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loudlytransparenttrash · 7 years

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This Week Within Our Colleges: Part 17

UC-Berkeley students protested their own exam and demanded a "take-home essay with significant time to prepare" in its place. “Our well-beings are being put on the line because of the emotional, mental, and physical stress that this university is compounding with what is already going on in our everyday lives,” the student protestors cry. They go on to claim that their professor is unqualified to teach because he’s a white man, and after nearly four minutes of non-stop bitching, one student said he just wanted to take his exam, which got him named a “white boy with privilege” by the protestors. Just as the group was leaving, one stayed behind to tell off the rest of the class, “I don’t know why you’re still, like, sitting down. I really don’t understand. Y’all can take your fucking test, but people are dying out there. Y’all can take your test, but this university is protecting white supremacists, and y’all are protecting them too.”

Stevens Institute of Technology students are demanding that the school completely rename a building named after Republican Greg Gianforte, who paid for the academic center to be built. The school agreed to change its name to highlight Gianforte’s wife and parents although the students want his surname removed from the building completely. The students are hoping to raise $20 million, the same amount donated by Gianforte, to buy out the building and rename it themselves, however, the students have only raised about $1,500.

The University of Wisconsin, Madison students are demanding for a disclaimer to be added on an Abraham Lincoln statue accusing him of genocide. Katrina Morrison, chair of the Associated Students of Madison, said that while she appreciates “Lincoln’s role in creating land-grant institutions,” she supports a plaque on his statue to recognize what she called “his brutality towards indigenous people.” “We want a plaque because we want the university to recognize his part in the massacre and killing of innocent people.” Mariah Skenandore, co-president of an indigenous student organization, likewise supported the measure, saying the university doesn’t “acknowledge the impact that it is having on their students” by not having the plaque in place.

Seattle University's law school withdrew its sponsorship of a debate over illegal immigration in fear exposing students to “painful” conservative viewpoints. The goal of the debate was to examine and talk about DACA. More than 200 students signed a petition demanding that the school not host the event, calling it “hateful xenophobic and anti-immigrant rhetoric“ and both “harmful and unsafe” for the school’s undocumented students. Following the petition, law school dean Annette Clark announced that the institution would no longer sponsor the debate as part of its “Social Justice” duties.

University of Oregon students forcefully disrupted a speech by the school’s president as he attempted to outline how the school plans to put a massive $50 million donation to use. He was prevented from coming onto the stage by students shouting chants such as “Nothing about us without us!” and cries of fascism and Nazis. President Michael Schill was instead forced to stay in his office and make a video announcement to the students, where he promised the money would help fund a new Black Cultural Center, which includes tutoring and support staff for black students.

A University of Nevada-Las Vegas professor told her class that Trump may have played a role in encouraging the mass shooting days earlier. Tess Winkelmann was captured on video telling her students that Trump has only encouraged violence since being president and violence is a consequence to his words. Winkelmann boasts about her early warnings that Trump was going to end up getting people killed, “When he got elected, I told my classes three semesters ago, some of us won’t be affected by this presidency, but others are going to die. Other people will die because of this.” She also accused Trump of white nationalism and “threatening nuclear violence against North Korea.”

Two Mount Allison University professors wrote an article arguing that white students from Western countries need to take workshops to confront their "white fragility" and “white privilege” before going on study abroad trips. If students fail to critically reflect upon their fragility, the professors warn that they risk perpetuating “harmful outcomes” to these countries and could possibly “overlook and perpetuate racism.” To fight this, they recommend robust “pre-departure programming and preparation” for white students. Though the professors warn that this training may not be enough to fully address students’ white fragility. “The antidote to white fragility is on-going and life-long, and includes sustained engagement, humility, and education,” they conclude.

A Pennsylvania State University-Brandywine professor criticized her students for believing in “whiteness ideology” which includes acknowledging “if I work hard, I can be successful” and that “everyone has an equal opportunity to achieve success.” Angela Putman designed a comprehensive three-day seminar on “white privilege” for her students, and became concerned when she realized most students have been “socialized to believe that we get to where we are through our own individual efforts.” Instead, she claims, our fate is decided by “racism and whiteness functioning in various contexts, the powerful influence of systems and institutions, and the pervasiveness of whiteness ideologies within the United States.” Once students “learn more,” Putman hopes that they will “resist perpetuating and reifying whiteness through their own discourse and interactions,” and learn to fight “manifestations of racism and whiteness within U.S. institutions and systems.”

