Link Between Islamophobia And Racism Cultural Studies Essay

Link Between Islamophobia And Racism Cultural Studies Essay Indeed, much literature is dedicated to question the (mis)appropriateness of Islamophobia as a labeller of phobia generated, presumably, from an increasingly visible presence of Islam / Muslims in the U.K. in recent years. 1,2,3 The case for / against Islamophobia, depending on which party holds argument, is, in fact, made blurry given the ambiguity of what constitutes a Muslim identity in the first place. 4 Considering potentially multiple identities of U.K. Muslims 5,6, contestation between and within concerned parties holds a fluid ground more so based on or as a result of fluidity of what makes up Islamophobia. This paper examines multilayered manipulations of Islamophobia as contested within a U.K context. The argument, first, discusses literature on race relations and immigration policies, more emphasis being laid on policies pertaining to Commonwealth subjects in Indian Subcontinent. An examination follows of how race-based (addressing ethnicity, assimilation and multicultural ism issues) as opposed to faith-based (addressing religious practices, rights, and interfaith relations) protections have much influenced and/or mixed up contestations over Islam, Muslims and, most importantly, Islamophobia, if any, within a U.K. context. Finally, Islamophobia is placed in a wider European context in which contestation over Islamophobia as such is connected to Continental debates on modern nation-states and multiculturalisms. Race, race relations and immigration policies Historically, Britain has received waves of immigrants of diverse descent for a multitude of reasons. Yet, post-World War II period, particularly during mid-1940s, 1950s and 1960s, witnessed unprecedented influx into major industrial cities for reconstruction efforts. 7,8 Up until late 1960s, no specific laws addressed inter-ethnic violence and conflict. Ironically, ex-colonies subjects were regarded, after all, as second class citizens. 9 Only when families of Asian (primarily Pakistani, Indian and Bangladeshi) works started to flood English cities and ports in what is referred to as chain immigration (i.e. residents invite close family members and friends and, once settled, relatives and friends invite their own families and friends) did local acts of ethnic violence give prominence to and raise public awareness on a national level of alien citizen status as part of British reality. 10 Still, post-World War II period is one characterised more by inflammatory statements made about nationals of non-British blood and descent 11 rather than about citizens whose allegiance to British values and way of life is questionable because of a different creed such as in case of South-Asians. Indicative of an increasingly racialised public discourse pertaining to immigrants and naturalised subjects is: When individuals like the Marquis of Salisbury spoke of maintaining the English way of life, they were not simply referring to economic or regional folk patterns, but explicitly to the preservation of the racial character of the English people. We have developing here a process of subjectification grounded in a racialised construction of the British Subject which excludes and includes people on the basis of race/skin colour. 12 Indeed, race remains a fundamental subtext of British hegemonic discourse during colonial era, in post-World War II period and beyond. For one, one staple justification for subjugation of nations, groups and individuals is race. 13 Further, in case of a South Asian minority, presumably British Subjects, race is invoked as a justification for inequalities at workplace, housing, education, let alone political rights. 14 In essence, race and racism essentialise subjects of racist acts. Similar to all hegemonic practices which maintain specific power relations within an overarching power structure, racism emphasises superior vs. Inferior duality in order not only to maintain existing power relations but also to morally justify excesses of inequalities. 15 In British context, South Asian workers predominantly from Pakistan, India and Bangladesh particularly during first mass immigration waves of 1940s, 1950s and 1960s were, like a gear fit into a larger wheel, brought in as props, imported, used, and returned. Initially, South Asians workers performed and acted as underdogs much to masters delight. Later, however, as familiarity of British System and Administration developed amongst workers of non-British blood, riots and protests became noise (racist) masters needed to work on. Thus, successive legislations regulating immigrants status within U.K. borders were, apparently, meant to control influx of immigrants and to align British Subjects along well-defined ethnic boundaries.16 As U.K.s ethnic makeup diversified over time and across localities, states insistence on ethnic markers between and within ethnic groups grew by leaps and bounds. The racism formula, endorsed by laws and working brilliantly in a colonial era and slightly so within borders during early days of mass immigration, turned out problematic if not unstabilising given growing pressures of growing minorities in pocket cities, minorities now capable of tipping vote balance. Ultimately, a multi-ethnic / multicultural society is not based on a goodwill, all-accommodating multiculturalism discourse one meant to acknowledge ethnic / racial / cultural differences per se by way of minority rights but, rather, one emphasizing ethnic markers for further state control. 