{"title":"Davies, William, Nervous States: How feeling took over the world.","authors":"Kayla Preston","doi":"10.29173/cjs29631","DOIUrl":"https://doi.org/10.29173/cjs29631","url":null,"abstract":"","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43864727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vancouver is one of the most diverse cities in North America, with 49% of the population identifying as people of colour. However, residents who are racialized as Black or claim an African ethnic origin make up just over 1% of the population. These residents may constitute a hyper-visible minority in the local context, but they are firmly embedded in discourses about Blackness that transcend local geographies. Based on interviews with 35 adult children of immigrants from sub-Saharan Africa, this paper explores some of the ways that gendered and sexualized discourses of Blackness shape the lives of men and women in metro Vancouver. Interactions in public spaces include challenges to competency, honesty, and respectability, while private lives are marked by differences in heterosexual desirability that enhance the romantic prospects of men and limit those of women. The following discussion illustrates that processes of racialization are simultaneously gendered and sexualized.
{"title":"Growing up African Canadian in Vancouver: Racialization, Gender and Sexuality","authors":"G. Creese","doi":"10.29173/cjs29456","DOIUrl":"https://doi.org/10.29173/cjs29456","url":null,"abstract":"Vancouver is one of the most diverse cities in North America, with 49% of the population identifying as people of colour. However, residents who are racialized as Black or claim an African ethnic origin make up just over 1% of the population. These residents may constitute a hyper-visible minority in the local context, but they are firmly embedded in discourses about Blackness that transcend local geographies. Based on interviews with 35 adult children of immigrants from sub-Saharan Africa, this paper explores some of the ways that gendered and sexualized discourses of Blackness shape the lives of men and women in metro Vancouver. Interactions in public spaces include challenges to competency, honesty, and respectability, while private lives are marked by differences in heterosexual desirability that enhance the romantic prospects of men and limit those of women. The following discussion illustrates that processes of racialization are simultaneously gendered and sexualized.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45082798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study explores the experiences of African Nova Scotian women in relation to the police. Three semi-structured interviews were conducted with Black women living in a rural Nova Scotian community with a well-documented history of confrontations between the police and the Black community. Interviews explored their experiences with the police, their community’s experiences with the police, and their relationship with the police. My analysis revealed that participants did not trust the police, felt targeted by the police, and did not feel protected by the police. Their perceptions of the police were shaped by their own interactions with the police – often as Black mothers – and the experiences of the Black men in their lives in rural Nova Scotia. Some had engaged in active resistance and protection of their community. This article explores how anti-Blackness affects Black women directly and indirectly, contributing to the existing scholarship about over-policing of Black communities.
{"title":"We’ll Deal with it Later: African Nova Scotian Women’s Perceptions and Experiences of the Police","authors":"Jessica Bundy","doi":"10.29173/cjs29473","DOIUrl":"https://doi.org/10.29173/cjs29473","url":null,"abstract":"This case study explores the experiences of African Nova Scotian women in relation to the police. Three semi-structured interviews were conducted with Black women living in a rural Nova Scotian community with a well-documented history of confrontations between the police and the Black community. Interviews explored their experiences with the police, their community’s experiences with the police, and their relationship with the police. My analysis revealed that participants did not trust the police, felt targeted by the police, and did not feel protected by the police. Their perceptions of the police were shaped by their own interactions with the police – often as Black mothers – and the experiences of the Black men in their lives in rural Nova Scotia. Some had engaged in active resistance and protection of their community. This article explores how anti-Blackness affects Black women directly and indirectly, contributing to the existing scholarship about over-policing of Black communities.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47323526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lee, Robyn, The Ethics and Politics of Breastfeeding: Power, Pleasure, Poetics.","authors":"Patricia Hamilton","doi":"10.29173/cjs29629","DOIUrl":"https://doi.org/10.29173/cjs29629","url":null,"abstract":"","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43446842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cet article presente des resultats preliminaires d’une recherche menee dans deux cegeps montrealais et ayant documente l’experience aux etudes de jeunes d’origine haitienne entre janvier 2017 et juin 2018. Des entretiens individuels ont ete realises avec une trentaine d’etudiantes et etudiants ainsi qu’avec une vingtaine de membres du personnel des colleges (N=53). Bien que l’objectif de la recherche ne fut pas d’analyser explicitement les effets de l’appartenance de genre sur le rapport aux etudes, ces enjeux ont rapidement emerge du discours des participants, qui relevent des differences marquees dans les comportements et pratiques des etudiantes et etudiants sur le plan de l’orientation, de la mobilisation dans les etudes et de la sociabilite. Les jeunes femmes se distingueraient par leur niveau eleve d’engagement et un fort volontarisme, tandis que leurs pairs masculins sont presentes comme etant moins motives, moins perseverants et plus portes sur la sociabilite. Nous discutons des hypotheses evoquees par les membres du corps etudiant et du corps professionnel pour expliquer ces comportements differencies selon le genre. Nous mettons en evidence les effets croises du genre, de l’ethnicite et du milieu social sur la perseverance aux etudes postsecondaires des etudiantes et etudiants.
