Post-racial paradoxes: rethinking European racism and anti-racism

ABSTRACT

The advent of a post-racial understanding of racism has changed the way in which Europe sees itself and its ethnic minorities. The concept of the post-racial emerged in the United States to describe a belief that America was no longer a racist society and the election of Barack Obama to the highest office in the land was a public and highly visible confirmation of that state of affairs. A global post-racial culture has taken hold of western plutocracies in which racism is universally denounced but increasingly difficult to pin down. Sayyid's study, by using a decolonial analytics, examines the different ways in which racism is imagined and how this imagination shapes the way in which the post-racial appears. The paper goes on to sketch out an alternative account of the post-racial as an aspect of the various trends that have been described as being post-political.     

Pacifying uncooperative carbon: examining the materiality of the carbon market

This paper scrutinizes how greenhouse gases are ‘pacified’ so that they can become tradable in the carbon markets. To advance the economization programme and other materialist frameworks, I argue that the existing literature does not pay enough attention to the diverse modes of carbon accounting and, in particular, carbon measurement – the most basic step – is overlooked and undertheorized. Drawing from the ‘critical metrology’ approach, I suggest that we need to take carbon’s diverse materialities seriously in the study of marketization processes. Some carbons are more cooperative than others. I, therefore, argue that it is important to conceptualize ‘pacification’ as a dynamic process that is mediated through materials of varying capacities as well as standards and technologies. The empirical case examined here concerns carbon measurement standards at coal-fired power plants – an ‘extreme case’ in the sense that coal is well-understood and relatively easy to measure. My findings indicate that, even for one of the most ‘cooperative’ carbons, measurement uncertainties are significant and pose challenges for the marketization of carbon emissions. While human actors work to cope with these uncertainties, the contours of the market are ultimately constrained by carbon’s materiality.     

Nothing wasted: engaging values and the imagination. How can working with feminist speculative fictions enthuse and engage students with social justice and sustainability in an age of austerity?

In the context of contemporary higher education, post white paper, ‘Students at the heart of the system’ [BIS, 2011. Students at the heart of the system [online]. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944-higher-education-students-at-heart-of-system.pdf, (Accessed 5 Feb 2014), in which funding and commodification of learning and of students dominate university mission statements and agendas, it is crucial that we collaborate with our students to engage imagination and critical faculties with issues of value, and of social justice. Teaching and researching contemporary feminist speculative fictions and feminist critical practice offer a priceless opportunity to make a difference, to challenge the intellectual impoverishment that this new austerity brings with it. Learning and teaching research into threshold concepts and signature pedagogies combine here with feminist critical practice in a discussion of teaching two speculative fictions which engage criticality and values: Atwood [Atwood, 2003. Oryx and Crake. New York: Nan A. Talese.) and Hopkinson [Hopkinson, 1996. A habit of waste. Skin folk. New York: Aspect, 183–202] each of which critiques flawed societies using tropes of waste, and rejection of difference. Each suggests recovery from damage done in the name of austerity, and imagines futures for the critical imagination, social justice, self-worth and agency.     

The Voice of Young People

No abstract available for this article.     

批判性思维·艺带教育·公安学员创新能力

在以创新为灵魂的当今时代,个体不仅需要全面、和谐、自由、充分的发展,更需要独创的有个性特色的发展,才能适应瞬息万变的社会变革的要求,才能对国家、民族和人民的发展作出创造性的贡献。创新能力的培养与提高离不开批判性思维,艺术教育中的批判性思维有利于公安学员主体意识的培养、有利于公安学员个性特点的培养、有利于公安学员灵感思维能力的培养,艺术教育中的批判性思维将直接为公安学员创新能力的培养打下坚实的基础。     

A Novel Approach to the Examination of Soil Evidence: Mineral Identification Using Infrared Microprobe Analysis*

Abstract: Identification of minerals using the infrared microprobe with a diamond internal reflection objective is a rapid and reliable method for forensic soil examinations. Ninety‐six mineral varieties were analyzed, and 77 were differentiated by their attenuated total reflection (ATR) spectra. Mineral grains may be mounted in oil for conventional polarized light microscope characterization and their ATR spectrum obtained with little or no interference by the liquid. This infrared microprobe method can be used to identify silicates, phosphates, nitrates, carbonates, and other covalent minerals; however, ionic minerals, metal oxide and sulfide minerals, and minerals with refractive indexes greater than diamond do not produce identifiable spectra, but the lack of a spectrum or one with high absorbance values does provide useful information. This research demonstrates the overall utility that infrared microprobe analysis brings mineral identification in soil evidence.     

The Highs and Lows of Teaching IR Theory: Using Popular Films for Theoretical Critique

This article introduces an approach to IR that uses popular films to teach students how to critically analyze IR theory. By pairing IR traditions (like Realism) and the slogans that go with them (like "international anarchy is the permissive cause of war") with popular films (like Lord of the Flies ), this approach poses questions not about the truth or falsity of IR theories but about how IR theories appear to be true. This technique works because it draws upon visual analytical skills that students already possess and transfers them to analyses of IR theory and international politics. Overall, it challenges the positioning of IR theory as beyond culture and politics rather than as part and parcel of it, transforms what we think of as doing critical IR theory, and repositions students from passive recipients of IR truths into critically active and engaged analysts of IR theory's commonsense views of the world.     

Racial and ethnic differences in the consequences of school suspension for arrest

A growing body of literature has demonstrated that when schools suspend students, the suspension acts not as a deterrent but as an amplifier of future punishment. Labeling theory has emerged as the predominant explanation for this phenomenon, suggesting that the symbolic label conferred along with a suspension shapes how other people perceive and respond to labeled students. Few studies, however, have attended to racial/ethnic differences in this process even though critical race theory suggests the consequences of suspension likely differ across racial/ethnic groups due to prevailing racial/ethnic stereotypes. This study uses six waves of data from the National Longitudinal Study of Youth 1997 (N = 8,634) to examine how the relationship between suspension and subsequent arrest differs for White, Black, and Hispanic students. Using a series of within-person analyses that control for time-stable personal characteristics, this study finds that suspension amplifies Black and Hispanic students’ risk of arrest relative to that of White students. White students’ risk of arrest was not amplified by suspension and, in some models, was diminished. This study's findings underscore the importance of understanding the labeling process as different by race/ethnicity and indicate that suspension is particularly harmful for Black and Hispanic relative to White students.     

“作为区域研究的日本学”在中国——兼论其意识形态机制

文章在梳理"区域研究"这一概念的基础上,总结了"作为区域研究的日本学"在中国的现状,并对其中的意识形态机制进行了认识论上的分析,认为区域研究的跨学科性所带来的超越性视点和对知识结构的反思性批判思维乃是日本学作为"区域研究"获得成功的关键所在。     

Private regulation,public policy,and the perils of adverse ontological selection

What problems can private regulatory governance solve, and what role should public policy play? Despite access to the same empirical evidence, the current scholarship on private governance offers widely divergent answers to these questions. Through a critical review, this paper details five ontologically distinct academic logics – calculated strategic behavior; learning and experimentalist processes; political institutionalism; global value chain and convention theory; and neo-Gramscian accounts – that offer divergent conclusions based on the particular facets of private governance they illuminate, while ignoring those they obfuscate. In this crowded marketplace of ideas, scholars and practitioners are in danger of adverse ontological selection whereby certain approaches and insights are systematically ignored and certain problem conceptions are prioritized over others. As a corrective, we encourage scholars to make their assumptions explicit, and occasionally switch between logics, to better understand private governance's problem-solving potential and its interactions with public policy.