• Summary
  • Contents
  • Subject index

We hear much about ‘race’ and ‘racism’ in public discourse but the terms are frequently used without clear definitions or practical examples of how these phenomena actually work.

Racisms introduces practical methods which enable students to think coherently and sociologically about this complex feature of the global landscape.

Steve Garner argues that there is no single monolithic object of analysis but rather a plural set of ideas and practices that result in the introduction of ‘race’ into social relations. This differs over time and from one place to another.

Focusing on the basics, Racisms:

Defines ‘race’, ‘racism’, ‘institutional racism’ and ‘racialization’; Provides examples of how these function in fields like the natural sciences and asylum; Clearly sets out theoretical arguments around collective identities (‘race’, class, gender, nation, religion); Uses empirical case studies, including some drawn from the author's own fieldwork; Points students and other readers toward sources of further web and text based information

Engaging and accessible this book provides a sign-posted route into key elements of contemporary debates.

Racisms is an ideal introduction for undergraduates studying ‘race’ and ethnicity, social divisions, stratification, and social work.

Science
Science

In Chapter 1, we briefly looked at some examples of how the natural sciences gave support to racial theory in the late eighteenth and early nineteenth centuries. In this chapter, we shall examine in more depth the role that the natural sciences have played in racialising the world's population. At first glance, science might seem an unlikely place to investigate ‘race’. Aren't the natural sciences a set of arenas in which the objective truth is more important than the social inequalities and political ideologies of the world we look at elsewhere in the book? Many practitioners of the natural sciences would argue that their work is concerned only with facts and the quest for knowledge, that their ‘knowledge and the assumptions that guide knowledge ...

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