Members of the Black Student Union at the University of Vermont forced their way in to the president's office this week to present a set of demands. In addition to "mandatory diversity training" for all faculty and frat/sorority members, the students also demand increased funding for non-whites and expulsion of students who commit "hate crimes" such as removing a BLM flag. The ultimatum concludes by demanding the administration renames an on-campus building named after George Perkins, an environmentalist who served in the Abraham Lincoln Administration. “If the University of Vermont is truly ashamed of its disgustingly racist history, then the name of this building needs to be changed.” The group was originally told that University President Tom Sullivan was unavailable, but they took it upon themselves to barge their way in.

A group of professors recently warned college administrators that “diversity educators” risk “burnout and fatigue” from “the emotional weight” of their jobs. Seven diversity educators from a “predominantly white research institutions” were interviewed, and they found that many of the subjects described suffering from “burnout” and “racial battle fatigue” from their microaggression prevention efforts. This burnout is caused by diversity educators’ “consistent exposure to various microaggressions,” noting that microaggressions can be described “as forms of assault and torture.”

UC Riverside student Edith Macias became hysterically outraged when she saw a male student wearing a MAGA hat. She abused him and stole his hat, saying it represents genocide and “freedom of speech is genocide, homeboy.” The butch Mexican goes on to say that stealing his property is no big deal because the student’s ancestors stole land, later calling him a white boy. Liberal students rallied around Macias and defended her actions to take the MAGA hat, which they say represents “a violent white supremacist regime.” They also demand UC administration to “pay for alternate housing accommodations for Macias while simultaneously covering her current housing costs” and “grant Macias amnesty and protection from any student or legal charges.” The students go on to demand for the school to release a statement against “white supremacist violence,” as well as one in support of sanctuary campuses.

California State University, Long Beach is looking for a new professor to teach classes on “gender variant theories.” The new hire will be asked to develop courses on topics such as queering gender, queer studies, feminist transnationalism, trans feminism, transmigration, and gender variant theories. Notably, the Women’s Studies Department which invents these bizarre courses, also offers a variety of other feminist courses, including one on “the social construction of masculinity” another titled “lesbian histories” and a class on “queer spirit.”

Swarthmore Indigenous Students Association burned the American flag and issued a set of demands, including the removal of the flag from campus. The demands called on Swarthmore College to “admit and recruit native students” and for the school to create a fund to pay for flights “to and from home” for all students who are unable to afford travel expenses. The demands were made public at one of their flag-burning events. “We burn the American flag not just for ourselves, but for our ancestors who died because of that flag. We burn it for our indigenous siblings across the globe and for all of the people across the globe exploited by the United States and other Western imperialist states. We burn this flag because we want you to know it’s not just you who is angry and fighting against this oppressive apparatus, we are too.”

A University of Connecticut professor is calling for a “more expansive inclusion of feminism” by colleges to help female students recognize the oppression they face. Cristina Mogro-Wilson surveyed over 100 female students and found that the overwhelming majority of them do not believe that “discrimination and subordination” are issues in women’s lives. The findings were deeply problematic, she contends, because without a sense of their own oppression, female students may be disinclined to protest in order to “create change.” Worrying about the potential of a “post-feminist standpoint among younger women who no longer see discrimination against women as being a salient issue,” Mogro-Wilson calls for even more feminism and intersectionality into the school’s curriculum. It’s really sad to watch old feminists beating a dead horse, desperately trying to keep their paychecks coming in.

Another feminist professor joined the dead horse flogging, saying more feminism needs to be taught to female students in response to their "waning attention to feminist concerns.” Katherine Cruger from Chatham University says she has noticed students “wary to acknowledge that they could be suffering at the hands of an imperialist, white-supremacist, capitalist patriarchy.” We’ve heard of “race fatigue,” now Cruger cites “feminist fatigue” as a possible reason why female students aren’t bothered by their so-called oppression. Cruger says she was disturbed when one female student said she is “sick to death of feminism.” To combat this dissidence, she encourages students to learn how to better appreciate feminist activism through more extensive teachings of feminism in the classroom, noting that without this activism, “we will be stuck in a heteronormative, racist society that never grows.”

