Imperialism Colonialism Andracialisationanonymous Marking Enabledsu ✓ Solved

Imperialism, Colonialism and Racialisation anonymous marking enabled Submission date: 15-Apr-:27PM (UTC+0100) Submission ID: File name: Imperialism_colonialism_and_racialisation.docx (24.58K) Word count: 2100 Character count: good 8 FINAL GRADE 80/100 Imperialism, Colonialism and Racialisation GRADEMARK REPORT GENERAL COMMENTS Instructor It is clear that a great deal of work has gone into this essay. It is well researched and exceptionally well- written. You do a good job of connecting together your three chosen concepts, and your theorization of 'waste' places and populations is interesting and imaginative (there's quite a lot of contemporary work that deals with the intersection of race and waste - see the article I have linked to in the text for an example).

A very strong engagement with key module themes. Well done. Comment 1 A nice, clear introduction. Comment 2 clearly put, and backed up with a quotation. Good.

Comment 3 Good Comment 4 Again, a very clearly written summary. Comment 5 Good QM Good Comment 6 A useful definition. Good. Comment 7 Hmm. Well it depends what we're counting as race.

Anti-essentialist approaches do not deny the existence of genetic differences between human beings. What we contest is their extrapolation into racial categories. good good Comment 8 Great connection. There is much more that can be said about the intersection between race and waste. This, for example. RUBRIC: SOCIOLOGY ESSAY RUBRIC IDEAS (20%) / (100) FIRST (::RD (45) FAIL (35) MATERIAL (20%) / (100) FIRST (::RD (45) FAIL (35) ANALYSIS (20%) / (100) FIRST 75 / / 100 Engagement with key ideas and concepts Cannot be improved upon.

Demonstrates excellent critical engagement with and focus on the question, drawing on relevant ideas and concepts. Demonstrates good critical engagement with and focus on the question, drawing on relevant ideas and concepts. Demonstrates reasonable engagement with and focus on the question, drawing on some relevant ideas and concepts. Does not sufficiently engage with or focus on the question or draw on relevant ideas and concepts. Insufficient engagement with and focus on the question and with relevant ideas and concepts.

75 / 100 Use of sociological and theoretical material Cannot be improved upon. Uses extensive range of appropriate sociological/theoretical sources and employs these persuasively to develop and support the points made. Uses wide range of appropriate sociological/theoretical sources and employs these persuasively to develop and support the points made. Uses some appropriate sociological/theoretical sources and employs these competently to develop and support the points made. Little relevant reading and use of appropriate sources.

Points made are not supported with relevant material. Little to no relevant reading and appropriate sources. Points made are not supported with relevant material. 75 / 100 Depth of analysis and critical evaluation Cannot be improved upon. Demonstrates insightful, nuanced grasp of material, with ability to identify and critically (::RD (45) FAIL (35) ARGUMENT (10%) / (100) FIRST (::RD (45) FAIL (35) STRUCTURE (10%) / (100) FIRST (::RD (45) evaluate different theoretical positions.

Demonstrates solid grasp of material, with ability to identify and critically evaluate different theoretical positions. Demonstrates good grasp of material, with ability to identify and describe different theoretical positions. Demonstrates some grasp of material, with some ability to identify different theoretical positions. Insufficient grasp of material; purely descriptive writing with no relevance to academic debates. 75 / 100 Clarity of argument Cannot be improved upon.

Argument is persuasive, and presented clearly and logically, with appropriate evidence provided. Argument is persuasive and mostly presented clearly and logically, with appropriate evidence provided Argument is weak and/or is unclear, with appropriate evidence not always provided. Argument is not supported with sufficient evidence and/or is unclear. Argument is not discernible. 75 / 100 Cannot be improved upon.

Structure is clear; writing demonstrates excellent flow and signposting (e.g. introduction outlines structure of essay). Structure is clear; writing demonstrates good flow and signposting (e.g. introduction outlines structure of essay). Structure is reasonably clear; writing is mostly coherent and uses some signposting. Structure is unclear and writing does not flow or use signposting. FAIL (35) WRITING (20%) / (100) FIRST (::RD (45) FAIL (35) Structure is not discernible and writing does not flow or use signposting.

