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Unformatted text preview: 1. What is Racialization? Explain how the history of ethnic conflict in Rwandan history provides an example of Racialization? How does H A Class Divided do the same? a. Extension of racial meaning to something previously racially unclassified – relationship, social practice, or group b. Hutus and Tutsis intermarried and lived in peace until the Gov’t of Rwanda called the Hutu majority to kill all of the Tutsi minority. c. Originally Tutsis became more affluent from cattle herding. Colonizers chose Tutsis as intermediary ruling class, helped divide and weaker the conquered population. Racial sciences of 1800’s helped prove Tutsis were superior. Marriage between groups and class mobility wasn’t possible after identification cards were handed out. Colonialism stops, Hutus gain power, and start chastising the Tutsis. Tutsis flee, gov’t fears losing power, and uses propaganda to urge Hutus to kill Tutsis by funding local militias. d. Colonizers gave racial meaning to one where there was previously no meaning. e. Class divided does the same when teacher states that one eye color is superior to another, when previously the classmates didn’t judge each other by eye color. Teacher perpetuates stereotype by not allowing brown eyes as much time for recess and not allowing for interaction between the two groups, along with other statements concerning superiority. 2. Define three different theories of Racialization/Racism (Draw both from Micro/individual level theories and Macro/Structural level theories.) What are the strengths and weaknesses of each theory to explain Racialization/Racism? Pick one that you find most convincing and explain why. 1. Micro – Symbolic interactionism/ Alport’s Contact theory. a. Strong argument because it analyzes why racism/racialization remains after sustained contact between races. b. Must be contact between 2 equals of social status, sustained over a long period of time, where social norms favoring equality is agreed upon with all participants. c. Weak because it doesn’t analyze why prejudices were formed, and it doesn’t give enough information into why the stereotypes are perpetuated. 2. Macro – power-conflict/ Marxist – privileged members structure law and economy to maintain power. Doesn’t have to be conscious. a. Strong because it shows a motive for forming and perpetuating a stereotype. It also applies to structure even until today – disproportionate criminalization of crack vs. cocaine. b. Weak because it doesn’t show why the poorest people of the superior group don’t look out for themselves, other than psychological wage. Also, leaves confusion on stereotypes that no longer relate and are simply forgotten....
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This note was uploaded on 03/27/2008 for the course SOC 134 taught by Professor Shoemaker during the Spring '08 term at University of Wisconsin Colleges Online.
- Spring '08