Department of Sociology

Permanent URI for this collectionhttps://hdl.handle.net/10315/37652

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Access status: Open Access ,
Black life, complexities, nuances, and insights
(Wiley, 2022-11-21) Jean-Pierre, Johanne; James, Carl
Introduction to a special issue Special Issue:Black Life, Complexities, Nuances, and Insights
Access status: Open Access ,
Overlooked and underserved: How inclusive education oversights exclude Black students
(Wiley, 2025-09-05) Jean‐Pierre, Johanne
Abstract Empirical research about equity in schools seldom investigates how the intersectionality of race and disability shapes Canadian educational trajectories. This article shows how disability‐related school procedures impede Black students' learning opportunities. The theory of racialized organizations posits that institutions such as schools reproduce societal racial hierarchies through seemingly race‐neutral processes. Using an intersectional lens and the theory of racialized organizations, this article presents the findings of a qualitative study focusing on Black students' experiences. The analysis is drawn from interviews and focus groups conducted with 60 participants in Nova Scotia, Canada between 2018 and 2019. Participants' narratives revealed that school professionals could better support Black students by ending the misapplication of Individual Program Plans (IPPs) and addressing Black learners' learning disabilities and mental health needs through collaborative alliances with caregivers. This article shows that tighter coupling between anti‐racist and inclusive education policies and disability‐related procedures is needed to achieve equitable access to education.
Access status: Open Access ,
The Influence of Transnational Cultural Capital on Black Immigrant and Refugee Youth Perspectives of School Discipline
(Emerald, 2025-09-25) Jean-Pierre, Johanne; Brisbane, Maria; Hassan, Sabrin; Bailey, Jonathan; Barrie, Hawa
Studies that focus on youth’s perspectives of school discipline seldomly highlight immigrant and refugee youth’s viewpoints. Meanwhile, the influence of newcomer parents’ cultural capital is often assessed to investigate social mobility while their children’s pre-migration cultural capital remains largely understudied. Drawing from Bourdieu’s social reproduction theory, this study illustrates how transnational cultural capital affects Black newcomer high school students’ perspectives of school discipline. This qualitative inquiry involved semi-structured interviews conducted with 28 Black newcomer adolescents between the ages of 16 and 19 in Ontario, Canada between 2019 and 2021. We find consistent with prior Canadian studies that the participants reported concerns regarding bias, anti-Black racism, and the lack of fairness of school discipline interventions. Yet, their views also diverged since they perceived that everyday civility and behavioral expectations in the classroom were lenient when compared with their country-of-origin education systems. These findings reveal the significance of examining newcomer youth’s transnational cultural capital and not only parental cultural capital. The conclusions also point to the relevance of investigating transnational cultural capital in aspects of education other than academic achievement and social mobility. This study also reveals the importance of considering the intersectionality of the migration status and racial identity of French-speaking and English-speaking Black newcomer youth when we analyze their school experiences.
Access status: Open Access ,
Broadening Core Research Ethics Principles: Insights from Research Conducted with Black Communities
(Wiley, 2025-09-27) Jean-Pierre, Johanne; Collins, Tya; Agnant, Khandys; Boatswain-Kyte, Alicia; Herman, Cameron; Mathews, Tanya; Salami, Bukola; James, Carl E.
Drawing from a 2023 symposium panel that focused on conducting health equity research with Black communities, we propose to expand our interpretation of core research ethics principles. In light of a surge of research conducted in Black diasporic communities since the 2020 killing of George Floyd, the symposium sought to enhance the quality and impact of research involving Black Canadians. We contend that by broadening the interpretation and application of respect for persons, beneficence, and justice, researchers will conduct impactful and transformative research projects that foster health equity. We emphasize the importance of not limiting the core principle of respect for persons to individual participants but to extend it to communities throughout the research process. Furthermore, we suggest that researchers can deepen their commitment to the core principle of beneficence or concern for welfare and design relevant and empowering research projects through meaningful community involvement. We highlight that to further the implementation of the core principle of justice, scholars should adopt a human development approach and mobilize innovative outreach recruitment strategies to ensure that Black communities have the opportunity to participate in biomedical and public health research while also benefiting from the knowledge produced.
