Every time i hear someone mention the “it’s a small world” movie i get upset. Like to me it’s not a good idea. There are WAY so many ways to come out offensive with it. They have to actually study culture but knowing hollywood it’s most likely they wont. Litterally just make a Tiki room movie instead. Don’t touch my ride and make it into a shitty offensive movie. If they do make a movie out of small world they better fucking know about the cultures and traditions. If not then go with another ride to make money out of.

i wanna do a plot where muse a is like a writer/reporter and muse b is a photographer and maybe they work for the same magazine/tv channel or whatever and get paired together to travel to different cities in different countries and study the culture and write an entire magazine or film a big documentary together but like in the process of it all they fall in love and instead of being strictly business they let loose and have fun and really take advantage of traveling idK IT COULD BE CUTE

anonymous said:

Your post about the cultural appreciation really upsets me. I wear some things of other cultures because other cultures truly interest me and I want to study them in college. If I wear it because I actually am studying that culture, does that make you upset too? Or just people who wear it without knowing what it is and what it symbolizes? I'm not trying to send hate, just genuinely asking because now I'm afraid I might be offending some people.

no, you can learn about it and appreciate it but don’t wear it. just appreciate it. do it like this. it’s that simple.

it upsets me a lot because when i came to the us i was made fun of for speaking spanish, for having a thick accent, for being an immigrant basically. i was your typical case of an immigrant being shamed into stripping away my culture until i was fit to be accepted into the crowd and now 8 years later i’m trying to get it back and it’s fucking awful. don’t do it. you’re doing an injustice if you’re outside of that culture, imo.

geography woes

today my geography teacher basically hinted that i was racist because i said that i appreciate texts and articles that are non western-centric.

the subject is supposed to study other cultures, but only from a white, western view urgh.

she’s making me rewrite my personal statement the day before the deadline because she says i’m “showing off about being mixed race”. no. being mixed race gives me an insight to culture that she will never have.

geography is such a white subject it makes me sad.

:c

3

"There is a fundamental concern that the content of such magazines normalises the treatment of women as sexual objects. We are not killjoys or prudes who think that there should be no sexual information and media for young people. But are teenage boys and young men best prepared for fulfilling love and sex when they normalise views about women that are disturbingly close to those mirrored in the language of sexual offenders?" -Dr. Peter Hegarty

Could you tell the difference?

  1. Rapist
  2. Rapist
  3. Lad Mag
  4. Lad Mag
  5. Rapist
  6. Lad Mag
  7. Rapist
  8. Lad Mag
  9. Rapist
  10. Lad Mag
  11. Rapist
  12. Lad Mag
  13. Rapist
  14. Rapist
  15. Lad Mag
  16. Lad Mag

Requiring students to learn about race is crucial… necessary even. But I also think it’s necessary that we tell students very directly that their coursework alone won’t earn them any social justice gold stars. We need to be more explicit when establishing safe spaces in classrooms where race is being discussed: ”safe spaces” should not mean spaces where students can say racist things and be absolved of blame. They should be safe spaces for marginalized voices. White guilt, white tears, and white saviorism have no place in these classrooms. We need to teach students not to just understand what the master’s tools and the master’s house are, but what they mean.

Most of all, we need to recognize the limitations of academics. We need to teach students to listen, to be vulnerable and admit fault. Academics can fuel action. I consider all of my friends to be fiercely intelligent. They’re thoughtful and well-educated, and profess to be progressive. But some of them are also the kind of people who remain silent over Israel’s attacks on Gaza, worried that speaking out could hurt their job prospects. Because American individualism seems to be one lesson universities struggle to unteach.

A degree can’t be used as proof that you “understand my struggle.” A degree can’t be used as a shield against criticism. Most of all, a degree can’t be used as a weapon to invalidate my lived experiences. How can a piece of paper on a wall weigh more than the burden I carry just for existing as a woman of color? Your degree counts for something, but it’s not enough.

—  "I Have a Cultural Studies Degree" is the new "I Have Black Friends" by Kayla Kumari Upadhyaya
I don’t know why, but the human condition is such that we love reading about people who can do things that we can’t do and who have powers that we wish we had.
—  Stan Lee, the man behind Spiderman, Ironman, X-Men, and other beloved Marvel superheroes. (via Industry Professionals, Historians and Scholars Try to Answer, ‘What is a Superhero?’ | PopMatters)
Free .pdf books by native authors!

