"Building Back Better": Seeking an Equitable Return to Sport for Development in the Wake of COVID-19

The COVID-19 pandemic affected sport programming by restricting in-person activities. Concurrently, global outcry for racial justice for Black and racialized communities promoted calls to action to assess equitable practices in sport, including sport for development (SFD). This study critically examined SFD "return to play" programming to include perspectives from racialized persons' lived experiences. We present findings based on data collected from Maple Leaf Sports and Entertainment Foundation's Change the Game campaign, which explored questions of sport inequity to "build back better." Outcomes further SFD discourses challenging (potentially) harmful structures affecting participants, including underreported effects of racialization. The study used both quantitative and qualitative analyses of survey data on youth experiences, enablers, and barriers in sport and analyzed these results within an antiracist, antioppressive, and decolonial conceptual framework.

Community college mathematics faculty members: Racialized self-perceptions of day-to-day realities within the classroom environment

This dissertation study was guided by two research questions: 1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?;and 2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a real-time virtual classroom observation. The findings from this study revealed three key findings. First, adult role models such as K-12 school professionals (e.g., teachers, coaches, and principals) and fathers were the primary influences who shaped faculty members' racialized sociocultural worldviews and current teaching strategies. Second, faculty members' lived experiences and self-willingness to learn about race and racism led them to develop their racialized self-awareness due to the absence of preparation from their academic and professional requirements. Lastly, when teaching in the classroom, students were the primary influences who shaped the racial and virtual classroom power dynamics rather than the faculty members. As a result, this study provides alternative theoretical, policy design, and practical recommendations to professionally coach community college mathematics faculty members on how to habitually practice teaching course curriculum centered on racial equilibrium, diversity, and inclusion, particularly in entry level mathematics course sequences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Other lullabies: Attacks on Blackness, confusion of tongues, and the loss of play

Through a close reading of an anonymous lullaby from Latin America, the paper argues how colonial legacies and systemic racism, in the context of the structure of whiteness and the Covid pandemic, have had a nefarious impact on the material, symbolic, and psychic life of poor and working-class children and adolescents of color. The paper places a focus on Black kids. Left outside the symbolic, material, and legal order, these individuals suffer systemic attacks against their body and mind. This fact, in tandem with the devastating realities of the pandemic, have produced what the author calls an experience of "the end of the world." Three main consequences of all these configurations are discussed: (1) failed identifications with whiteness;(2) loss of play;and (3) "confusion of tongues." The need for new social lullabies, ones that invigorate our social capacity to dream the (colonial) state of affairs as being otherwise and that create communal solidarity, is proposed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Portraits of white women managers reflecting upon racism, classism, and equity in higher education

Horace Mann (1796-1859) is known for asserting education is the great equalizer. Today, "in the United States, education figures prominently within the public imaginary as deliverance from inequities in society" (Patel, 2016a, p. 16). This assertion, however, assumes all degrees hold the same promise and anyone with enough pluck will succeed. What it hides are many facets of inequity built into a system obsessed with rank and governed by a bureaucratic hierarchy. In actuality, higher education both mimics and reproduces the very social inequities it strives to correct.Using the narrative frameworks of critical race theory and portraiture, this study illuminated voices of White female managers working in the California State University system. Additional analysis using critical White studies allowed for a deeper investigation of how White people comprehend racism and how they define race, including assuming a lack of race in themselves. Sparked by numerous statements from university presidents, police chiefs and business leaders decrying the killing of George Floyd by Minnesota police in May 2020, this study was conducted in the context of the COVID-19 pandemic and mainstream awareness of Black Lives Matter, two ongoing events that have not only disrupted the way we did business in 2020 and into 2021, but have also challenged White people to consider and frankly discuss pervasive structures of racism and how they have benefitted from those structures. By exploring participants' experiences as former students who became managers in higher education, this research centers the narrative on individual insights and whether those whose culture has been centered in the curriculum have recognized their privileged place in the system of higher education and how they have challenged and dismantled those manmade structures. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Pandemic politics and the rise of immigration: Online attitudes towards Westerners and the west in China

This article aims to unpack discourses of ‘race' and racializations associated with White Western foreign residents in China amid pandemic politics. China's proposal to loosen visa regulations for non-citizens during the pandemic (February 2020) sparked many racist and nationalistic sentiments online. Since then, exposés of the ‘special treatment' foreigners apparently demand during quarantine in China have met significant online backlash. Anti-foreigner sentiments are at a new high and not only against African migrants, who have been the focus of extant studies. COVID-19 hit the world at a time of vast international migration into China and China's growing power, and the revival of existing racializations and the ignition of new ones are intricately linked with these phenomena. This article proposes that understanding the conditioning contexts of Chinese postcoloniality and state-led patriotism can enable valuable insights into the emerging racialization of White Westerners in pandemic-era China. © 2023 The Authors. Global Networks published by John Wiley & Sons Ltd.

