Racism: What It Is and How to Deal with It - Uned

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A Guide to Talking about Racism | 80 whom it had previously been denied, this did not mean the end of segregation. It only meant a historical variation of the meaning and significance that is given to “whites,” “blacks,” and “other groups,” a meaning which, in general, varies from one historical moment to another and, currently, from one context to another. Our starting point is that, at present, we have apparently gotten past the concept “race”, even though it is, in fact, still in use. Scientifically, the existence of “races” cannot be demonstrated and the supposed usefulness of the classification of humanity in “races” has demonstrated not only its uselessness but its “evilness,” because it made it possible to justify social hierarchies. No one speaks of discrete groups any longer. And rather than trying to define concepts so that they will have a universal scope, it is doubtless more useful to examine the intentions, contents, and results of actions and ideologies and the impact they have on the groups gathered in each place and at present under the title of “racism.” n addition, we have to keep in mind that today, in the relations among groups, not only does the concept of racism have an impact, but it is difficult to separate it from others such as gender, class, family economy... These concepts all have similar histories, and accompanying effects, even if the relations that are of interest are the ones that are centered on the relations between different ethnic, “racial,” cultural groups... We are interested in knowing and being aware of the structures, images, and ideologies that systematically place obstacles in the path of other groups’ legitimate aspirations. What we call racist barriers, “racial” hostility... It is a matter of analyzing the activities of key institutions and the actions of those who work in them, activities and actions that result in the exclusion or victimization of certain groups. The identification of racist behavior cannot be reduced to violent actions or explicit agression, but must be extended to those attitudes and actions in which the intention and/or the results mean a prejudice, a clear disadvantage for certain groups. The idea of racist structures has two key components: - One that refers to the distribution of resources, such as political power, jobs, education, and housing. - One that refers to the normal, repeated, routine procedures of institutions that determine and limit daily life, for example: o Political institutions: voting, political representation o Economic institutions: jobs, employment o Education o Health: healthcare, access to resources o Social: family, music, sports o Other life spaces These behaviors and actions directed toward the distribution of resources can mark the “frontiers” between groups and can determine disparities among these groups,
Module 4 - Racism: How is it reproduced? | 81 provoking different kinds of segregation or discrimination: - housing segregation - school and educational segregation o differential access to different levels of education o problems derived from promotion to different levels - segregation in access to resources - segregation in type of employment or in lower income for the same job - problems with the law o real o “racialized” (news) The teenagers we interviewed narrated numerous experiences of racism that they had suffered and observed, sometimes with evident forms and manifestations and other times more subtle. We propose listening directly to their voices, telling their own experiences: A) Educational discrimination “And what do they think? Well, that we’re handicapped, that we’re unable to continue with upper secondary school, I mean, what he was saying to me, and I told him, I’m going to continue with upper secondary school and he said, no, I’ll give you some advice, it would be better for you to follow a training course, because the thing is it won’t be as hard for you as upper secondary school… But no, I did upper secondary school just to fuck them, also because I was interested in doing it, well, that’s what I’m in now and up to now it’s going fine, I don’t see that it’s so hard... …well, with the teachers, I’ve had some run-ins, with the history teacher, because I noticed that she was a little... that she doesn’t like a Latino being in first or second year, she didn’t like it... …The thing is, I think that Spanish teachers, or like the Spanish students, it bothers them that Latinos, that foreigners come and have a higher intellectual (unintelligible) than they do.” (Interview 12) Aguado et al (2006) point out how educational policies continue to mark and reflect students with immigrant origins as a category unto themselves, whose needs should be seen to only if they do not dominate the Spanish language or if they do not fulfill the academic requirements; they seem too ready to identify “problems” and treat them like “deficiencies” that must be compensated, generally with measures focused on treatments that are carried out separately from the rest of the class. Some other examples of educational discrimination:
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Racism: What It Is and How to Deal with It - Uned

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