Access status: Open Access ,
Designing afro-emancipatory qualitative research with and for Black people
(SAGE Publications, 2024-08-08) Jean-Pierre, Johanne; Boatswain-Kyte, Alicia; Collins, Tya; Ojukwu, Emmanuela
Since the tragic death of George Floyd in May 2020, there has been increased interest in anti-racist research. Consequently, several scholars are instigating qualitative inquiries in Black communities with limited preparation or expertise. This article presents a reflection regarding essential principles that can guide general and afro-emancipatory health and social sciences qualitative inquiries in Black diasporas. We contend that it is essential that researchers engage in reflexivity and consider Black ontologies, axiology and epistemologies. Furthermore, we propose the application of the following deontological principles to fulfil an ethical afro-emancipatory research framework: (a) include critical theories, (b) target the liberation of Afro-descendant peoples to enable their full participation as their whole selves in society; (c) ensure their leadership and meaningful involvement throughout the research process; (d) implement accountability mechanisms towards community members; (e) embrace intersectionality, an asset-based lens, and aspirational stance and; (f) foster healing, growth and joy.
Access status: Open Access ,
Promoting inclusion and justice in university teaching: A transformative-emancipatory toolkit for educators
(Edward Elgar Publishing, 2024-05-03) Cappiali, TM; Jean-Pierre, J; Cappiali, Teresa M; Jean-Pierre, Johanne
Promoting Inclusion and Justice in University Teaching offers a theoretical and practical contribution to ongoing debates concerning why and how we need to expand the goals of education in an increasingly diverse academia to enhance inclusivity and equity. It integrates a wide range of well-designed teaching activities grounded in the principles of transformative pedagogy into university settings to connect in-class teaching to social justice demands. Expert contributors employ an array of constructivist and critical epistemological approaches, including indigenous, anti-racist, decolonial, feminist, and intersectional viewpoints, to conceptualize and elucidate their proposed pedagogical frameworks. Chapters demonstrate why and how theoretical and practical principles of transformative pedagogy can respond to the goal of making higher education classrooms not only more inclusive, but also transformative and empowering spaces for teachers and learners alike. The book addresses a crucial gap in higher education, offering a comprehensive toolkit tailored to both undergraduate and advanced students which encourages learners to create a positive social change. Combining practical teaching methods and grounded pedagogical theory, this book will be a highly beneficial read for scholars and researchers teaching in a variety of fields in humanities and social sciences as well as those specializing in teaching and learning, curriculum and pedagogy, and teaching methods in a variety of disciplines. Its blueprint for increasing inclusion and equity in teaching will also benefit professionals and practitioners engaged in formal and non-formal education settings with adults and youth.
Access status: Open Access ,
Promoting inclusion and justice in university teaching: why transformative-emancipatory activities matter
(Edward Elgar Publishing, 2024-05-03) Cappiali, Teresa M; Jean-Pierre, Johanne
This collaborative book contributes to current debates about transforming academia into a more holistic, inclusive, equitable, and just system (Claeys-Kulik et al. 2019; Strange and Cox 2016). The authors do so by introducing a distinct method of integrating transformative pedagogy principles into university-level instruction through meticulously crafted activities. What is unique about this book is that the authors make an explicit effort to bring teaching activities rooted in the constructivist and critical traditions of transformative pedagogy into the university settings. In this respect, the book fills important gaps in the field of higher education and transformative pedagogy by developing and sharing a toolkit composed of 14 innovative activities tailored to post-secondary students, with explicit references to their “transformative-emancipatory” elements.
Access status: Open Access ,
Sociological Imaginations for Anti-Racist Futures: An Interview with Dr Prudence Carter
(SAGE Publications, 2023-04-25) Jean-Pierre, Johanne; Carter, Prudence
In this interview, Dr Prudence Carter, 2021–2022 President-Elect of the American Sociological Association, discusses how sociology can contribute to anti-racist futures across national contexts. Her insights point to the need for greater self-awareness in sociology regarding race and racism, for clarification of our aims and for better articulation and translation of popularized theoretical concepts, such as structural racism, to the general public. To achieve radical inclusion in the future, she highlights the importance of engaging in public and policy sociology, by explaining and substantiating policies and practices derived from our research. She also underscores the significance and value of comparative cross-national and multidisciplinary collaborative research. Most importantly, she brings to the fore the necessity of imagining new epistemological and methodological approaches to study the conditions that will enable our societies to attain equitable and anti-racist futures. Fundamentally, this involves extending our sociological imaginations.