17 In fact, state control, in so far as British Muslims are concerned, represents a clear instance not only of an ethnicity manipulated (at multiple layers of discourse in government, media, and education) but, further still, of an identity (i.e. BrMislim / BrAsian) manipulated (at just same layers) and hence fluidity of what constitutes Islam / Muslim and, probably in turn, Islamophobia. Understanding an emerging Islamophobia requires, however, an examination of evolution of race relations politics from one based on race to one based on faith. Race, faith, Islamophobia, and multiculturalism By definition, political discourse is one characterised by manipulation and is, largely, subject to voters sway in democracies. 18 Political Correctness (PC) is just one example of political machination. In essence, a politically correct expression is a euphemism meant (and, for that matter, meaning) less to fulfil felicity conditions required for an actionable statement and more as instrumental. Thus, British policies on race and ethnicity has marked a shift since installation of race relations acts of 1965 and 1968 19 from an emphasis on racial discrimination to an emphasis on religious extremism and bigotry as a basis for incrimination only selectively, excluding BrMuslims. Indeed, incitement to hatred based on affiliation to Islam is one major legal anomaly scholars continue to point out to. 19, 20 Interestedly, given papers purposes, racial discrimination against BrAsians has not, in fact, been eliminated by virtue of progress in legislation on racial relations but only diverted to another (unprotected by law) dimension, significant as is, of a BrAsian subjects identity. That is, being Muslim. That multilayered public discourse has, moreover, shifted from race to faith is indicative not of actionable (as opposed to pronounced) change but of power structure(s) embedded in race relations discourses in the U.K. Thus, in place of a racialised discourse based on BrAsian intrusion into Britishness, same racial group, now British Muslims, comes out as anti-British. Typical of a manipulative political discourse a game of labelling and re-labelling underprivileged, underrepresented groups (except in prisons) is enacted such that power relations as engineered, largely but not always by, state are maintained within and between different ethnicities in a multicultural community which is, Britain. Unsurprisingly, a set of composite metrics has been developed in order to measure Britishness. 21 That such metrics combine gauges of loyalties at intra-national (i.e. Britain), national (i.e. England, Scotland, etc), or local (e.g. Bradford) levels is, indeed, indicative of an ethnic identit y crisis, particularly so in case of BrAsians / BrMuslims. As a consequence, a group diverse as BrAsians / BrMuslims and framed as inassimilable 22 into wider and mainstream community is bundled up altogether, labelled and made alien. Islamophobia is, one argues, an expression of an anxiety over ethnicity identity. Indeed, Islamophobic sentiments are, upon close examination, aimed not at Islam per se but at Muslims. 23 In fact, literature repeatedly points out that people, rather than faith, is phobes trajectory. 23, 24,25 A broad overview of British media is indicative of who is meant and labelled: If you doubt whether Islamophobia exists in Britain, I [Gordon Conway, Head of Commission on British Muslims and Islamophobia] suggest you spend a week reading, as I have done, a range of national and local papers. If you look for articles which refer to Muslims or to Islam you will find prejudiced and antagonistic comments, mostly subtle but sometimes blatant and crude. Where the media lead, many will follow. British Muslims suffer discrimination in their education and in the workplace. Acts of harassment and violence against Muslims are common. 26 Thus, Islamophobia, a label gaining currency in media and academia thanks to Runnymede Trusts much publicised report Islamophobia, a challenge for us all 27 has acquired such a canonical status as to render alternative neologisms unrepresentative of responses to Islam / Muslims. According to Halliday, Islamophobia indulges conformism and authority within Muslim communities. One cannot avoid the sense, in regard to work such as the Runnymede Report that the race relations world has yielded, for reasons of political [emphasis added] convenience, on this term. 28 Moreover, The use of Islamophobia also challenges the possibility of dialogue based on universal principles. It suggeststhat the solution lies in greater dialogue, bridge-building and respect for the other community, but this inevitably runs the risk of denying the right, or possibility, of criticisms of the practices of those with whom one is having the dialogue. Not only those who, on universal human rights grounds, object to elements in Islamic traditions and current rhetoric, but also those who challenge conservative readings from within, can more easily be classed as Islamophobes. 