Two Seattle Pacific University professors argue that it is necessary to redefine science in order to combat "white male privilege," which they believe is the primary reason that more men are interested in and excel in STEM fields. According to the pair, professors must work to "disrupt privilege" in their classrooms by de-emphasizing "male-socialized traits such as independence, competition, and individual victories." The professors also assert that science has been used as a tool of racial oppression, complaining about “science disproportionately advantaging white people.” To combat this, they call upon fellow professors, especially those who are white males, to “disrupt privilege” in their classrooms by “recognizing their own privilege” and coming to see themselves as “agents of change who can contribute to the disruption of systems of unfair advantage."

The University of Missouri released a set of guidelines on how to host inclusive events, asking students to consider having “a counselor present” for “potentially triggering” events - their words, not mine. The guidelines lists dozens of questions students should ask themselves during the planning stages, including, “If my event is potentially triggering, do I have a counselor present?” and “do I need to create a ‘safe space’ for this event?” Another series of questions warns students making advertisements for their event to be “conscious of colors and how they can be exclusionary or stereotypical” while considering the language used on advertisements as it “can potentially be biased.” Another set of questions focuses on the “decorations” used at events, which students should assure “aren’t culturally appropriative or misrepresenting to other cultures” by “doing my research on a culture I am attempting to appreciate.”

The president of Albion College says that it is “appropriate” for people of privilege to feel “uncomfortable.” President Mauri Ditzler made the remark during a meeting with a conservative student who was harassed and abused by protestors after he made talking points derived from Ben Shapiro quotes. Ditzler came out in solidarity with the protesters, lecturing the conservative student about how he was “only made to feel uncomfortable for a day,” while “many of those demonstrating feel uncomfortable every day.” He goes on to say that while the violent protestors made him feel uncomfortable himself, this discomfort was actually “an example of his own privilege.”

A group of protestors shut down a discussion on “civil discussion” (the irony) at the University of California, Los Angeles, forcing the event to be relocated. The video shows one female shouting, “We need to actually organize ourselves to create a political crisis to get this fascist regime from power,” claiming the “country was founded on genocide and slavery” and “was never fucking great.” “We can’t normalize fascism,” she proceeded to scream, leading audience members to stand and raise a fist with her in protest... “Stand up because this is what the good Germans were facing. This is what the people in Nazi Germany were facing,” she declared as another protester joined in, eventually leading the unoriginal chant of “No Trump, no KKK, no fascist USA!” As the auditorium emptied, protesters repeatedly shouted “November 4, it begins. Trump and Pence must go!” referencing Antifa’s planned uprising on this date where they intend to create havoc “day and night” until Trump resigns...

The University of Maryland-Baltimore County Women’s Lacrosse team has been labelled “racist” and “ignorant” after the team’s twitter account liked a tweet by President Trump which he wrote about honoring the American flag which men and women have fought and died for. UMBC’s Black Student Union noticed the Women’s Lacrosse team’s twitter account's grave wrongdoing, telling them, “You’re welcome to come to a meeting and voice your ignorance and blatant disregard for students within your campus let alone your own team. If you are going to be racist please come correct.” The women’s team twitter account was later entirely deleted after other black students jumped on the bandwagon of calling them racists.

Brown University students voted to end the purchase of feminine hygiene products from the company “Tampon Tribe,” due to cultural appropriation. They claim that the company “affected them really deeply” due to both “the name and some of the branding as well.” One student organizer said she “had concerns about Tampon Tribe’s name over the summer when they first considered using the company,” but pushed on after gaining assurance the company had “Afro-diasporic and indigenous identities” as leaders. Fatal mistake. They soon realized that it was still cultural appropriation to buy these tampons, so they stopped purchasing them immediately.

A University of Southern California professor argues that condemning protesters who disrupt and shut down conservative speakers can reinforce “white supremacy.” Charles Davis believes because the protesters are disproportionately “students of color” or “students representing other marginalized groups,” any attempt to stop protestors from shutting down these events, it’s actually the protestors who are made to feel unsafe. Davis says these protesters are simply people who “use disruptive tactics to shut down hate speech and engaged in resistance against white supremacy.” Instead of criticizing the protesters, Davis encourages to “spend substantive time listening to their concerns” as they’re justified because “colleges have exacerbated racial issues by allowing the presence of white supremacy on-campus.”

