Suchergebnisse

Although typically conceived in terms of space, Segregated Time argues that racial segregation and inequality are also sustained through impositions on human time. Drawing on a range of Africana, Latinx, and Indigenous political thought, P.J. Brendese demonstrates the way in which time is weaponized against people of color and advances a theory of white time as a possessive, acquisitive, colonizing force. Segregated Time critically examines the racialization of those defined as as behind the times, how racial others are cast out of time, perpetually forced to "do time" in a carceral society, and to perish in the segregated times of climate apocalypse.

Recently, the global human rights community experienced the loss of Oliver W. Hill. During his 100 years, Mr. Hill received many well-deserved awards including the NAACP's Spingarn Medal, the Presidential Medal of Freedom, and the highest awards of the ABA. He was perhaps best known for his inspiring role as co-lead counsel in the Prince Edward County, Virginia, school desegregation case, Davis v. County Board of Education, which the Supreme Court consolidated with three other cases in Brown v. Board of Education. For 80 of his 100 years, first as an activist and later as a lawyer, Mr. Hill fought to create a more civilized society based upon a "renaissance in human relations." For 15 years, I was blessed to know him and came to call him mentor and, most importantly, friend. In his memory, and hopefully in his spirit, I offer these thoughts regarding some ways to achieve justice for all. In Brown, the United States Supreme Court ruled that when a state segregates children in public schools solely on the basis of race, the state unconstitutionally deprives them of equal educational opportunities. For over 50 years, America has wrestled with how to desegregate public schools as a means to achieve equal educational opportunity. Segregated schools reflect a larger American dilemma: for many decades (often using American tax dollars), America's political, business, religious, educational, and professional leaders have planned and implemented segregation. This article focuses only upon one aspect of America's segregation problem: the conjoined twins of education and housing segregation.

As both older and newer immigrant gateway metropolitan areas grow more racially diverse, scholars of neighborhood change want to know whether these areas are also becoming more residentially integrated. While it is logically and mathematically plausible to assume that increasing racial diversity directly leads to increased racial residential integration, this paper argues that the empirical reality may actually be the opposite. To investigate this concept, we use statistical and cartographic methods to analyze tract-level Census data of the Washington, D.C. metropolitan area, a case study that is both representative and unique. Results indicate that increasing racial diversity in the Washington, D.C. metropolitan area between 1990 and 2010 coincided with increased racial residential segregation. We discuss the theoretical and methodological implications of these findings and make recommendations for future research.

This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory—to reveal deeper understanding of rural-urban migrant families' lives in the city of Chengdu. Participants in this study were 10 families—10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families' lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory—to reveal deeper understanding of rural-urban migrant families' lives in the city of Chengdu. Participants in this study were 10 families—10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families' lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

AbstractSegregation has been one of the most persistent features of urban life and, accordingly, one of the main subjects of enquiry in urban studies. Stemming from a tradition that can be traced back to the Chicago School in the early twentieth century, social segregation has been seen as the natural consequence of the social division of space. Such naturalized understanding of segregation as 'territorial segregation' takes space as a surrogate for social distance. We propose a shift in the focus from the static segregation of places—where social distance is assumed rather than fully explained—to how social segregation is reproduced through embodied urban trajectories. We aim to accomplish this by exploring the spatial behaviour of different social groups as networks of movement that constitute opportunities for co‐presence. This alternative view recasts the original idea of segregation as 'restrictions on interaction' by concentrating on the spatiality of segregation potentially active in the circumstances of social contact and encounters in the city. This approach to segregation as a subtle process that operates ultimately through trajectories of the body is illustrated by an empirical study in a Brazilian city.