29 Thus, Islamophobia is employed in such a politically correct fashion such as to silence criticisms, on one hand, and to maintain good neighbourhood relations, on another. The former stance is framed, in right-leaning perspective, as militant, jihadist, terrorist, uncivil, anti-modern and anti-Western. 30 The latter is framed, in Islamist perspective, as accommodating, assimilative and hegemonic. In between is media, an arena for meaning-making and shifting perceptions. Alternatively, Islamophobia can be employed not as a politically correct euphemism in order to silence internal criticisms or to maintain law and order but, rather, to militate against an other. This could take a shape of dismantling politeness courtesies essential not for a politically correct dialogue but for one based on critical questioning. Still, Islamophobia could be further employed such as a cover up for supposedly hidden hegemonic agendas. 31 One peculiar shift for Islamophobia as contested within a U.K. context is how instead of imported aliens made citizens being instigators of hate, violence, unrest, and, ultimately terror an enemy within image is constructed and maintained such as to, apparently, pass Islamophobic sentiments, if any, from one generation onto another. 32 For some now increasingly most, credit to media rivers of actual blood running London streets following London 7/7 (Ã   la 9/11 codification) attacks are reminiscent of symbolic blood as invoked by Enoch Powell in his Birmingham speech in 1968: As I look ahead, I am filled with foreboding. Like the Roman, I seem to see the River Tiber foaming with much blood. The tragic and intractable phenomenon [i.e. immigration] which we [emphasis added] watch with horror on the other side of the Atlantic, but which there is interwoven with the history and existence of the States itself, is coming upon us here by our own volition and our own neglect. 33 Unsurprisingly, Powells xenophobic pronouncements just as all xenophobic pronouncements -gain further inertia as an apparently self-fulfilling prophecy comes true. Admittedly, most, if not all, far-right politics tap into a well-rehearsed repertoire of phobias not least Islamophobia. Moreover, whole political careers are created and enhanced based on precautions from an other: now of colour, now of race, and now of different faith. Across Europe, ballot boxes speak volumes of Islamophobia tapped into as a final recourse against an imminent green menace within. 34,35 Islamophobia: European context Placed in a wider context, Islamophobia is not exclusive to U.K. As a matter of fact, for Europe in which U.K. is situated and to which it is historically affiliated Islamophobia is a common currency. Indeed, each European country has a distinctive narrative to tell of Islam / Muslims. Yet, for all differences, European nations especially former colonial powers share common narratives of home-grown terrorists and phobias. 36 Interestingly still is how European nation states follow a similar pattern of state controls over flow of (now particularly Muslim) immigrants as well as controls of modes of conducts of minorities within. 37 In fact, U.K.s, and for that matter Europes, current immigration laws and policies cannot be fully understood in isolation of European conception of nation-states. Historically, European nation-states evolved into democratic polities in which upholding order and rule of law required consistent policies. 38 As European countries grew increasingly into political, economic and scientific powerhouses, an increasing influx of immigrants required subtler means of control. Typically, in major European countries such as U.K. enacting multiculturalism policies meant, at least apparently in so far as actual practices are concerned, less room for truly diverse communities and more for accommodation, assimilation, and full integration of an increasing alien presence posing, allegedly, menaces to established European Enlightenment canonical values of reason and secularism. 39 Probably understandably, far-right currents in European politics manipulated political machinery inciting violence and hatred at times creating, only in voters minds, all sorts of phobias. The case for Islamophobia is one, consequently, which can be understood primarily based on power relations established and maintained in a wider power structure of Europe. This is particularly significant if one is to grasp global (i.e. Western) war on Islam, which is not. For all long-established and nourished power structures need a signifier, a marker, which, presumably , contains, defines, and tags an assumed other only to maintain law and order in an endless historical power struggle over hearts and minds. In conclusion, Islamophobia is, ultimately, a (mis)label slapped onto bottled up power relations within a marked power structure. In U.K. context, Islamophobia is used, as has been demonstrated, not to mark a shift in discursive practices towards a truly multicultural community but to maintain embedded power relations in which specific groups are assigned definite space within ethnic markers. Initially, race is used to maintain power structures but upon introduction of race acts and laws, subtler formers of control and manipulation are employed by which focus is shift from race per se to faith not as a creed but as another boundary of control.