75 / 100 Writing (grammar, punctuation) and referencing Cannot be improved upon. No or virtually no errors of grammar or punctuation; sentence structure is excellent, and referencing and bibliography are completely accurate. Quotes and paraphrased material are well incorporated into the text. Few errors of grammar or punctuation; sentence structure is very good, and referencing and bibliography are mostly accurate. Quotes and paraphrased material are mostly well incorporated into the text.

Some errors of grammar or punctuation; sentence structure is sometimes incorrect, and referencing and bibliography are not accurate. Quotes and paraphrased material are not always well incorporated into the text. Consistent errors of grammar or punctuation, and referencing and bibliography are not accurate. Quotes and paraphrased material are not well incorporated into the text. Consistent errors of grammar or punctuation, and referencing and bibliography are not accurate.

If plagiarised material is in evidence, this will be reported to the Student Regulations Team. Imperialism, Colonialism and Racialisation anonymous marking enabled Imperialism, Colonialism and Racialisation GRADEMARK REPORT FINAL GRADE GENERAL COMMENTS Instructor RUBRIC: SOCIOLOGY ESSAY RUBRIC 75 / • The ability to draw on relevant secondary sources. • The ability to draw on relevant examples to illustrate theories and concepts. • The clarity with which ideas are expressed and the ability to use good written English. • The use of appropriate academic conventions including references and bibliography. Assessment 2: Essay Weighting: 70% Length: 2000 words (excluding bibliography) Due date: Wednesday 21 April at 1pm Return date: Wednesday 12 May at 1pm Description and guidelines Your second assessment comprises a slightly longer essay.

In this essay you will engage with three of the key concepts you have studied on this module. You should pick three of the following • antiracism • colonialism • diaspora • ethnicity • ethnocentrism • hybridity • imperialism • intersectionality • Islamophobia • nationalism • new ethnicities • othering • racialization • whiteness Your essay should make use of your three chosen concepts in the context of a single, coherent piece of writing. You need to choose which three concepts interest you, and select a relevant example or examples to explain and unpack them. Though your essay will be focused on three of these concepts, there are connections to be made across the entire module, and where appropriate your essay should aim to make these connections.

You should avoid dealing sequentially with one concept after another, but instead try to explore their interrelationships by making connections between them. The best preparation for the essay is to complete all the weekly learning materials (including the required reading) and to attend all the live sessions. You will also be expected to have read around the subject more widely. You should never quote from lecture material or this module handbook. It is always more impressive if you can draw on different examples from those covered in class. ‘Theory’ is very important to this module, and you will be assessed on your ability to engage clearly and accurately with theoretical ideas.

These should be illustrated and explored by drawing on relevant examples. Nayef T Alkhalifa 15 Notes: • Essays must be submitted online via Blackboard. For details on how to submit your essay, see page 16. • Word count does not include the bibliography. There is a 10% leeway, but work significantly below or above this limit will be penalized. Assessment criteria: In marking the second assessment, tutors will consider: • The ability to summarise and evaluate relevant theories and concepts in some detail. • The ability to situate these theories and concepts in their historical, social and cultural contexts. • The ability to draw on relevant secondary sources, to include some independent research. • The ability to draw on relevant examples to illustrate theories and concepts. • The identification of how academic debates can critically inform discussion of race in popular, media, or political debate. • The clarity with which ideas are expressed and the ability to use good written English. • The use of appropriate academic conventions including references and bibliography. Nayef T Alkhalifa

Paper for above instructions

Imperialism, Colonialism, and Racialisation: A Coalescence of Concepts

The interconnectedness of imperialism, colonialism, and racialisation informs much of contemporary sociological and cultural studies. This essay strives to illustrate how these three concepts synergistically relate to one another, thereby influencing social dynamics, identity formation, and systemic inequities across different contexts. Through a critical examination of historical instances and contemporary representations, the role of racialisation emerges as a vital process entwined with imperialist and colonial stratifications, influencing how societies perceive and compartmentalise humans based on racial constructs.

Understanding Imperialism and Colonialism

At its core, imperialism refers to the policy or ideology of extending a country's power and influence through domination—economically, politically, and culturally—over other nations or groups (Wallerstein, 2004). In contrast, colonialism signifies the physical act of settling and establishing control over a territory, often resulting in the displacement of indigenous populations (Hobsbawm, 1987). The two phenomena are intricately connected, with colonialism often acting as the tool through which imperialism manifests its authority.
Historically, European imperialism in the 19th and early 20th centuries involved significant territorial conquests. Nations like Britain and France exercised their power over vast portions of Africa and Asia, driven by motives of economic gain and the spreading of 'civilisation' ideals (Said, 1978). This form of dominance was characterized by a belief in the superiority of Western culture, which fostered the justification for colonisation. Consequently, the legacy of such imperial endeavours has created long-standing socio-economic disparities that persist today (Anghie, 2005).

The Role of Racialisation

Racialisation refers to the socio-political process that attributes racial identities to individuals or groups, often creating hierarchies that affirm superior and inferior positions (Omi & Winant, 1994). Through racialisation, groups that were previously unmarked by race become identified and categorized based on physical features, perceived behaviours, or cultural outputs. This process is not merely a historical remnant of colonialism but remains pertinent today, as it influences how societies create and manage power relations.
In the expanse of colonial empires, particular attention was given to the racial characteristics of colonized people. This differentiation was integral in fostering the 'civilising mission' narrative, which posited that European intervention was a benevolent force intended to enlighten supposedly 'primitive' societies (Fanon, 1963). As the imperial powers absorbed conquered lands, they systematically constructed ideologies that configured racial hierarchies, thereby embedding such notions within social, economic, and political domains.
Contemporary examples can be drawn from discussions surrounding immigration policies in the West, where racial categorization plays a critical role in defining who is deemed acceptable or threatening within a national context (De Genova, 2002). Racialisation becomes a mechanism through which systemic exclusions are legitimized, often entwined with anxieties around cultural purity and national identity.

Intersections Between Imperialism, Colonialism, and Racialisation

The intersectionality of these concepts can be elucidated through specific case studies, such as the British colonial rule in India and its repercussions that are felt even today.
1. British Colonialism in India: The British annexation of India was pioneered by economic interests, yet racialisation became instrumental in legitimising British rule (Chatterjee, 1993). The depiction of Indians as the 'other' served to reinforce the racial hierarchies rooted in colonial ideologies. Racial stereotypes promoted ideas of inferiority, positioning British culture as the benchmark against which Indian society was measured.
2. Racialised identities in contemporary society: The legacies of such colonial narratives transcend time, creating modern dichotomies wherein racialised individuals frequently navigate spaces defined by exclusion and inequality infused with colonial pasts. The Black Lives Matter movement exemplifies a contemporary response to these legacies, reclaiming agency and voicing resistance against systemic racism grounded in historical racialisation, shaped substantially by imperialist ideologies.

Conclusion

In conclusion, the dynamic interplay of imperialism, colonialism, and racialisation underlines complexities in understanding contemporary social structures. This synthesis indicates that while imperialism and colonialism can be viewed through historical lenses, racialisation acts as a continuing thread that frames interpersonal and group interactions. The structural inequities nurtured by these processes call for deeper engagement in academic discourse aimed at dismantling inadequacies rooted in historical prejudices and facilitating frameworks of awareness and coexistence in diverse societies.
A comprehensive understanding of these intertwined concepts allows scholars and practitioners to challenge systemic inequities effectively, advocate for social justice, and work towards building inclusive and equitable systems.

References

1. Anghie, A. (2005). Imperialism, Sovereignty and the Making of International Law. Cambridge University Press.
2. Chatterjee, P. (1993). The Nation and Its Fragments: Colonial and Postcolonial Histories. Princeton University Press.
3. De Genova, N. (2002). Migrant "Illegality" and Deportability in Everyday Life. Annual Review of Anthropology, 31, 419-447.
4. Fanon, F. (1963). The Wretched of the Earth. Grove Press.
5. Hobsbawm, E. J. (1987). Nations and Nationalism since 1780: Programme, Myth, Reality. Cambridge University Press.
6. Omi, M., & Winant, H. (1994). Racial Formation in the United States. Routledge.
7. Said, E. W. (1978). Orientalism. Pantheon Books.
8. Wallerstein, I. (2004). World-Systems Analysis: An Introduction. Duke University Press.
9. Stoler, A. L. (1995). Race and the Education of Desire: Foucault's History of Sexuality and the Colonial Order of Things. Duke University Press.
10. Tilley, L. (2017). The Colonial Uncanny: Race, Affect, and the Southern Imaginary. Criticism, 59(4), 531-552.
This extensive exploration reveals not just the historical realities of these concepts, but also the ongoing implications in today’s society, echoing the deep-rooted connections between the past and present in shaping racial discourses and societal structures.