Sustainable development goals for industry, innovation, and infrastructure: demolition waste incorporated with nanoplastic waste enhanced the physicomechanical properties of white cement paste composites.

The COVID-19 pandemic significantly impacts the increase in plastic waste from food packaging, masks, gloves, and personal protective equipment (PPE), resulting in an environmental disaster, if collected, processed, transported, or disposed inappropriately. Plastic waste has a very long deterioration time in the environment (soil and water), cheap, and plentiful. Additionally, construction waste disposal is a process that transfers debris to a state that does lead to any sustainable or environmental problems. The core objective of this current research work is to provide safety and efficacy by partial substitution of both ultrafine demolition waste (UDW), incorporated with nanoplastic waste (NPW), for eco-white cement (E-WC) composition. E-WC is designed by partially substituted WC with UDW (1.0, 5.0, 10.0, 15.0, and 20.0 wt.%); incorporated with NPW (1.0 and 3.0 wt.%); to adequately protect people and the environment over long periods. The context examines the high performance, physicomechanical properties and high durability of blends as presences of silica in UDW proposed a hydraulic filler material, plus; high surface area of NPW. The microstructure and workability are characterized by X-Ray Fluorescence (XRF), Scanning Electron Microscope (SEM), and Transmission Electron Microscope (TEM) measurements. The record results show greatly enhanced in the mechanical strength due to the combination of NPW and UDW (active silica). With the presence of NPW and UDW in WC matrix, the highest level of crystallization formed consequently a decrease in whiteness reflection (Ry) and total porosity. In summary, WC blend with NPW and UDW reflects better workability and energy saving qualities, which are economical and environmentally beneficial and may result in decreased construction budget and improve a long-term raw material sustainability.

Against Sympathy: Adam Smith’s Theory of Moral Sentiments and the Regressive Politics of Likeness

Reading The Theory of Moral Sentiments in dialog with civil rights struggles in the United States and with decolonial thinking more generally, this essay argues that sympathy constrains the conditions for social change by restricting the legibility of Black suffering. To demonstrate as much, this essay offers a close reading of Smith's account of sympathy and of the impartial spectator, following which this essay reads #BlackLivesMatter as a hashtag and social movement whose advocacy is counteracted by antisympathetic rhetorics of white universalism, Black respectability, and masculine supremacy. In response, this essay argues in favor of decolonial acts of listening that occur in the context of a societal project of restorative justice because it is the persistence of reified colonial sympathy-allocation patterns in the United States and elsewhere that are driving the disproportionate impacts of anthropogenic climate change, COVID-19, and other historic events on nonwhite, nonmale people around the world.

Precarious whiteness in pandemic times in China

This special issue of Asian Anthropology gathers five studies that deal with how the Covid-19 pandemic disruptions impacted on a distinctive social group in a particular geopolitical context: white migrants in China. While the articles reveal in fascinating detail how this combination of people and place is in many ways unique in terms of their experiences of, and responses to, the pandemic, the collection also speaks to larger themes of migration, citizenship, inequality, precarity and vulnerability, and the role of race within these. [ FROM AUTHOR] Copyright of Asian Anthropology (1683478X) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Precarious whiteness in pandemic times in China

In this introduction we explore how the effects of the outbreak of Covid-19 in January 2020 have challenged, undermined, and transformed the racialized privileges of various groups of white migrants in China. While whiteness can be an invisible hegemonic construction in Western societies, it becomes a highly visible minority status in China. We introduce the concept of "precarious whiteness" to flesh out the multi-layered tensions in the transnational circulation and reconfiguration of white privilege, particularly in China. The articles in this special issue focus on white migrants in four domains: transnational business and entrepreneurship, Chinese-foreign families, digital media platforms, and online English teaching. Together they foreground the highly contested and fragmented nature of white racial formation in a critical historical moment of Covid-19. [ FROM AUTHOR] Copyright of Asian Anthropology (1683478X) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

