Shawn Michelle Smith. Photographic Returns: Racial Justice and the Time of Photography. vii + 236 pp., notes, bibl., index. Durham, N.C.: Duke University Press, 2020. $25.95 (paper); ISBN 9781478004684. Cloth and e-book available.

Isis ◽  
2021 ◽  
Vol 112 (2) ◽  
pp. 437-438
Author(s):  
Molly Rogers
Keyword(s):  
Racial Justice ◽  
Duke University

From Mediation to Medium: Aesthetic and Anthropological Dimensions of the Image (Bild) and the Crisis of Bildung in German Modernism

2005 ◽  
Vol 1 (2) ◽  
pp. 141-180 ◽  
Author(s):  
Thomas Pfau
Keyword(s):  
Georg Simmel ◽  
Cultural Narrative ◽  
Duke University ◽  
Narrative Process ◽  
Radical Transformation

Thomas Pfau (Duke University) explores the radical transformation of the Bildungsroman - and of the image ( Bild ) as its narrative, speculative fuel - in ‘The Magic Mountain’. Contrasting Mann's narrative process with that of Goethe and Hegel, and drawing on the sociological writings of Georg Simmel and Arnold Gehlen, Pfau reads Mann's novel as decisively breaking with Romanticism's self-generating, organicist, and teleological conception of cultural narrative.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

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