the architecture of everyday life. This illuminating guide provides conceptual tools for decoding tech promises with sociologically informed skepticism. In doing so, it challenges us to question not only the technologies we are sold but also the ones we ourselves manufacture. Visit the book's free Discussion Guide: www.dropbox.com

Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students’ own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

Based on a study among higher-educated adult children of lower-class Turkish and Moroccan immigrants in the Netherlands, this open access book explores processes of identification among social climbers with ethnic minority backgrounds. Using both survey data and open interviews with these ‘minority climbers’, the study details the contextual and temporal nature of identification. The results illustrate how ethnicity is contextual but have tangible and inescapable effects at the same time. Also the findings call for a more reflexive use of terms like ethnic ingroup/outgroup and bonding/bridging. Overall, the book helps us understand the emergence of middle-class segments that articulate their minority identities and as such it will be of great interest to academics, policy makers and all those interested in processes of integration and/or diversity.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring. Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators’ lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

This volume presents a series of illustrative and critical perspectives upon the developing study of men and masculinities and its importance for sociological theory. The contributions, by women and men from Britain and the United States, are organized around the unifying themes of Power and Domination; Sexuality; Identity and Perception. Feminism has raised profound questions for the social sciences, for sociological theory and for the study of men. The contributors to this volume discuss how such questions can be addressed. They demonstrate the range of theoretical traditions that can be brought to bear on the study of men, and underline the importance of understanding ‘masculinities’ in the plural. In a concluding section, three different views upon the controversy surrounding ‘Men’s Studies’ are presented.