CONFRONTING WHITENESS IN SOCIAL WORK EDUCATION THROUGH RACIALIZED STUDENT ACTIVISM

In 2010, a group of racialized doctoral students at an elite university in Canada collectively mobilized against institutional racism within their school of social work. They insisted that their school confront the ways in which White supremacy was embedded within various policies and practices. These early initiatives led to the creation of the Racialized Students’ Network (RSN). Although the RSN has ended, it has produced a new generation of scholars who continue to interrogate Whiteness and White supremacy. It has also offered roadmaps through which newer generations of racialized social work scholars can advance anti-racist and decolonial feminist perspectives within postsecondary social work institutions in Canada. In this article, the authors, who are now tenure-track or tenured professors at Canadian universities, demonstrate the ways in which graduate student anti-racist activisms are a central avenue for confronting Whiteness and institutional racism. Through a collaborative autoethnographic methodology, this article draws from the authors’ personal experiences within the RSN, the group’s source documents, and their collective analysis on how the RSN has informed their ongoing activism. They discuss how their everyday experiences align with current anti-racist struggles and movements to shape their actions and responses in academe. The RSN Model of Racialized Students’ Activism is presented to demonstrate the collective processes the student activists explored to reflect and apply their intersecting identities to support racialized students and address systemic racism.Alternate :En 2010, un groupe d’étudiants racisés, aux études doctorales dans une université canadienne, s’est mobilisé collectivement contre le racisme institutionnel au sein de leur école de travail social. Ces étudiants ont insisté pour que leur école confronte les façons dont la suprématie blanche s’ancrait dans diverses politiques et pratiques. Ces premières initiatives ont conduit à la création du Racialized Students’ Network (RSN). Bien que le RSN n’existe plus, il a donné naissance à une nouvelle génération de chercheurs qui continuent de s’interroger sur la blancheur et la suprématie blanche. Il a également offert des feuilles de route grâce auxquelles les nouvelles générations de chercheurs en travail social racisés peuvent faire progresser les perspectives féministes, antiracistes et décoloniales au sein des programmes de travail social dans les établissements postsecondaires au Canada. Dans cet article, les auteurs, qui sont maintenant professeurs titulaires ou permanents dans des universités canadiennes, démontrent comment les activismes antiracistes des étudiantes et étudiants sont une avenue centrale pour confronter la suprématie blanche et le racisme institutionnel. Grâce à une méthodologie autoethnographique collaborative, cet article s’inspire des expériences personnelles des auteurs au sein du RSN, des documents sources du groupe et de leur analyse collective sur la façon dont le RSN a influencé leur activisme actuel. Ils discutent de la manière dont leurs expériences quotidiennes s’alignent sur les luttes et les mouvements antiracistes actuels pour façonner leurs actions et leurs réponses dans le milieu universitaire. Afin de démontrer les processus collectifs entrepris par les activistes étudiants pour refléter et utiliser leurs identités entrecroisées afin de soutenir les étudiantes et étudiants racisés et confronter le racisme systémique, le modèle d’activisme des étudiantes et étudiantes racisés du RSN est présenté.

Shared space and between space: Considering Jewishness and race through interspecies dancing1

This autoethnographic text describes a dance and personal historical research process during COVID-19 quarantine and Black Lives Matter protests in 2020. As implications of a changing planet and unequal cross-cultural impacts and responsibilities become ever more clear, this research explores assimilation into Whiteness in Ashkenazi Jewish American lineage and how that relates to interspecies dancing. What is lost in this story of assimilation? What might interspecies collaborations teach us about relating cross-culturally? Whiteness and Jewishness are considered through histories of speaking and losing Yiddish and the role of Jewish dancers in early modern dance in New York. Interviews about Yiddish and assimilation are in dialogue with an improvisational dance practice with a border collie dog (whose ancestors helped colonize the United States). This interspecies movement practice and others (including complex evolutionary histories) connect to biologist Donna Haraway and anthropologist Anna Tsing for insights about collaboration across differences. In thematically bringing Jewishness into performance practice, this research unravels layers of resistance, privilege and present racial inequities. The text looks to Audre Lorde and civil rights activist Eric K. Ward for coalition building practices: finding connection and finding ourselves are to be changed by our encounters without losing ourselves in the process. © 2022 Intellect Ltd.

'Whiteness is an immoral choice': the idea of the University at the intersection of crises.

