Student voices on social relations of race in Québec universities
Student voices on social relations of race in Québec universities
复制标题
魁北克大学学生关于种族社会关系的声音
DOI：
10.1080/13613324.2021.1890564
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发表时间：
2021
影响因子：
2.5
通讯作者：
Véronique Valade
中科院分区：
文献类型：
--
作者：
Marion Magnan;Tya Collins;Fahimeh Darchinian;Pierre;Véronique Valade
摘要本研究旨在阐明大学作为一个促进（再）生产甚至是种族社会关系具体化的空间所扮演的角色。为此，我们征求了30名一年级本科生的意见，以分析制度性种族主义是如何通过微侵略互动发生的，即个人或通过制度实践表达的主观或公开的种族主义，被理解为间接过程，可能会通过不公平待遇的感觉对种族化群体产生意外影响。这些学生的父母是来自海地和撒哈拉以南非洲的移民。本文表明，尽管魁北克政府否认系统性种族主义，但我们的数据确实揭示了在日常生活和学术机构的实践中种族的不平等社会关系。学生们，通过他们的话，倾向于强调存在一个边界与权力关系之间的那些他们命名为白人和其他人。他们讲述了对大多数人来说似乎正常或平庸的微攻击事件，通常采取幽默的形式，不断使他们回到他们的他者性，他们维斯维斯权力关系的社会定位，他们称之为羞辱。他们还强调了在机构一级对这些界限的看法，包括在雇用工作人员的选择方面，在宣传材料中粉饰机构形象方面，在正式和隐蔽的种族中心主义或种族主义课程中占主导地位方面，以及在学生生活中。
ABSTRACT This study aims to shed light on the role of the university as a space contributing to (re)production and even to the reification of social relations of race. To do this, we sought the views of 30 students enrolled in first-year undergraduate studies to analyze how institutional racism occurs through microaggression interactions, i.e. subjective or overt racism expressed by individuals or through institutional practices, understood as indirect processes that may have unplanned effects on racialized groups via feelings of inequitable treatment. These students were born to immigrant parents from Haiti and sub-Saharan Africa. This article shows that, despite a denial of systemic racism by the Québec government, our data do reveal unequal social relations of race in the daily lives and practices of academic institutions. Students, through their words, tend to emphasize the existence of a boundary linked to power relations between those they name as Whites and Others. They relate incidents of microaggression, which seem normal or banal for the majority group, often taking the form of humour, which constantly bring them back to their otherness, their social positioning vis-à-vis power relations, which they describe as inferiorizing. They also highlight the perception of these boundaries at the institutional level in the choice of staff hired, in the whitewashed image of the institution in promotional materials, in the predominance of formal and hidden ethnocentric or racist curriculum, and in student life.