{"title":"Les jeunes d’origine haïtienne au Cégep : un rapport aux études marqué par le genre ?","authors":"Gina Lafortune","doi":"10.29173/cjs29492","DOIUrl":"https://doi.org/10.29173/cjs29492","url":null,"abstract":"Cet article presente des resultats preliminaires d’une recherche menee dans deux cegeps montrealais et ayant documente l’experience aux etudes de jeunes d’origine haitienne entre janvier 2017 et juin 2018. Des entretiens individuels ont ete realises avec une trentaine d’etudiantes et etudiants ainsi qu’avec une vingtaine de membres du personnel des colleges (N=53). Bien que l’objectif de la recherche ne fut pas d’analyser explicitement les effets de l’appartenance de genre sur le rapport aux etudes, ces enjeux ont rapidement emerge du discours des participants, qui relevent des differences marquees dans les comportements et pratiques des etudiantes et etudiants sur le plan de l’orientation, de la mobilisation dans les etudes et de la sociabilite. Les jeunes femmes se distingueraient par leur niveau eleve d’engagement et un fort volontarisme, tandis que leurs pairs masculins sont presentes comme etant moins motives, moins perseverants et plus portes sur la sociabilite. Nous discutons des hypotheses evoquees par les membres du corps etudiant et du corps professionnel pour expliquer ces comportements differencies selon le genre. Nous mettons en evidence les effets croises du genre, de l’ethnicite et du milieu social sur la perseverance aux etudes postsecondaires des etudiantes et etudiants.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44056246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is the introduction to a special issue, focusing on African Canadians, gender and sexuality. This special issue adds to the body of empirical knowledge about gender and sexuality and how they relate to identities, structures, and systems within African Canadian communities. All of the articles feature qualitative inquiries. These were conducted in Nova Scotia, Quebec, Ontario, and British Columbia and focused on education, policing, sexual agency and romantic relationships.
{"title":"Special Issue: African Canadians, Gender, and Sexuality/ Édition spéciale: Les afro-canadiens, le genre et la sexualité","authors":"Johanne Jean-Pierre, Lance T. McCready","doi":"10.29173/cjs29627","DOIUrl":"https://doi.org/10.29173/cjs29627","url":null,"abstract":"This is the introduction to a special issue, focusing on African Canadians, gender and sexuality. This special issue adds to the body of empirical knowledge about gender and sexuality and how they relate to identities, structures, and systems within African Canadian communities. All of the articles feature qualitative inquiries. These were conducted in Nova Scotia, Quebec, Ontario, and British Columbia and focused on education, policing, sexual agency and romantic relationships.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47511733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Livne, Roi, Values at the End of Life: The Logic of Palliative Care.","authors":"Courtney R. Petruik","doi":"10.29173/cjs29632","DOIUrl":"https://doi.org/10.29173/cjs29632","url":null,"abstract":"<jats:p>abs</jats:p>","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45421315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.
{"title":"Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School","authors":"C. James","doi":"10.29173/cjs29518","DOIUrl":"https://doi.org/10.29173/cjs29518","url":null,"abstract":"Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41337389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.
{"title":"Power, Space, and Place in Early Childhood Education","authors":"Cory Jobb","doi":"10.29173/cjs29596","DOIUrl":"https://doi.org/10.29173/cjs29596","url":null,"abstract":"This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：