Multiple Intelligences

Most of the greatest intellectual figures of our time were not really achievers in their classes. Winston Churchill was doing poorly with his school assignments, and he always stuttered during recitations. Albert Einstein was told to quit school because he was often caught daydreaming. Thomas Edison was always punished at school because he was asking too much questions. However, they turned out to be the people who have changed the history of humanity. In some ways, this is also the case of high school drop outs. Not all of the students leave school because of domestic problems, alcoholism, drug addiction or any other reason. In fact, there are students who quit school because they feel that school is not supporting their learning abilities. They believe that they are too much for school, or they learn better in the outside world. This notion somehow affects the students’ self-esteem. In an article online, the authors stated that self-esteem has to be grounded in positive achievement. If self-esteem is impaired, students will lose the eagerness to acquire formal education. Learning should always come with positive attitude a well as reinforcement. As Henry Ford would say it, â€Å"If you think you can, or think you can’t, you’re right.† Aside from thinking that these students might have behavioral issues or learning disabilities, should the same thought be directed to the education system which overlooks the individuality of students in terms of their learning? Indeed, there are several types of high school curriculum. However, if a particular high school adapts a certain curriculum, it does not guarantee that every student will successfully learn because of the program. The failure of some students may be actually a good thing. It could be a sign that they are better off in other educational programs, or they might even be exceptionally intelligent. Hence, the popularly known academic excellence does not really mean a summary of References Chapter 8 – the secret heart of learning. The Learning Web. Retrieved December 18, 2007 Chapter 10 – do it in style. The Learning Web. Retrieved December 18, 2007 from the World Wide Web: http://www.thelearningweb.net/chapter10/learning_styles_page341.html â€Å"Multiple Intelligences† as Howard Gardner proposed. According to Gardner, there are seven kinds of intelligences: linguistic intelligence (self-expression through words), logical-mathematical (ability on reasoning and numbers), visual-spatial intelligence (ability on recognition and transformation of spaces), body-kinesthetic intelligence (self-expression using one’s body), musical intelligence (involves skill on perception, creation and performance of musical patterns), interpersonal intelligence (capacity to recognize and comprehend other people’s feelings, motivations, intentions and desires), and intrapersonal intelligence (ability to understand oneself). Thus, every student has its own strengths and weaknesses in relation with such intelligences. Consequently, if Gardner’s concept of multiple intelligences could be applied, the recognition of individual learning abilities would be fostered. Students will have the opportunity to develop and maximize their skills with the appropriate curricula. Students will likely stay in school, because they are encouraged to learn and improve themselves according to their capacities. For instance, students who cut classes and eventually drop out because they want to pursue their rock band could be educated in a musically-directed program. In this way, they will have the chance to be enhanced musically at an advance level rather than just learning the basics in a music class or by being a member of the marching band. As a result, high school kids will enjoy and even love school because their self-esteem is grounded in what they are best doing. Their attention will even be diverted from entertaining external factors that eventually discourage them from going to school. Teenage problems will potentially drop. Intelligence mostly involves focus. If high school students are educated according to their intelligences, they will have more focus in school. Their concern will be primarily excelling and achieving their future goals. References HOWARD GARDNER: Multiple Intelligence Theory Proponent. Retrieved December 18, 2007 from the World Wide Web: http://www.infed.org/thinkers/gardner.htm Smith, Mark. (2002). Howard Gardner, multiple intelligences and education. Infed. Retrieved    December 18, 2007 from the World Wide Web: http://www.infed.org/thinkers/gardner.htm   

Short Article Reveals the Undeniable Facts About Booth Essay Samples and How It Can Affect You

