Discussions of racism tend to get tangled up in issues of level of analysis.1 Sociologists (e.g. Bonilla-Silva) and critical race theorists (e.g. Haney-López), among others, have long argued that we need to understand racism as something that works “beyond” or “above” the individual, building on arguments that go back to Stokely Carmichael’s distinction between individual and institutional racism. In talking through these ideas with friends and students, I’ve found that the terminology can be confusing – in part because sociologists (and non-sociologists) have used terms like institution and structure to mean so many different, overlapping things. In this post, I outline my idiosyncratic terminology for characterizing different levels of racism when trying to explain these interwoven concepts. For me, it’s been useful to break down racism into four levels that are at least partially nested: individual, organizational, institutional, and systemic.2Continue reading “levels of racism: individual, organizational, institutional, and systemic”
Month: June 2020
anti-racist research practices and the value of teach-ins
The following is a guest post by Nabila Islam.
On Friday, June 12, 2020, fourteen sociology graduate students at Brown University held a teach-in on how to support BLM in academia at the Population Studies Training Center (PSTC), an interdisciplinary center for the study of population issues. The teach-in evolved from the invitation that sociology graduate students (with support of staff and faculty) had extended in the department’s statement in support of BLM. The letter had urged members of the sociology community to have conversations with and beyond each other on how to combat anti-black racism and to produce anti-racist research. Susan Short, sociologist and Director of PSTC, asked graduate students if they wanted to hold an event or a meeting at the center as a follow-up. The students decided on holding a teach-in on race and racism in the academy. In the tradition of teach-ins and public sociology, the event mixed theoretical discussions with conversations about praxis and centered the coming together of the PSTC community to discuss recent political events and possible futures. During the second part of the teach-in, the attendees were invited to participate in facilitated breakout sessions to brainstorm anti-racist practices in research, as well as in institutional and interpersonal situations within the academy. The suggestions below are the result of those collaborative conversations. Recently there have been discussions on how professors in all disciplines can talk to students about race and racism. Teach-ins potentially provide a way to challenge status and generational divides between students, staff and faculty on campus while offering opportunities to rearticulate the meaning of community and to create anti-racist publics within the academy.Continue reading “anti-racist research practices and the value of teach-ins”
galloway and the perpetually-to-come disruption
What is transmitted in higher learning?… Limiting ourselves to a narrowly functionalist point of view, an organized stock of established knowledge is the essential thing that is transmitted. The application of new technologies to this stock may have a considerable impact on the medium of communication. It does not seem absolutely necessary that the medium be a lecture delivered in person by a teacher in front of silent students, with questions reserved for sections or “practical work” sessions run by an assistant. To the extent that learning is translatable into computer language and the traditional teacher is replaceable by memory banks, didactics can be entrusted to machines linking traditional memory banks (libraries, etc.) and computer data banks to intelligent terminals placed at the students’ disposal. Pedagogy would not necessarily suffer. The students would still have to be taught something: not contents, but how to use the terminals.
Continue reading “galloway and the perpetually-to-come disruption”
an invitation to abolition for the curious sociologist
The following is a guest post by Mo Torres.
Abolition is in the public eye like never before. In five years, we’ve gone from “require body cameras and implicit bias training” to “defund the police.” Longtime abolitionist Mariame Kaba is in the New York Times: “Yes, we mean literally abolish the police.”
As a discipline that has had much to say about racism, policing, and incarceration, where do sociologists fit into this new picture, where abolition is not simply a fringe position, but one front-and-center in current debates?
Continue reading “an invitation to abolition for the curious sociologist”
recent anti-police brutality protests since George Floyd’s death are far arger than previous Black Lives Matter protest waves
Guest post from Todd Lu reposted from Race, Politics, Justice
Much excellent work has been written about the need for systemic reform of policing in the US, the discrimination and inequalities faced by Black Americans, and the brave struggles of anti-racist protesters amidst the ongoing police repression and the unprecedented COVID-19 global pandemic. As social movements go, the ongoing mobilizations have clearly set the political agenda of anti-racism in a news cycle previously dominated by public health policies around COVID-19. Right now, it’s far too early to tell the political and cultural consequences of the current protests, but what we do know so far from the data is that this current wave is significantly larger than previous protest waves in the past. Since it has been a couple of weeks since George Floyd’s death, we are starting to get data trickling in on the scale and size of the current anti-police brutality protests. I will focus here on presenting some preliminary statistics and figures of the current Black Lives Matter protests and compare them with previous mobilizations. Continue reading “recent anti-police brutality protests since George Floyd’s death are far arger than previous Black Lives Matter protest waves”
the importance of demonstrating that communities can police themselves
Guest post by Chloe Haimson, University of Wisconsin-Madison, email@example.com Originally posted at Race, Politics, Justice
Note: This piece is based on research collected for a forthcoming paper in Mobilization.
In recent weeks, heated interactions nationwide between protesters and police, were sparked by the murder of George Floyd, a 46-year-old African American, by a white Minneapolis police officer, Derek Chauvin. Throughout recent history, nearly all social movements have been concerned with the potential impact of police presence at their protests. Protesters have feared police will suppress their activities, use violence against participants, and incite turmoil in the crowd.
However, Black Lives Matter (BLM) protests are singular because they are directly organized in response to police violence and state surveillance. Continue reading “the importance of demonstrating that communities can police themselves”
dismantling the minneapolis police department
Over the past 4 years, I’ve studied community perceptions of the Minneapolis Police Department. With a team of students, we conducted qualitative interviews with over 100 residents and 20 leaders of police reform/transformation/abolition groups; tracked reform efforts by the MPD; and attended city council hearings, vigils, and community listening sessions. We learned that many in Minneapolis agreed that racialized police violence was a dire social problem, but disagreed on its solution (and whether policing could ever be reformed). Some citizens and groups fought for reform through bureaucratic channels, while others pushed for police abolition or transformation.
As readers are well aware, these questions about reform vs. abolition recently became a national conversation. Following the murder of George Floyd by four now-former MPD officers on May 25, 2020, and the explosion of protests locally (and nationally and internationally), many have looked to Minneapolis to see how this conversation might produce real change.Continue reading “dismantling the minneapolis police department”
should i write an op-ed?
In times of political turmoil, we often wish that there were more sociological perspectives in the popular media. This is especially true when issues of power and inequality are involved. One of the best ways for sociologists to make our voices heard is to write something ourselves, but writing for the public is different than writing for other scholars. How do you know if your contribution will be valuable? What makes a great op-ed? And how do you get it into the right hands? In this blog post, I detail my own process for deciding when and how to write for the popular media.
sociologists against systemic racism and anti-black police violence
Today, the graduate students of the Brown Sociology department, with support from faculty and staff, put out a statement in solidarity with Black Lives Matter and the ongoing protests against police violence. The text of the statement is reproduced below; the full statement including signatures is available here. This statement joins those from the American Sociological Association, Sociologists for Women in Society, and other sociology departments including Temple University, UCSD (in the comments below), University of Michigan, University of Minnesota, and Wake Forest University. Please post links to any other statements by sociology associations or departments that you come across in the comments below, and I’ll add them to this list.Continue reading “sociologists against systemic racism and anti-black police violence”
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