3 cole m 2017 racism a critical analysis london

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3.Cole, M. (2017).Racism: A Critical Analysis. London: PlutoPress.3
Running Head: BLACK LIVES MATTERThe book discusses racism as a whole. It digs deep into racism on an economist standpoint,internationally, and culturally. The book was written to give the history of racism. It tells whatrace and racism are by definition. It has individual chapters for the history of racism in TheUnited Kingdom, The United States, and Australia. This will be very useful as I try to explainwhat racism is and how it came about. A quote I found to be helpful is, “These oppressivestructures’, he argues, ‘are mass unemployment, mass incarceration, and mass disfranchisement’,with each factor directly feeding and accelerating the others, ‘creating an ever-widening circle ofsocial disadvantage, poverty, and civil death, touching the lives of tens of millions of U.S.people.” (pp. 93). This statement will help bring to light what oppressive actions are being donein the U.S. The author seems to be writing to educate people who may not know about racismaround the world. He is so detailed and factual that his audience could absolutely nothing aboutracism before reading his book. I found this book through the USF Library.4.Dancy II, E. T., Edwards, K. T., & Davis, J. E. (2018). Historically White Universitiesand Plantation Politics: Anti-Blackness and Higher Education in the Black Lives MatterEra.Urban Education,53(2), 176-195. DOI: 10.1177/0042085918754328I chose this source since most of the audience that will be reading my paper, college students,can relate to it. This article discusses how universities can have a political agenda when it comesto their black students. How some historically white universities use black people instead ofaddressing the inequalities that they face on campus. Since today is an era in which Black LivesMatter is striving and alive, it is very much alive on campuses as well. I found a lengthy, butuseful quote, “Campus unrest that mirrors the national climate of resistance can be understood asideological tributaries of the Black Lives Matter Movement, insomuch as they reflect the4
Running Head: BLACK LIVES MATTERMovement’s commitment to exposing the nation’s insistence on situating Black bodies as objectsvoid of humanity. Black student, faculty, and staff experiences that have ignited these protestsreflect higher education’s investment in maintaining an institutional and social relationship ofownership with people of color and Black people in particular.” (pp. 177). Basically, blackstudents see the same inequalities on and off campus and not much is done to fix it. Especially ata predominately white institution. Students are representing Black Lives Matter just as much oncampus as off because the same problem persists.

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White people, Social movement, Black Lives Matter Movement

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