Short Article Reveals the Undeniable Facts About Booth Essay Samples and How It Can Affect You Booth Essay Samples Secrets You don't need to return to school to prepare for the GED test. GED Online permits you to prepare for the GED test by employing online classes and practice tests. Students should choose which position they ought to take based upon the amount and caliber of the points they're in a position to come up with to support their position. High school students must compose essays on a number of topics which at first may appear to have nothing in common. Buy essays from us and you could always be certain of high-quality paper that may assure you quality grade. Moreover, our English-speaking writers make sure every order has original content and a suitable structure. Utilizing reliable sources for research is vital. Today, there are lots of on-line websites that provide sample papers. The Debate Over Booth Essay Samples Booth shares more thoughts and ideas on its blog. A superb instance of a question a parent might be asked is the way the parent thinks her or his son or daughter will add to the school. Unless you're an extremely talented baker, most likely the solution is no. A solution to this question should mention the youngster's strengths, their athletic and societal interests. The only solution is for a relative or relative to take some time off to look after the elderly. When it is mere decoration, consider eliminating it or replacing it with something which is going to have positive effect on Chicago's capacity to comprehend who you are. Nobody is supposed to take somebody's life since they didn't give life. You do not have to fret about your personal details that could be viewed, as we handle the matter on a safe network. When you're in high school, it's definite that you're predicted to do a few write-ups and projects which require pen and paper. Adoption is an alternate solution. The cost of an essay depends upon the total amount of effort the writer has to exert. Watch the quick video below before you keep on reading the complete analysis! At this time, you might just be thinking that you're finished with your essay, but you're not. An easy way to outline a response to the Booth essay question irrespective of format. Things You Should Know About Booth Essay Samples When picking a high school essay format, the initial step is to spot the sort of essay you will need to write. Our objective is to supply you with a professionally written essay on this issue you require. First and foremost it's imperative to be sure that you comprehend the essay question fully and your essay answers each part of the question adequately. If you're an extremely talented writer, you might be able to intuitively create a compelling essay including all the components required to be both persuasive and simple to swallowor follow. There's quite a few essays completed by them. Bear in mind that the period of your essay is contingent on the assignment offered to you. All essays will have a particular topic that's either one you choose or one which is provided for you. The major portion of a quick essay is known as the body. With the 2 pieces together, you ought to be able to supply the admissions committee with a well-rounded picture of yourself. Know as much as possible about your side, but know equally as much if not more on the subject of the opposing side too. Employing a page in this way, you may easily locate the key points of each side and think about the side you would take.

Personal Statement The Shoes - 931 Words

offers to encourage the consumers to purchase our shoe, our goal is to stay in the consumer’s mind and become known as the comfy and stylish shoes so that they will return in the future when they need another pair. The Product Our sneakers, Cozy Soles, will provide our consumers with many benefits. The core benefit is the foot protection that our shoes provide as they secure to the foot and provide support for the arches and ankles of the wearer. According to Maslow’s hierarchy of needs, our sneakers will satisfy both the physiological and safety needs of our consumers as the shoes will protect the consumer’s feet from the external environment, (Czinkota p.187). The sneakers will be offered in a variety of styles as to satisfy the belonging and esteem needs as the consumer will follow the trends and relate to other consumers in the market. The children’s sizes will feature Velcro secure straps as well as some lace up options. One online feature will allow customers to personalize the colors of the shoes for an additional charge. The packaging of the product will be in an ecofriendly and efficient shoebox that clearly identifies the brand logo and the style of the shoes. We will advertise the sneakers as providing comfort and support while having many style options so that when consumers are in need of sneakers, they will think of our brand and return. To introduce our consumers to the products, we are going to use a market skimming method to enter the market with ourShow MoreRelatedToms : A Unique Business Model810 Words   |  4 PagesSince 2006, when the TOMS Shoes was founded, their ‘one for one’ business model has been widely embraced or criticized by different companies and the consumers. While, Blake Mycoskie, the founder of TOMS Company, was on trip to Argentina in 2006, he witnessed the extreme poverty and poor health conditions. 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