Access status: Open Access ,
Les composantes de l'espoir critique dans les récits de parents Afro‐Canadiens de la Nouvelle‐Écosse
(Wiley, 2022-11-06) Jean‐Pierre, Johanne
Recently, there is increasing awareness of the magnitude of anti-Black racism. As a consequence, several school administrations reiterated their commitment to foster an inclusive school climate and to challenge discrimination, including anti-Black racism. Critical hope is a theoretical concept that is considered essential to accomplish in-depth transformations to fight social injustices. Duncan-Andrade (2009) distinguishes three elements that produce critical hope in school settings: material hope, Socratic hope, and audacious hope. This article draws from data collected during a bilingual qualitative study conducted with African Canadians in Nova Scotia, including immigrants and African Nova-Scotians. The analysis of semi-structured interviews and focus groups conducted with 60 participants revealed the role of critical hope within critical pedagogy frameworks, including an anti-racist approach, to promote the development of concrete actions and critical consciousness among school personnel, while avoiding false hopes, cynicism, discouragement, or fatalism.
Access status: Open Access ,
Multi-Dimensional News Diversity during Social Unrest: U.S. vs. Canadian Coverage of COVID-19 Protests
(University of Toronto Press, 2025-09-11) Li, Muyang; Yang, Fan; Luo, Zhifan; Chang, Chia-heng
Background: It is crucial for democracies to ensure diversity in news content so as to offer varied journalistic perspectives. Yet how to define and measure this diversity is open to debate. Too often, the focus is on a single dimension. Analysis: Relying on a computer-assisted content analysis and a multivariate analysis, our study uses a multidimensional approach to examine 12,907 news articles on pandemic-induced protests in Canada and the United States from 2020 to 2022. Conclusions and implications: We found a more balanced coverage of topics in Canadian outlets, and a broader emotional range in U.S. articles. In general, corporate media tend to show polarized sentiments, a notable difference between independent media and media conglomerates. Our findings emphasize the need for a comprehensive approach to diversity in news content and challenge simplistic country-based categorizations of media systems.
Access status: Open Access ,
“Theorizing Our Place”: Indigenous Women’s Scholarship from 1985-2020 and the Emerging Dialogue with Anti-racist Feminisms
(Brock University Library, 2021-01-08) Coburn, Elaine
In this article, I review contemporary Indigenous women’s scholarship, describing transformations from 1985 to the present, first to characterize this scholarship on its own terms and second to situate this literature with respect to recent, nascent dialogues with anti-racist feminisms. What is the focus and range of Indigenous women’s scholarship, from 1985 until today? What does this work seek to do, that is, what are the intertwined political and scholarly aims of this scholarship? I suggest that Indigenous women’s scholarly writing is concerned with resilience, or survival, resistanceor challenges to colonial power and relationships, and resurgence, or a turning-inward to renew Indigenous knowledges and practices. In the discussion, I briefly consider how the increasingly rich and diverse field of Indigenous women’s theorizing and praxis informs an emerging dialogue with anti-racist feminist scholars within the academy and in the broader context of colonial Canada.
Access status: Open Access ,
The Flying Heads of Settler Colonialism; or the Ideological Erasures of Indigenous Peoples in Political Theorizing
(SAGE Publications, 2021-06-09) Allard-Tremblay, Yann; Coburn, Elaine
This essay relies on the insight that settler colonialism is an ongoing structure geared toward the elimination of Indigenous presence to argue that ideologies that legitimate and naturalize settler occupation are equally ongoing. More specifically, the ideologies that justify settler colonialism in major states like Australia, Canada, and the United States, are like Flying Heads that shape-shift and recur over time. We explore how two notorious ideological tropes—terra nullius and the myth of the Vanishing Race—recur in the work of contrasting contemporary theorists. Ultimately, Flying Head ideologies of settler colonialism cannot be defeated by reasoned argument alone, but by structural transformations beyond the settler-colonial relations that necessitate and sustain them. Following diverse Indigenous theorists and activists, we briefly explore prefigurative resurgent practices and how Indigenous political imaginaries, like the Dish with One Spoon, offer alternatives to transcend the settler colonial present.
