Canadian Review of Sociology-Revue Canadienne De Sociologie最新文献

In recent decades, a growing number of police services in Canada have stressed commitments to protecting vulnerable communities from violence and intimidation and by combating hate crime. In 2020, the number of hate crimes reported to police in Canada increased by 37% to the highest number ever recorded. While social science research in several national contexts has examined the policing of hate crime, few studies have examined how police investigate hate crimes in Canada. This paper examines the investigative process and police decision-making with respect to racially motivated and anti-Black hate crimes reported in the Greater Toronto Area (GTA). This paper argues that while police claim that the circumstances of a given incident determines how police respond and whether a case is ultimately solved, in fact police decision making and particularly the way police conceive of racism and hate, profoundly shapes investigative processes and outcomes.

In becoming host communities for Francophone immigrants in the early 2000s, Canada's Francophone minority communities (FMCs) are facing the test of moving away from a predominant ethnic nationalism to an inclusive civic nationalism. The reception and integration of Black and Francophone immigrants is therefore a relevant indicator of the success of this test. Drawing on critical race theory and bricolage methodology, we reconstruct the ambiguous relationship between FMCs and their Black francophone immigrants who are both invited into French society and discriminated against.

Recently, there is increasing awareness of the magnitude of anti-Black racism. As a consequence, several school administrations reiterated their commitment to foster an inclusive school climate and to challenge discrimination, including anti-Black racism. Critical hope is a theoretical concept that is considered essential to accomplish in-depth transformations to fight social injustices. Duncan-Andrade (2009) distinguishes three elements that produce critical hope in school settings: material hope, Socratic hope, and audacious hope. This article draws from data collected during a bilingual qualitative study conducted with African Canadians in Nova Scotia, including immigrants and African Nova-Scotians. The analysis of semi-structured interviews and focus groups conducted with 60 participants revealed the role of critical hope within critical pedagogy frameworks, including an anti-racist approach, to promote the development of concrete actions and critical consciousness among school personnel, while avoiding false hopes, cynicism, discouragement, or fatalism.

The essay discusses the importance of political sociology for the study of race in the settler state of Canada, and proposes directions for future research.

The criminalization of Black people in Canada, and their relative distrust of systems of criminal justice, are well-established realities. Here, we problematize the monolithic construction of Blackness implied in this statement. Interrogating differences in African-born immigrants’ responses on the General Social Survey, we build on existing theories regarding the 1.5 generation of immigrants in order to demonstrate that those Black immigrants who arrived as children, grew up in Canada, and participated in Canadian education, labour markets, and other institutions of socialization, are the most likely to distrust police, systems of criminal justice and Canadian institutions more generally. We theorize that, contrary to prevailing opinions regarding the ways in which distrust in Black communities stems from wariness of law enforcement in home countries, Canadian system avoidance is led by Black people who are from Canada.

Beauty is not race neutral. It is a racialized category/ perception which emerged through centuries of European colonization, Indigenous genocide, African/Black enslavement and indenture resulting in an aesthetic hierarchy with Blackness at the bottom. The coloniality of aesthetics means that still today hair perceived as Black in texture and styling and darker skin on African descent bodies are the repositories of anti-Blackness. However, Black women, children and men continue to fight back by (re)creating Black antiracist aesthetics focused on valorizing Black skin and hair.

Antiblackness, anti-Black racism and other oppressions work within systems such as capitalism, white supremacy and globalization. As a system, Canadian higher education institutions are complicit with the oppression of Black, Indigenous and racialized peoples. Anti-oppressive and antiracist pedagogies attempt to challenge institutional power and oppression but face resistance within the academy and wider society. This paper articulates Black Affirming Pedagogy as an additional anticolonial, antiracist, pro-Black teaching praxis aimed at furthering educators’ resiliencies and capacities for cultivating transformations and social change. Pro-Black affirmations of Blackness, allyship/solidarity, humanity, diverse knowledge, and action are discussed alongside strategies for praxis. Risks of engaging in Black Affirming Pedagogy and suggestions for overcoming them are also highlighted.

Scholars have often characterized the city as the epicenter of social inequality. The city has largely been argued to be the product of capitalistic endeavors resulting in deep pockets of conflicting class interests and racial tensions. However, any attempt to understand the city as a function of a broader urban process must consider the ways in which class and racial struggles constitutively restructure power dynamics that are lived out among people and places. In this article, I briefly engage Black Loves Matter (BLM) and their policy efforts to think about the ways in which Black people create imaginaries about their own urban futures.