Universities in the global North are shaped against intersecting crises, including those of political economy, environment and, more recently, epidemiology. The lived experiences of these crises have renewed struggles against exploitation, expropriation and extraction, including Black Lives Matter, and for decolonising the University. In and through the University, such struggles are brought into relation with the structures, cultures and practices of power and privilege. These modes of privilege are imminent to the reproduction of whiteness, white fragility and privilege, double and false consciousness, and behavioural code switching. In particular, whiteness has historical and material legitimacy, reinforced through policy and regulation, and in English HE this tends, increasingly, to reframe struggle in relation to culture wars. This article argues that the dominant articulation of the University, conditioned by economic value rather than humane values, has been reinforced and amplified during the Covid-19 pandemic. The argument pivots around the UK Government policy and guidelines, in order to highlight the processes by which intellectual work and the reproduction of higher education institutions connect value production and modes of settler-colonial and racial-patriarchal control.

Rediscovering the conflict zone: Can the subaltern redefine the theory?

By utilizing autoethnography as a research method of a reflective self-examination set within the author's cultural context and experiential world, this essay elucidates the nuanced positionality of Asians/Asian Americans at the intersection of the model minority myth discourse, colonial narratives, and the black–white binary paradigm of race relations by the employment of Critical Whiteness Studies (CWS). While the recent global movement toward racial awareness pushes us to consider the use of CWS, probing into the positionality of Asians/Asian Americans from the perspective of the aforementioned intersection helps us understand the carefully constructed racial paradigm that sets up the complex of the racial status quo. The paradigm has not only created the precarious space for those whose racial identities do not fit in the binary—inclusive of but not limited to Indigenous people, Asians, Latinx, and multiracial people—but has also polarized whites under the white supremacist system. [ FROM AUTHOR] Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Where the repetition fades: black feminist lessons and (sonic) critiques beyond critical whiteness studies

Drum. Guitar. Song. Cue up Brittany Howard's "History Repeats" and notice what happens. For us, something akin to a bluesy-funk hums while reading critical whiteness studies (CWS) through black feminist thought (BFT). Breaking form. Diffractive. Relational. In this essay, we work through prismatic rhythm and consider how Howard's creative text moves beyond the logic of modern reason to welcome otherwise. We note a writing-thinking-jam session and methodological openings guided by BFT. We then discuss CWS to rethink its approach to analysis and the production of whiteness as its object of knowledge. At the core of our argument are lessons from BFT to incite ways of outmaneuvering and undoing immunity with impunity. With those lessons, we aim to disrupt traditional practices of biocentric disciplinary knowing and open radical (un)disciplinary possibilities. Tune in for a rhythmic swell. [ FROM AUTHOR] Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

A love letter to educational leaders of Color: "CREWing UP" with critical whiteness studies

This essay applies Critical Race Theory and Critical Whiteness Studies towards affirming the collective existence, experience, and humanity of educational leaders of Color, who tend to experience systemic dismissing and invisibilizing within educational institutions. Like racial commentators such as James Baldwin and Ta-Nehisi Coates, this essay uses the genre of letter writing—specifically a love letter—as a way to cultivate intimacy and relationality with readers. The piece intentionally does so because whiteness, white supremacy, and racism enact violence in ways that require intentional healing rooted in humanizing, revolutionary, and decolonial love. Ultimately, this love letter urges scholars, particularly race and whiteness scholars, to "CREW UP," or Catalyze Resistance & Emancipation With United Power, in such a way that provides the healing, collective coalition-building, and consciousness needed to eradicate whiteness, white supremacy, and racism. [ FROM AUTHOR] Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Conceptualizing “the end” of COVID-19: temporality and linear mobilization toward health

COVID-19 has crystalized how Western sociopolitical, cultural, and biomedical understandings of health advance the spaciotemporal logic of “the end.” This logic defines health in terms of linear accessibility to cures while ignoring the intersectional mechanisms of systemic inequality. Such logics stress an individual’s ability to mobilize along the timeline of health, ignoring the stoppages shaped by race, class, ability, and gender. This effectively casts public health as a matter of managing individual choice without attending to systems of power. The logic of “the end” works in tandem with the metaphors of “darkness” and “light.” Within the context of COVID-19, these metaphors demarcate health as a universally attainable good defined by Western medicine, whiteness, and normative ability. This temporal logic of the pandemic crystalizes how whiteness and ability shape notions of health in ways that render precariously situated bodies immobile and essentially ill. © 2022 National Communication Association.

Epidemiology as methodology: COVID-19, Ukraine, and the problem of whiteness

This article introduces epidemiology as a methodology for performing critical cultural studies and for excavating meaning in times of disparate global crises. I explore the interconnections between COVID-19, the Black Lives Matter movement, and the Russian invasion of Ukraine to examine the interconnections between health, colonialism and whiteness. I introduce the term “epidemiology of whiteness” to illustrate how whiteness functions as an unexamined privilege that directly impacts population health.

‘DIFFERENT THAN A REGULAR WHITE’: EXPLORING HEALTH-RELATED WHITE IDENTITY POLITICS IN RURAL APPALACHIA

Qualitative research can clarify how the racialized social system of Whiteness influences White Americans’ health beliefs in ways that are not easily captured through survey data. This secondary analysis draws upon oral history interviews (n=24) conducted in 2019 with Whites in a rural region of Appalachian western North Carolina. Interviewees discussed personal life history, community culture, health beliefs, and experiences with healthcare systems and services. Thematic analysis conveyed two distinct orientations toward health and healthcare: (1) bootstraps perspective, and (2) structural perspective. Whiteness did not uniformly shape interviewees’ perceptions of health and healthcare, rather, individual experiences throughout their life course and the racialized social system contributed to these Appalachian residents’ assessments of who is responsible for health and healthcare. Dissatisfaction with the Affordable Care Act was salient among interviewees whose life stories reflected meritocratic ideals, regardless of education level, age, or gender identity. They apprised strong work ethic as a core community value, assuming that personal contributions to the social system match the rewards that one receives in return for individual effort. Conversely, interviewees who were primarily socialized outside of rural Appalachia acknowledged some macro-level social determinants of health and expressed support for universal healthcare models. Findings suggest that there is not one uniform type of “rural White” within this region of Appalachia. Interventions designed to increase support for health equity promoting policies and programs should consider how regional and place-based factors shape White Americans’ sense of identity and subsequent health beliefs, attitudes, and voting behaviors. In this Appalachian region, some White residents’ general mistrust of outsiders indicates that efforts to garner more political will for health-promoting social programs should be presented by local, trusted residents who exhibit a structural perspective of health and healthcare.

Whiteness in the COVID-19 Pandemic: Who is Talking About Racism With Their Kids?

The present study investigated factors associated with parent awareness and socialization surrounding COVID-19-related racial disparities among White parents of children ages 1.5–8 living in Canada and the United States (N = 423, 88% mothers). Participants responded to an online survey about parenting during the pandemic between mid to late-April 2020. Participants reported on their level of awareness of COVID-19-related racial disparities as well as how often they discussed these with their children. Although 52% reported some level of awareness, only 34% reported any amount of discussion with their child about it. Regression models were used to further examine stress-related, socioeconomic, parenting, and news-watching associations with awareness and socialization. This study provides unique insight into which White parents are aware of racial inequities exposed by the pandemic and which are choosing to speak to their children about them. Current summary recommendations for White racial socialization and related research are also presented. [ FROM AUTHOR] Copyright of Journal of Family Issues is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Portraits of white women managers reflecting upon racism, classism, and equity in higher education

Horace Mann (1796-1859) is known for asserting education is the great equalizer. Today, "in the United States, education figures prominently within the public imaginary as deliverance from inequities in society" (Patel, 2016a, p. 16). This assertion, however, assumes all degrees hold the same promise and anyone with enough pluck will succeed. What it hides are many facets of inequity built into a system obsessed with rank and governed by a bureaucratic hierarchy. In actuality, higher education both mimics and reproduces the very social inequities it strives to correct.Using the narrative frameworks of critical race theory and portraiture, this study illuminated voices of White female managers working in the California State University system. Additional analysis using critical White studies allowed for a deeper investigation of how White people comprehend racism and how they define race, including assuming a lack of race in themselves. Sparked by numerous statements from university presidents, police chiefs and business leaders decrying the killing of George Floyd by Minnesota police in May 2020, this study was conducted in the context of the COVID-19 pandemic and mainstream awareness of Black Lives Matter, two ongoing events that have not only disrupted the way we did business in 2020 and into 2021, but have also challenged White people to consider and frankly discuss pervasive structures of racism and how they have benefitted from those structures. By exploring participants' experiences as former students who became managers in higher education, this research centers the narrative on individual insights and whether those whose culture has been centered in the curriculum have recognized their privileged place in the system of higher education and how they have challenged and dismantled those manmade structures. (PsycInfo Database Record (c) 2022 APA, all rights reserved)