Why The 'Race Card' Is Played

"I've been an anti-racism campaigner all my life" MP Chris Williamson rejects criticism of Labour's decision to reinstate his membership after an anti-Semitism row, as colleague Dame Margaret Hodge accuses party of "turning a blind eye to Jew-hate" (link: http://bbc.in/2Nfa4XT ) bbc.in/2Nfa4XT

Why The Race Card Is Played 'Proof of systematic racism in America and Abroad' All your answers are here! www.whytheracecardisplayed.com/ https://www.patreon.com/theiconiumfoundation

Theresa May's chief of staff slammed Helmer, a former Tory and Ukip MEP, for the tweet suggesting he understands prejudice against black people

Call to flood the phone-lines in Tennessee to demand that the ongoing white supremacist conferences being organized in public parks by violent Ku-Klux-Klan and neo-Nazi groups come to an end! For information on the upcoming protest mobilization, go here.

The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools’ attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm the students the law is most intended to help. Among these consequences are a narrowed curriculum, focused on the low‐level skills generally reflected on high stakes tests; inappropriate assessment of English language learners and students with special needs; and strong incentives to exclude low‐scoring students from school, so as to achieve test score targets. In addition, the law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor chi

It may be argued that the emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. Additionally, and if not somewhat related to this critique, it can be suggested that the very construction of research from a Western perspective of Indigenous identity (as opposed to identities) and ways of being are deeply entwined within the undertones of epistemological racism still prevalent today. It is the purpose of this article to move beyond the overreliance of outside-based understanding Western epistemologies, and to explore not only the complex nature of both racism and identity from Aboriginal and Torres Strait Islander perspectives, but to also explore the role of education and research in perpetuating varying levels of racism and re

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and receiving information about the college going process – schools, parents, and community. The implications of this study suggest that understandings of college choice need to be complicated – or as we argue, RicanStructed – to center the experiences of specific groups of students of color, account for variation in the college choice processes within and across groups, and reflect more race and culture conscious approaches to increasing diversity in higher education.

In its "Revolutionary Call" released on 13 August 2015, BLF notes that, "[w]ithout land there is no freedom or dignity. We want Land First because it is the basis of our freedom, our identity, our spiritual well-being, our economic development and culture. The land of Africans was stolen and this theft has rendered us landless in our own land. We want all the land with all of its endowments on its surface together with all the fortunes underground as well as the sky. All of it belongs to us! We are a people crying for our stolen land! Now we have decided to get it back by any means necessary" SCI: "By any means necessary means without regard to famine, bloodshed or deteriorating as Zimbabwe did as our spiritual well-being demands it".

This qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks’ intellectual and material property, and psychological violence and rejection of Black suffering. We articulate a need for researchers to attend to institutionalized forms of anti-Blackness across structurally diverse institutional contexts – as well as predominantly white ones – and a need to articulate realities that exist outside the ‘settler colonial logics’ that permeate higher education. KEYWORDS: Antiblackness ,  Hispanic-Serving Community Colleges (HSCCs) ,  colonialism #latina #hispanic #latinos #latino #mexicanmemes #hispanics #hispanicsbelike #hi

1978 in Queens....Racism must of been so scary & heartbreaking for these kids 😕

Men yell racial slur after attacking, beating Shawnee man

“Racist neighbor”, trying to stop kids (mostly black) from playing because they were bothering him highlighter stepped in to correct him, Bravo to highlighter shirt!

“I suspect that this is spurred by having more African American people in our community,” Sproat said. “The community we live in talks about how tolerant we are … but in this gated community, we have hate crimes.”

Mitch McConnell squirms out of supporting reparations for slavery by blaming Obama. #whytheracecardisplayed

“I don’t understand how you expect anyone to talk about respect in an oppressed society,” she told the city leaders. “What is respect in an oppressed society? How can you blame the victims of last night in an oppressed society?”