So while combing through the interwebs for .pdf books on unrelated subjects, I happened upon zinelibrary.info- an anarchist collective dedicated to the free distribution of radical literature. They have a lot of titles by authors mentioned in this post, as well as many others covering relevant topics. Here are a few that I think may be of interest:

Of course, there’s an entire "indigenous" section of the site (not limited to North America!) as well as a section on race. Happy reading! Time to check some books off my reading list!

-Kirby

California no longer has a white majority

For the first time in California  the number of Latinos has matched the white population.Fifteen years ago the white population outnumbered the Latino population by five million. And studies indicate that by 2014 Latinos will outnumber the white population. 

California’s fast-growing Latino population will have a lasting impact on the labor force, since there will be 7.2 million Latinos under the age of 25 compared to 3.8 million whites by 2030. Latinos are currently the fastest growing segment of business owners in California. The changing labor landscape underscores the importance of educating Latino youths who constitute more than half of the state’s secondary schools, and will be needed to supplant the aging white non-Hispanic population.

Read more here 

Most of us can see how we benefit from sexism in terms of having easier access to higher-paying jobs. But we balk at the idea that we benefit from women being raped or battered. To understand how all men “benefit” from battering is to see something of the complicity we all share in the act. While many of us don’t rape or batter women, those of us in relationships with women find that our partners frequently make decisions based on how to avoid subjecting themselves to male violence: decisions like where and when to walk, whom to talk with and what to wear. These decisions are often powerfully influenced by whether or not a man (spouse, lover, friend) is available to accompany a woman on that walk. They have an unspoken agreement that she depends on a man to protect her from being raped or threatened by violent men. So men end up determining if women get to go out and where they go. And we don’t mind having that control. More than once, batterers in our program have noted the irony in their partners’ relying on them for protection from “those violent men out there.” This form of control never gets named. It’s classic male privilege, in all its invisibility, with all its power.

Harper Government’s Anti-First Nations Education Act

Iroquois Caucus Resolution 

[Photo] Toronto FNEA Demo

WHEREAS the Iroquois Peoples are self-determined Peoples, that consistently and historically assert their right to govern their own affairs; 

WHEREAS the Iroquois Peoples abide by the philosophies, values, traditions, concepts and principles of Peace, Power and Righteousness prescribed in, and in accordance with, the Kaianere’kó:wa [the Great Law of Peace of the Iroquois Confederacy — TML Ed. Note];

WHEREAS these principles have governed, and continue to govern, the direction of the Iroquois Peoples since time immemorial;

WHEREAS the Iroquois Peoples have an historic, inherent and inalienable right to education;

WHEREAS the Iroquois Peoples have never ceded traditional territory, Title or Rights, and continue to assert their rights as Peoples;

WHEREAS the United Nations Declaration on the Rights of Indigenous Peoples affirms the right the Iroquois peoples the right to establish and control our education systems and institutions providing education in our own languages, in a manner appropriate to our cultural methods of teaching and learning.

WHEREAS the Declaration further calls upon Canada to work with the Iroquois Peoples to “take effective measures, in order for Indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.”

WHEREAS “effective measures” include the guarantee of funding that will cover the actual costs of linguistically and culturally responsible education, from early childhood to post-secondary.

WHEREAS the member communities of the Iroquois Caucus are aware of plans of the Federal government implement legislation known as the First Nations Education Act;

WHEREAS the Federal government has not properly, nor meaningfully, met its duty to engage member communities of the Iroquois Caucus in the development of any federal legislation related to education;

WHEREAS the member communities of the Iroquois Caucus are strongly opposed to imposition of federal or provincial legislation upon any Indigenous communities, and in particular, Iroquois communities, which do not explicitly acknowledge the exclusive jurisdiction of our communities;

WHEREAS the member communities of the Iroquois Caucus reiterate that the Federal government unfairly and chronically underfunded community education systems, jeopardizing student success and outcomes; 
THEREFORE BE IT RESOLVED that the member communities of the Iroquois Caucus reject the First Nations Education Act in its entirety, including all of its components and contents, and any and federally or provincially imposed legislation in this matter;

THEREFORE BE IT FURTHER RESOLVED that the member communities of the Iroquois Caucus demand that Canada immediately cease any further development, passage or implementation of legislation on First Nations education;

THEREFORE BE IT FURTHER RESOLVED that the member communities of the Iroquois Caucus demand that Canada recognize and respect the Aboriginal Right to jurisdictional control of our own educations systems and meet with our communities who are the legitimate rights holders to discuss and take steps necessary to address the chronic underfunding of our education systems;

FINALLY BE IT LASTLY RESOLVED that the member communities of the Iroquois Caucus take all actions necessary to work with partners to counter the First Nation Education Act.

http://www.cpcml.ca/Tmld2014/D44015.htm

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