A pair of student groups at Kent State University, including one named WOKE (World Of Kolored Empowerment... I’m not even kidding), staged a protest where they all stood in a circle, and then took a knee. According to the group’s flyer, the students took a knee for “the Dreamers, the brutalized by the authority, the ones who have been under and misrepresented” and “the oppressed who don’t believe that a change will come." One student who attended the demonstration said he felt it was his “duty as someone who has privilege to express my voice," while another had tears streaming down her face as she held a sign to protest against the hurricanes in Puerto Rico.

Another group of students at Cornell University took a knee against white supremacy and whatever else they were displeased with when they woke up. While the kneeling only lasted two minutes, the rally was filled with speeches covering topics of white supremacy, racism, and privilege. “Our society is steeped in white supremacy. Why should we expect Cornell, an enterprise built on stolen land, to be any different?” Professor Russell Rickford said during his speech to the crowd of students. He went on to show his communist ties, saying the school is a white supremacy because it supports “hierarchies of privilege, upon which global capitalism rests.” He later led chants of “free Palestine!” which the student drones eerily repeated collectively.

Students at Reed College are protesting a required humanities class for freshmen that focuses on texts from the great thinkers of ancient Greece and Rome, saying that “students taking Western Civilization courses is harmful” because “the course in its current iteration draws from predominantly white authors.” Remember this is a course on ancient Greece... The protest group claims the class should be “reformed to represent people of color” in a list of 25 demands, which also includes “anti-oppression workshops, scholarships for black students, paid positions for black students and the hiring of more black faculty.” The protestors stormed the class and overtook the stage, while giving the class a lecture of their own and vowing to hold silent protests during every lecture. The student activists also brought in mental healthcare advocates for students who have reported having “panic attacks” due to the course material.

Two feminists at Columbia University are campaigning for the class presidency by promising free “Lego, bubble-wrap, and Play-Doh” to classmates. “Do you want Legos, Bubble Wrap, and Play-Doh?” asks their campaign flyer, which is posted around campus. “If so, vote for the STEMinists” - the name the feminist duo, Michael and Riya, have given themselves. If elected, the pair hopes to sponsor events focused on women’s empowerment, but they’re also set on showing students that school is fun! “We would do events to destress. For example, we'd create a Lego area and it'll be fun. One of the activities we also plan on doing is giving out free Bubble Wrap.”

A bulletin board at Kent State University residence hall is urging students to “stop cultural appropriation this Halloween” by eschewing costumes based on other cultures. According to the display, cultural appropriation occurs whenever somebody “adopts aspects of a culture that’s not their own," particularly if the person is part of a "dominant culture," which yes, is just another way to say white people. Towson University announced that is has joined “Ohio University and universities across the country in reminding our community this Halloween that ‘we’re a culture, not a costume.’” DePauw University also publicized the campaign, telling students that “stereotypes hurt.” Similarly, Central Michigan University announced plans to host an October 25 event dedicated to ending stereotypical costumes in a recent Facebook post, encouraging students to “Get involved and take a stance against the appropriation of costumes.”

A professor at the University of Illinois has become highly concerned that algebra and geometry perpetuate “unearned white privilege” because “terms like Pythagorean theorem and pi” give the impression that math “was largely developed by Greeks and other Europeans.” She also worries that teaching more advanced math can perpetuate discrimination against minorities, especially when they do worse than their white counterparts. “On many levels, mathematics itself operates as whiteness. There are so many minorities who have experienced microaggressions from participating in math classrooms, where people are judged by whether they can reason abstractly,” the professor states. She also wonders why math professors get more research grants than gender and women’s professors.

A teaching assistant at the University of Pennsylvania admitted to intentionally ignoring white male students and will only call on them if she has to during class discussions. “I will always call on black women students first. Other POC get second tier priority. White women come next. And if I have to, white men.” Close your eyes and think of the most stereotypical man-hating, smug feminist with a man’s haircut and you’ve just pictured Stephanie McKellop. She was not happy when the school issued a statement condemning her blatant classroom bias, saying, “I had the cute idea that Penn could defend me against Nazis.” No love, Penn has an obligation to defend its students against sleazeballs like you.

#college

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124globalsociology · 4 years

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Methodological Whiteness

Author: Anna Duley

Explanation

Methodological Whiteness “is a way of reflecting on the world that fails to acknowledge the role played by race in the very structuring of that world, and of the ways in which knowledge is constructed and legimitated within it.” This concept was first mentioned by Gurminder K. Bhambara, a professor of Postcolonial and Decolonial studies at the University of Sussex, in her article about “Brexit, Trump, and ‘methodological whiteness:’ on the misrecognition of race and class.” She uses this term to discuss how whiteness has been normalized and become invisible to those that are privileged but not by those who are oppressed and suffer under this system. This term has not been created to center white voices but to recognize how our world has been constructed under white supremacy, the lack of recognition of the long-lasting effects of colonialism, and the current system of neo-colonialism. As we engage in our education, it is important to keep this theory in mind as we come into contact with knowledge. Education has been created to be Eurocentric and benefit white people. In her dissertation “Interrupting the Silence: A Critical Discourse Analysis of A Pilot Seminar on Racism, Intersectionality, and White Privilege”, Angela Lynn Putman writes that, “If discussions of race continue to remain absent from everyday discourse, especially by many whites, the invisibility of privilege will only be perpetuated…White privilege is reproduced through textbook and instructional content and authors’ perspectives to the content, featuring a preponderance of white European American norms…” Having a term for this phenomenon is important in the first steps towards understanding how our world has been constructed.

As students in Global Sociology, we must remember to be critical of the education that we are receiving. Ask yourselves:

Who is at the center of the story? Who is missing from the story? Who benefits from the story that is in place?

(Source: UC Berkeley American Ethnic Studies Facebook Page)

What are some key arguments and controversies within this theory?

When talking about methodological whiteness, one might argue that identifying this concept is centering whiteness. However, this is not the case; by identifying and creating the term for methodological whiteness, we are starting the conversation about the history, politics, and education of whiteness. Being able to name the practice of historically baking white supremacy and racism into the institutions that hold this world together is necessary and vital.

One other controversy surrounding this term is that methodological whiteness is a U.S.-centric way of thinking. Some may argue that because this is an idea born from looking at U.S. society, it is a problem that solely affects the U.S. It is important to remember that capitalism and white supremacy is a global phenomenon that sprang from colonialism and imperialism. Interestingly, the study of whiteness has been highlighted and studied in the U.S. yet in my research, it was hard to locate resources and materials that discuss methodological whiteness in Western countries excluding the U.S. Perhaps this was an issue of terminology; nonetheless, we must come together and acknowledge that methodological whiteness is an international issue that can be found and applied to any subject. Malcolm X, in his address at Corn Hill Methodist Church titled Not Just An American Problem, But A World Problem, spoke about how narratives have been built to allow white people to remain as a hegemony and how the U.S. is not alone in its racism. In addition, he touches upon how the media is used to construct negative tropes of people of color and becomes normalized in the psyche. He advocates for changing the use of the term “civil rights” into “human rights” so that it goes from being a domestic issue to becoming an international one.

“No one is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free.”

-Assata Shakur

How does methodological whiteness contribute to war ? What role has methodological whiteness played in the construction of international institutions?

W.E.B DuBois mentions in his piece, The African Roots in War, how the erasure of the importance of Africa in the narrative of how World War I started has centered the agenda of white Europeans, while invisibilizing the violence that was enacted on Africans and the effects that have carried forth since then. Reasons for World War I that are commonly taught in classrooms have normalized the behavior of colonialists and imperialists and somewhat justified their actions. Malcolm X also talks about how the media warps the image of non-Western countries to make them look like “hoodlums, criminals, thieves..” when Western countries are at war and are at fault. He brings up the example of when U.S. pilots bombed villages in Congo in the ‘60s and justified their actions saying it was “in the name of liberty” and for “humanitarian reasons.” These excuses are believed by the general public because it has become legitimized knowledge that democratic countries know what is right and we should not challenge this notion. Methodological whiteness is especially important when analyzing the construction of international institutions. For example, the United Nations was built on Westphalian policies. Moreover, the nation-states that have the most power in the Security Council are the victors of a world war that other nation-states could not fight in because they were left economically and socially corrupt by a majority of those same countries. Indigenous politics have brought to attention how Western the United Nations is and how there is not only one way to run an intergovernmental organization

Related Concepts - Constructivism, Post Colonialism, Critical Race Theory, Transnational Ethnic Studies, Afro-Futurism

Important Scholars:

Gurminder K. Bhambara

(Source: Greenbelt)

A link to her website can be found here

W.E.B DuBois

(Source: GVSHP)

Malcolm X

(Source: Boston Review)

Discussion Questions:

What role has race played in structuring the world?

Where can we find examples of methodological whiteness in our world today?

How can we begin to decolonize education and evaluate the role race has played in education?

What does a decolonized education look like? What does a decolonized world look like?

Works Cited :

Bhambra, Gurminder. “Methodological Whiteness.” GLOBAL SOCIAL THEORY, Creative Commons, 5 Dec. 2017, globalsocialtheory.org/concepts/methodological-whiteness/.

Bhambra, Gurminder K. “Postcolonial Reflections on Sociology.” Sociology, vol. 50, no. 5, Oct. 2016, pp. 960–966, doi:10.1177/0038038516647683.

Bhambra, Gurminder K. “Why Are the White Working Classes Still Being Held Responsible for Brexit and Trump?” LSE BREXIT, The London School of Economics and Political Science, 8 Nov. 2017, blogs.lse.ac.uk/brexit/2017/11/10/why-are-the-white-working-classes-still-being-held-responsible-for-brexit-and-trump/.

Charbeneau, Jessica M. Enactments of Whiteness in Pedagogical Practice: Reproducing and Transforming White Hegemony in the University Classroom, University of Michigan, Ann Arbor, 2009. https://deepblue.lib.umich.edu/handle/2027.42/62431.

Croll, Paul R. A New Look at Racial Attitudes in America: Incorporating Whiteness by Examining White Privilege, University of Minnesota, Ann Arbor, 2008. [google book link]

Henderson, Errol A. “Hidden in Plain Sight: Racism in International Relations Theory.” Cambridge Review of International Affairs, vol. 26, no. 1, Mar. 2013, pp. 71–92. doi:10.1080/09557571.2012.710585.

Oliver, Lawrence J. “The Making and Unmaking of Whiteness / Out of Whiteness: Color, Politics, and Culture.” Callaloo, vol. 25, no. 4, 2002, pp. 1272-1278. ProQuest, https://ezproxy.app.willamette.edu/login?url=https://search-proquest-com.ezproxy.app.willamette.edu/docview/233171582?accountid=15051.

Putman, Angela L. Interrupting the Silence: A Critical Discourse Analysis of a Pilot Seminar on Racism, Intersectionality, and White Privilege, The University of New Mexico, Ann Arbor, 2014. ProQuest, https://ezproxy.app.willamette.edu/login?url=https://search-proquest-com.ezproxy.app.willamette.edu/docview/1563364524?accountid=15051.

Walker, Thomas E. Strategic Ambiguity in the Communication of Whiteness, Arizona State University, Ann Arbor, 2010. ProQuest, https://ezproxy.app.willamette.edu/login?url=https://search-proquest-com.ezproxy.app.willamette.edu/docview/761654700?accountid=15051.

White Logic, White Methods : Racism and Methodology, edited by Tukufu Zuberi, and Eduardo Bonilla-Silva, Rowman & Littlefield Publishers, 2008. ProQuest Ebook Central, https://ebookcentral-proquest-com.ezproxy.app.willamette.edu/lib/willamette/detail.action?docID=1343788.

Working through Whiteness : International Perspectives, edited by Cynthia Levine-Rasky, State University of New York Press, 2002. ProQuest Ebook Central, https://ebookcentral-proquest-com.ezproxy.app.willamette.edu/lib/willamette/detail.action?docID=3407895.

X, Malcolm. “Not Just An American Problem, But A World Problem. National Humanities Resource Center Toolbox. 16, February 1965. http://nationalhumanitiescenter.org/pds/maai3/community/text10/malcolmxworldproblem.pdf

A link to my google doc can be found here

Related concepts: Constructivism, Post Colonialism, Critical Race Theory, Transnational Ethnic Studies, Afro-Futurism

#constructivism #postcolonialism #critical race theory #methodological whiteness #whiteness #race #racism #education #transnational #ethnic studies #afro-futurism #public sociology #publicsociology #globalsociology #submission #malcolmx #decolonize

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