Access status: Open Access ,
Penser une démarche épistémologique afroémancipatrice en recherche qualitative par, pour et avec les communautés noires
(Recherches qualitatives, 2022-05-13) Jean-Pierre, Johanne; Collins, Tya
Résumé Reconnaissant la longue histoire des revendications de plusieurs générations d’Afro-Canadiens et Afro-Canadiennes et l’urgence d’aborder le racisme anti-Noir, nous proposons trois axes d’actions d’une démarche épistémologique émancipatrice pour informer la conception et la réalisation d’études qualitatives. Nous nous appuyons sur le corpus de chercheurs et chercheuses critiques pour suggérer qu’il est important : 1) de mobiliser le corpus d’intellectuelles et intellectuels noirs et des théories sociocritiques lors de la conception d’un projet de recherche; 2) de pratiquer la réflexivité de la conception d’un projet de recherche jusqu’à la dissémination des résultats; 3) de reconnaître la pertinence d’intégrer la pluralité des savoirs des communautés noires. Nous présentons ces trois axes d’actions tout en sachant que cette liste n’est pas exhaustive. Plutôt, en s’ancrant dans les principes décoloniaux, afrocentriques, antiracistes, féministes et intersectionnels, cette démarche épistémologique consolide la recherche à visées émancipatrices et transformatrices par, pour et avec les populations afrodescendantes. Abstract Recognizing the long history of claims by several generations of African-Canadians and the urgency of dealing with anti-Black racism, we are proposing three focuses of action for an emancipating epistemological process that will inform the design and execution of qualitative studies. We based ourselves on the corpus of critical researchers to suggest the importance of: 1) mobilizing the corpus of Black intellectuals and socio-critical theories when designing a research project; 2) practicing reflexivity in the design of a research project right up to distribution of the results; 3) recognizing that it is appropriate to integrate the plurality of project knowledges belonging to Black communities. We present these three focuses of action in full awareness that they do not constitute an exhaustive list. Rather, by anchoring this epistemological process in principles of decolonization, Afro-centricity, antiracism, feminism and intersectionality, we will consolidate the research and its emancipatory and transformative goals by, for and with Afrodescendant populations.
Access status: Open Access ,
Karl Marx : o charme indiscreto da incompletude
(Outubro Revista, 2010-01) Musto, Marcello
Com a retomada, em 1998, das publicações da Marx-Engels-Gesamtausgabe (MEGA 2), o pensamento de Karl Marx pode ser recuperado, de maneira não instrumental, por pesquisadores do mundo todo. Ao longo das publicações anteriores, sua obra foi marcada por uma profunda e reiterada incompreensão, consequência das tentativas de sistematização mecânica de sua teoria crítica, pelo empobrecimento que acompanhou sua popularização, pela manipulação e censura de seus escritos e pelo uso instrumental dos mesmos para fins políticos. Agora, a incompletude dessa obra pode se destacar e, desobstruída pelas interpretações que anteriormente a deformaram, tornar-se, até mesmo, sua negação.
Access status: Open Access ,
A Europa em tempo de crise
(Crítica Marxista, São Paulo, Ed. Unesp, 2016) Musto, Marcello
Resumo O artigo analisa a política dos governos neoliberais nos diferentes países da União Europeia, o crescimento dos partidos de direita nesses países e as iniciativas e dificuldades dos partidos da esquerda radical para apresentar uma alternativa anticapitalista que obtenha apoio dos trabalhadores europeus. Aborda as discussões sobre estratégia entre as forças de esquerda.
Access status: Open Access ,
A formação da crítica de Marx à economia política : Dos estudos de 1843 ao Grundrisse
(Crítica Marxista, São Paulo, Ed. Unesp, 2011) Musto, Marcello
Access status: Open Access ,
A última viagem do Mouro
(Marx e o Marxismo - Revista do NIEP-Marx, 2017-06-02) Musto, Marcello
Apoiando-se nas correspondências de Marx, Engels, seus familiares e amigos, o artigo descreve as circunstâncias e acontecimentos dos dois últimos anos de vida de Marx. Destaca-se, particularmente, a viagem de Marx à Argélia, motivada por tratamento médico, cuja importância muitas vezes é negligenciada mesmo em renomadas biogra as. O estudo revela preocupações de Marx com a reconstituição da história universal, com a condição dos árabes, com as possibilidades revolu-cionárias da Rússia e com a sequência de seu trabalho teórico (O Capital).
Access status: Open Access ,
Difusão e recepção dos Grundrisse no mundo
(Crítica Marxista, 2009) Musto, Marcello
Access status: Open Access ,
Revisitando a concepção de alienação em Marx
(Marx e a dialética da sociedade civil, 2014-06-23) Musto, Marcello
Access status: Open Access ,
Dissemination and reception of the Grundrisse in the world: Introduction
(Routledge, 2008) Musto, Marcello
Having abandoned the Grundrisse in May 1858 to make room for work on A Contribution to the Critique of Political Economy, Marx used parts of it in composing this latter text but then almost never drew on it again. In fact, although it was his habit to invoke his own previous studies, even to transcribe whole passages from them, none of the preparatory manuscripts for Capital, with the exception of those of 1861-3, contains any reference to the Grundrisse. It lay among all the other drafts that he had no intention of bringing into service as he became absorbed in solving more specific problems than they had addressed.

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