How a turn to critical race theory can contribute to our understanding of 'race', racism and anti-racism in sport

As long as racism has been associated with sport there have been consistent, if not coordinated or coherent, struggles to confront its various forms. Critical race theory (CRT) is a framework established to challenge these racialized inequalities and racism in society and has some utility for anti-racism in sport. CRT's focus on social justice and transformation are two areas of convergence between critical race theorists and anti-racists. Of the many nuanced and pernicious forms of racism, one of the most obvious and commonly reported forms of racism in sport, racial abuse, has been described as a kind of dehumanizing process by Gardiner (2003), as those who are its target are simultaneously (re)constructed and objectified according to everyday myth and fantasy. However, this is one of the many forms of everyday racist experiences. Various forms of racism can be experienced in boardrooms, on television, in print, in the stands, on the sidelines and on the pitch. Many times racism is trivialized and put down as part of the game (Long et al., 2000), yet its impact is rarely the source of further exploration. This article will explore the conceptualization of 'race' and racism for a more effective anti-racism. Critical race theory will also be used to explore the ideas that underpin considerations of the severity of racist behaviour and the implications for anti-racism. © The Author(s) 2010

‘They Called Them Communists Then … What D'You Call ‘Em Now? … Insurgents?’. Narratives of British Military Expatriates in the Context of the New Imperialism

This paper addresses the question of the extent to which the colonial past provides material for contemporary actors' understanding of difference. The research from which the paper is drawn involved interview and ethnographic work in three largely white working-class estates in an English provincial city. For this paper we focus on ten life-history interviews with older participants who had spent some time abroad in the British military. Our analysis adopts a postcolonial framework because research participants' current constructions of an amorphous 'Other' (labelled variously as black people, immigrants, foreigners, asylum-seekers or Muslims) reveal strong continuities with discourses deployed by the same individuals to narrate their past experiences of living and working as either military expatriates or spouses during British colonial rule. Theoretically, the paper engages with the work of Frantz Fanon and Edward Said. In keeping with a postcolonial approach, we work against essentialised notions of identity based on 'race' or class. Although we establish continuity between white working-class military emigration in the past and contemporary racialised discourses, we argue that the latter are not class-specific, being as much the creations of the middle-class media and political elite

CFHTLenS: Co-evolution of galaxies and their dark matter haloes

Galaxy-galaxy weak lensing is a direct probe of the mean matter distribution around galaxies. The depth and sky coverage of the CFHT Legacy Survey yield statistically significant galaxy halo mass measurements over a much wider range of stellar masses ($10^{8.75}$ to $10^{11.3} M_{\odot}$) and redshifts ($0.2 < z < 0.8$) than previous weak lensing studies. At redshift $z \sim 0.5$, the stellar-to-halo mass ratio (SHMR) reaches a maximum of $4.0\pm0.2$ percent as a function of halo mass at $\sim 10^{12.25} M_{\odot}$. We find, for the first time from weak lensing alone, evidence for significant evolution in the SHMR: the peak ratio falls as a function of cosmic time from $4.5 \pm 0.3$ percent at $z \sim 0.7$ to $3.4 \pm 0.2$ percent at $z \sim 0.3$, and shifts to lower stellar mass haloes. These evolutionary trends are dominated by red galaxies, and are consistent with a model in which the stellar mass above which star formation is quenched "downsizes" with cosmic time. In contrast, the SHMR of blue, star-forming galaxies is well-fit by a power law that does not evolve with time. This suggests that blue galaxies form stars at a rate that is balanced with their dark matter accretion in such a way that they evolve along the SHMR locus. The redshift dependence of the SHMR can be used to constrain the evolution of the galaxy population over cosmic time.Comment: 18 pages, MNRAS, in pres

Please mind the gap: students’ perspectives of the transition in academic skills between A-level and degree level geography

This paper explores first-year undergraduates’ perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government’s planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning

Is copyright blind to the visual?

