Discrimination also lies at the heart of many injustices closer to home. The over-incarceration of Aboriginal peoples and widespread violence against women cannot be remedied if we refuse to recognise and respond to anything other than one-off violations of individual freedoms. Anti-discrimination laws are sometimes denounced as “social engineering”… Society is already engineered. Women earn less than men, people with disability are disrespected and disbelieved in criminal proceedings, and job applicants with foreign-sounding names are less likely to get interviews than equally qualified Smiths and McKenzies. If the goal is to rid society of the distorting effects of social engineering, then addressing discrimination is not a hindrance, it’s essential…
Minneapolis Community and Technical College lecturer Shannon Gibney (who is African America) was formally reprimanded by her university after three White male students complained that they were being made to study structural racism. One student interrupted Gibney during her Mass Communications class and asked: “Why do we have to talk about this?” Continue reading Teaching Against Racism
By Zuleyka Zevallos, PhD
WARNING: Aboriginal and Torres Strait Islander readers are warned that the content on this page may contain images and references to deceased persons. (Why this warning?)
The Council of Australian Governments has conducted a national review of Indigenous socio-economic outcomes. Its recent report finds that while some measures are improving, there is still a large gap between Indigenous and non-Indigenous Australians. This post provides a snapshot of the findings with a focus on education and responses by the state. One of the solutions being offered to improve educational outcomes amongst Indigenous youth is to send them to boarding schools. I discuss this in relation to Australia’s colonial history and the Government’s paternalistic views on Indigenous welfare.
I review other approaches to Indigenous education, which focus on working to students’ strengths in order to improve outcomes. This means making curriculum more focused on applied skills, vocational training within remote communities, and ensuring knowledge is culturally relevant. At the same time, educational efforts must avoid “pigeon holing” Indigenous students and teachers. Instead, education needs to make leadership and career pathways more accessible, and ensure that Indigenous insights are being fed back into the education system.
Finally, my post explores how sociological teaching and activism needs to change in reflection of the history of Indigenous educational practices.
By Zuleyka Zevallos
I wanted to do a follow up on my post from a couple of months a go, on Hollywood racism. I analysed George Lucas’ claim that big Hollywood studios were reticent to back his film Red Tails because there were no white leading actors in the script. I used the idea of the Magical Negro Trope to explain how mainstream Hollywood films stereotype African-Americans as either thugs or benevolent, self-sacrificing figures who exist only to teach the white character a life-affirming lesson. I showed that this trope extends to other minorities who are people of colour, through the Noble Savage Trope. Today I want to focus on the sexualisation of Noble Savage trope. The Noble Savage is a term describing the over-simplified stereotype of Indigenous people on film. I will focus on gender and sexuality issues in big-budget Hollywood films depicting Indigenous and minority cultures during early colonial and “frontier” times.
Today I will draw a comparison between Avatar and other Hollywood films that depict Indigenous and minority women as savage conquests. Women in general are rarely cast in complex roles in big-budget Hollywood releases. They are usually romantic or sexual diversions to help portray the male lead in a sympathetic light. Minority women are even more simplified, especially in stories involving Indigenous cultures. Indigenous and women of colour exist largely as Magical Pixie Conquests: they are painted as feisty, though ultimately submissive, pawns that help white male characters to dominate the “native tribe”. The fictionalised version of the “Pocahontas” story epitomises how Hollywood both fetishes Indigenous cultures and perpetuates patronising postcolonial fantasies.
By Zuleyka Zevallos
Adam Serwer reports in Mother Jones that George Lucas’ latest film, Red Tails had trouble getting made, partly because the “studios weren’t willing to finance a film without a White protagonist as an anchor”. Lucas’ claim can be put into wider historical context by examining the entrenched racist practices of big Hollywood studios. In particular, the idea of the “magical negro trope” puts things into perspective. This term refers to the way valiant Black characters in movies exist only as a narrative device to teach the White protagonist how to be a better person. I also delve into other variations of the “magical negro” and the gendered dimensions of these characters. Hollywood studios bemoan that paying audiences have stopped going to the cinemas. Is it any wonder, when big productions treat us all as if we’re stuck in some arcane mono-cultural bubble?
Florence + the Machine’s (F+TM) new video, No Light, No Light (below), has stirred up quite a lot of controversy even though it was only released a couple of days a go. In the video’s narrative, Florence Welch is distressed as she is pursued by a man painted in black, who is half-naked (wearing only ripped up shorts) and who looks to be practising ‘voodoo magic’. Her assailant is wearing an ‘African-looking’ mask and sticking pins in dolls. He causes Welch to squirm in agony and to run for shelter. Welch is ‘saved’ by a choir of White children (whose faces are not painted) in what looks like a Christian church. In this post, I consider the video’s narrative with respect to the history of ‘blackface’, racist depictions of ‘otherness’ and African religions, and the notion of ‘unintentional racism’ in popular culture. I am specifically interested in the public discussions about the video, which are currently centred on what constitutes racism.
Several recent articles recreate the ever-popular idea that beauty aesthetics are based on biological imperatives. The premise of this argument is false – beauty, sex, gender and the social consequences of their related biological processes are not pre-determined. This line of thinking lumps the complexity of human experience and sexual expression into a uniform category and it provides the false impression that nothing can be done to change human behaviour. Sociology can help unpackage how and why so-called “common sense” ideas about beauty become established as commonplace knowledge. Contrary to what mainstream culture may have us believe, beauty ideals can be challenged and transformed. Beauty-based discrimination is not natural nor is it unavoidable.
This is the second post in a three-part series reviewing the media and research released in commemoration of the 10-year September 11 Anniversary. Without doubt, the ongoing trauma and health issues faced by the survivors of the September 11 attacks have high ongoing social costs for American society. This article focuses on the impact that the September 11 attacks had on the lives of Australian-Muslims. I was inspired by a SBS Radio vox pop with Muslim and Sikh Australians, which I will go on to analyse.[i] The people interviewed talked about how they managed the increased racism and stigma they have faced since 2001. Ten years after the attacks, studies show that a high proportion of Australians perceive Muslims as ‘outsiders’ who do not fit in with Australian society.[ii] My analysis shows that living with racism requires a lot of ‘emotion work’, particularly because Muslims mostly deal with racist encounters on a one-on-one basis.