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.