This article argues that, with respect to the copyright protection of works of visual art, the general uneasiness that has always pervaded the relationship between copyright law and concepts of creativity produces three anomalous results. One of these is that copyright lacks much in the way of a central concept of 'visual art' and, to the extent that it embraces any concept of the 'visual', it is rooted in the rhetorical discourse of the Renaissance. This means that copyright is poorly equipped to deal with modern developments in the visual arts. Secondly, the pervasive effect of rhetorical discourse appears to have made it particularly difficult for copyright law to strike a meaningful balance between protecting creativity and permitting its use in further creative works. Thirdly, just when rhetorical discourse might have been useful in identifying the significance and materiality of the unique one-off work of visual art, copyright law chooses to ignore its implications

4-H NFPA Fluid Power Challenge

The 4-H NFPA Fluid Power Challenge partnered Purdue Polytechnic Institute and Indiana 4-H with the National Fluid Power Association and Center for Compact and Efficient Fluid Power to provide teams of Indiana youth in 6-8th grades with opportunity to learn about hydraulics, engineering design, and other STEM skills. This created an opportunity to give youth a learning experience with STEM through hands-on, experiential learning activities. Youth experienced a one day workshop in which they worked as teams to learn concepts of fluid power through hands-on learning. Teams then went back to their communities and created and designed a fluid power manipulator for the challenge day. Thirty youth participated in the challenge the first year, with only 25% of youth understanding what Fluid Power was prior to participating. As part of challenge day and to show knowledge gain, youth created a portfolio of their design that they presented to the judges prior to the actual competition. The partnership with 4-H also gave a unique non-formal education setting, with an opportunity to continue the focus on STEM skills since all partnering organizations have this as a priority. Of the youth who completed the workshop and challenge 96% reported that they liked to see how things are made or invented. 86% liked science, while 75% would like to have a job related to science. 96% also said they felt that they could explain why things happen in an experiment. Growth of the program has increased 3 times for the second year

Liver stiffness and virologic outcomes after introducing tenofovir as part of antiretroviral therapy in lamivudine-experienced adults with HIV and hepatitis B virus (HBV) co-infection in Ghana: four-year follow up of the prospective HEPIK cohort

Introduction Until recently lamivudine was the only available agent to treat hepatitis B in the context of HIV infection in sub‐Saharan Africa. Tenofovir is gradually becoming available although access remains far from universal. Long‐term outcomes of introducing tenofovir as part of antiretroviral therapy (ART) in subjects previously extensively exposed to lamivudine as the sole HBV‐active agent in the region are unknown. Methods We report from a prospective cohort of HIV/HBV co‐infected adults attending for HIV care in Kumasi, Ghana, where HBsAg prevalence is 14%. HBsAg‐positive subjects were invited to attend for transient elastography (TE) and blood sampling before the introduction of tenofovir (TO) as part of ART, and within 1 year (T1) and 4 years (T2) of starting tenofovir. Adherence and alcohol consumption were determined by a questionnaire‐based interview. Results Overall 178 patients underwent evaluation at T0/T1, of whom 98 (55%) also attended for assessment at T2. Remaining patients were lost to follow up (50; 28%); had died (10; 6%); declined to attend (17; 10%); or were excluded due to pregnancy (2; 1 %) or invalid TE (1; 1 %). Of the 98 subjects, 94 had started tenofovir‐based ART and had received tenofovir for median 4 years (IQR 3.8, 4.1), while continuing previous lamivudine (Table 1). By multivariable linear regression, female gender, no history of alcohol excess, and higher HBV DNA level, higher liver stiffness, and lower platelet count at T0/T1 were significant predictors of decreasing liver stiffness between TO/1 and T2. No treatment‐emergent resistance mutations in HBV polymerase were observed by Sanger sequencing among subjects with HBV DNA>100 lU/ml at T2; one subject showed M204V+V173L+L180M at both TO and T2. Conclusions This is the first report of the long‐term impact on liver stiffness and virologic parameters of introducing tenofovir as part of ART in extensively lamivudine exposed HIV/HBV co‐infected patients in sub‐Saharan Africa. Significant reductions in liver stiffness and improved HBV control were observed at four years

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream