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The construction industry has been criticized for cultural intolerance and its poor industrial image. The ethnically diverse construction workplace in Hong Kong (HK) is frequently noted as a place in which racial harassment and discrimination occurs. The purpose of this paper is to explore the discriminatory experiences and working conditions experienced by ethnic minority (EM) construction operatives in HK.

A mixed-method approach was adopted, including a questionnaire survey and focus group discussions. The survey identified the thoughts of EM construction workers about racial discrimination and harassment in the workplace. The focus group discussions were aimed at further exploring the discriminatory practices on HK construction sites and possible discrimination-coping strategies.

Questionnaire data from 100 EM site operatives and labourers mainly from Nepal and Pakistan, but some few from other Asian countries as well as, plus two focus group discussions suggested that indirect and subtle forms of racial harassment do exist on HK construction sites. The operatives sampled reported the existence of inequality of treatment in their working life. Communication difficulties caused by language barriers affect work relationships between different cultural groups on construction sites. EM site operatives tend to interact with workers of similar cultural and ethnic groups. On the corporate/company level, language support and translations of safety procedures notices and policies, should be established to bring staff together and promote a more inclusive and harmonious workplace.

The paper offers insights into the racial discrimination problems in the construction sector in an Asian context, which has been less explored. It aims to provide insight into the EM construction worker's situation in HK as well as the need for developing workplace-specific policies that protect against discrimination and protect the rights of EM workers.

Du Bois's interest in the Japanese empire points us in the direction of examining non-Western imperial policies and discourses and how they relate to racialization. For Du Bois, Japan was an exemplar of a nonwhite empire. This chapter reconstructs a Du Boisian conception of race that identifies it closely with ethnicity, against the belief that the African-American intellectual held on to a merely biological conception of race. I argue that his thought evolved towards a social-construction approach in which race must be understood historically and in particular global contexts. By analyzing Japan's policies and discourses around the boundaries of the Japanese, I explicate how Japan carried out a process of self-racialization owing to its dialectical relationship with the West. It also racialized its colonial subjects in a process of in-group delineation according to Japan's imperial imperatives. The case of the Japanese empire demonstrates how a global/transnational approach to racialization is valuable. It also evinces how white supremacy and universalism are not the only logics of imperialism. Moreover, it shows that Du Bois believed white supremacy could be transcended. However, Du Bois was too idealistic about Japan's empire, ignoring how oppressive nonwhite imperial rulers can be toward their subjects even when there are phenotypical similarities between them.

The purpose of this paper is to use the case of white immigrant women domestics’ experiences in migration to demonstrate that their work experiences are different due to their whiteness. While their racial identity provides them with white privileges, they still face discrimination based on their occupational and immigrant statuses. The case study adds to existing literature on domestic service.

The case study is based on several years of ethnographic work. The author conducted in‐depth interviews with Polish immigrant women and white female employers. The author also held focus groups with Polish women.

White immigrant women from Poland do not automatically assume the white racial identity in the USA. Their whiteness is constructed and reinforced through their interactions with their white female employers. Their whiteness renders their experiences different from racial minority women and immigrant women of color. However, Polish domestics construct their positive work identity to counteract the negative images about them and domestic service as an occupation.

The main limitation the author sees is that the author could have conducted interviews with Mexican immigrant women to compare the differences in terms of their working conditions.

While Polish domestics seem to have better experiences than other groups of immigrant women, domestic workers are excluded from the labor law. They are thus without the protection of labor law. It is important for us to work for the right of immigrant workers to eradicate the inequality in society.

This case shows that the transnational labor migration contributes to further inequality in society since it is usually the migrant workers who take up the low skilled or unskilled work that has few possibilities for promotion and has few benefits. The government needs to address the transnational migration process and the exploitation of migrant workers ensuing from the process.

Polish immigrant women are a unique group of women mainly because they are among the few white women who perform domestic service. Their experiences are different from racial minority women and immigrant women of color. Merging the whiteness approach and domestic service is an innovative approach.

Purpose – This chapter examines the relationship between intersections of race and gender for vulnerability for human trafficking and criminalization of exploitation in the United States that is rooted in the broader socio-historical contexts dating to colonization and chattel enslavement.

Methodology/approach – This chapter utilizes intersectional criminology and historical intersectional criminology as epistemological frameworks to contextualize the construction of race and gender that began with colonization of indigenous populations to chattel enslavement of Africans and their descendants. Overall, this chapter’s approach is a call for contextualization within the study of human trafficking and an intersectional approach to understanding the structures that enable trafficking and the ramifications it has for victims.

Findings – Through an application of intersectional criminology, the findings herein demonstrate how racial ideologies and legacies within the United States contributed to the vulnerabilities of race and gender for sex trafficking predation as well as criminalization for Black and Native American girls and women. The gendered analysis of men and women who chose to become sex traffickers reveal different gendered pathways into trafficking offending and addresses the significance of these pathways for trafficking victims and potential future traffickers. These analyses demonstrate that intersectional criminology problematizes current research on human trafficking and future directions research should incorporate.

Originality/value – Current criminological research has a scarcity of intersectional criminological applications and fewer that offer a critical analysis of structural inequalities, histories of colonization and chattel enslavement, and interrogation of identities in both vulnerabilities for trafficking victims, how they may interact with agents from the criminal justice system, and the impacts of intersecting identities for traffickers and their offending. If criminology scholars aim to use their research in anti-trafficking efforts and policy recommendations, these analyses are vital both for addressing victimization and offending pathways for exploitation victims and their exploiters.

Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a history and civics professional learning organization that explicitly focused on historicizing race, racism and whiteness as a method for furthering teachers' understandings and commitments to antiracist teaching.

This paper draws on Critical Race Theory and Critical Whiteness Studies to make sense of the idea of history teaching as a racial project. Using surveys and a focus group discussion as data.

The authors found that, after the workshop, teachers reported increased comfort and interest in teaching more about race and racism, while fewer stated explicit commitments and plans to teach about whiteness. The authors also found that teachers' definitions of whiteness were largely framed as habits of mind and individual practices and situated within an educational sphere. Additionally teachers initially grappled with systemic interpretations of whiteness, yet ended up landing on identity as the starting point for critical history instruction.

These findings prompt the authors to discuss the continued challenges of linking whiteness with antiracist history teaching and also grapple with the affordances and pitfalls of identity as a starting point for race work.

This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the interaction between the two semiotic resources that constructs power relations as a result of intermodal interaction, and it further provides an example of an in-depth analysis of one text using this approach.

The paper proposes a critical multimodal framework that draws from Serafini (2010) and Royce (1998). Details about how the two works complement to form a critical multimodal framework are discussed, after which the paper analyzes one example from an English-language textbook using the proposed framework to demonstrate its strengths.

The findings highlight the power relations constructed in texts as a result of the interaction between the verbal and visual components, specifically how the visual mode functions to rationalize the power relations constructed in the verbal mode. These findings also establish the significance for considering the larger context of materials production and reception identified in the ideological perspective to appreciate how texts reflect discourses in diverse locales.

This paper argues that even though critical multimodality has often been discussed conceptually in L1 literacy scholarship, how to put these conceptualizations into practice has not been addressed systematically. The paper also contends that critical perspectives to understanding multimodal texts are also important in L2 English-language teaching. The critical multimodal framework proposed thus serves as a conceptual and methodological framework for multimodal reading and interpretive practices in both L1 and L2 contexts.

Drawing on an intersectional perspective on racial, migrant and entrepreneurial identities, this paper investigates the identity work of racial minority entrepreneurs with native-born and migrant backgrounds, confronted to experiences of othering in a White entrepreneurial ecosystem.

The study takes a qualitative-interpretivist approach and builds on six cases of racial minority entrepreneurs in nascent stages of venture development within the Dutch technology sector. The dataset comprises 24 in-depth interviews conducted over the course of one and a half year, extensive case descriptions and online sources. The data is thematically and inductively analysed.

Despite strongly self-identifying as entrepreneurs, the research participants feel marginalised and excluded from the entrepreneurial ecosystem, which results in ongoing threats to their existential authenticity as they build a legitimate entrepreneurial identity. Minority entrepreneurs navigate these threats by either downplaying or embracing their marginalised racial and/or migrant identities.

The study contributes to the literature on the identity work of minority entrepreneurs. The paper reveals that, rather than “strategising away” the discrimination and exclusion resulting from othering, racial minority entrepreneurs seek to preserve their sense of existential authenticity and self-worth, irrespective of entrepreneurial outcomes. In so doing, the study challenges the dominant perspective of entrepreneurial identity work among minority entrepreneurs as overly instrumental and market-driven. Moreover, the study also contributes to the literature on authenticity in entrepreneurship by highlighting how racial minority entrepreneurs navigate authenticity threats while building legitimacy in a White ecosystem.

Compares race relations in two suburban communities in order to show that middle‐class blacks meet with some success when they temporarily exchange their racial identity for a class‐based identity. Collects data through ethnography and individual interview to examine the conditions under which middle‐class blacks construct and assert a sub‐urban identity. States that success varies with the racial composition of the suburban community and the white neighbours’ level of the satisfaction with the community.