In the social, historical, and political context of Xi Jinping’s China, particular forms of racialization and racial capitalism have emerged in Altay Prefecture, the homeland of ethnic Kazakhs on China’s northwest border. This study examines the husbandry industry in Altay Prefecture to elucidate how Xi’s China has built a mode of racial capitalism through the management of Kazakh land, ethnicity, and culture. Within the framework of a case study, I employ document collection and participant observation methods to gather data that are then interpreted through critical policy analysis. The research shows that Kazakhs have been racialized based on their mobile pastoral traditions, enslaved in the “debt economy,” and exploited through husbandry policies and programs. The particular ways in which husbandry has been restructured and assimilated into Chinese industrial production chains exploit and reproduce the Kazakh-Han hierarchy and segregation. This close look at racial capitalism in Altay sheds light on the operations of Xi’s ecological civilization and war on poverty policies in an ethnic minority border region and discusses how they align with the broader geopolitics of the Belt and Road Initiative in Central Asia and Eastern Europe.

This paper analyses the ethnic penalty by focusing on the racialization of labor market outcomes beyond the migrant penalty. An illegitimate statistical or taste-based discrimination can be revealed specifically by distinguishing migrants into ethnic groups. Accordingly, ethnic penalty based on five different ethnic groups was estimated through the difference in employment and job quality with respect to natives. The analysis was conducted at the country and European average levels using 16 European countries under a framework of ethnic penalty processes in the labor market. According to the analysis, Eastern Europeans were the most prominent ethnicity regarding higher employment across the 16 countries, although they were mostly posited in unskilled jobs. Migrants from the Middle East and North Africa were shown to be subject to a double penalty in both measures, and the penalty tendency was much clearer for females. Asians and South Americans showed the least penalty, while sub-Saharan Africans were revealed to hold an in-between position.

In this article, we investigate the reasons behind the puzzling enthusiastic reception of a book about Finland’s national development by Turkish nationalist intellectuals in the early Republic of Turkey. Published in Turkish in 1928, the developmental model laid out in Petrov’s The Country of White Lilies resonated with the Turkish intelligentsia and has remained a popular book in Turkey throughout the twentieth century, and even today. First, we compare the fictionalized developmental model presented by Petrov in his book with Finnish development under the Russian Empire, before its independence in 1917. Second, we show that this reception was largely based on a comparison of Turkey and Finland’s geopolitical positions in global imperial politics, and a constructed racial affinity between the two nations in the minds of Turkish readers. Third, we argue that this national developmental model served three ideological purposes; distancing the Turkish Republic from the Ottoman Empire, showing the developmental capacity of nations outside the linear and paternalistic developmental model proposed by Western European empires, and last, presenting a model that glosses over Ottoman-Turkish state violence and ethnic cleansing, as well as democratic processes, as irrelevant to considerations of progress and development. Finally, we discuss the implications of our study for re-evaluating the sociological literature on nation formation, largely taking its “model cases” (Krause 2021) from the Western European experience, through a more encompassing inter-imperial approach (Doyle 2014).

While there is increasing recognition of the role of race in shaping global politics, the extent to which the construction and operation of international order is entangled with race remains underexplored. In this article, I argue for the centrality of race and racialization in understanding the constitution of international order by theorizing the constitutive connections between race and international order and showing how the two can be examined as intertwined. I do this, first, by articulating conceptualizations of both international order and race that center on processes of regulation and regularization. Second, I bring these together to suggest that race be understood as a form of order that functions to reproduce a historically emergent form of hierarchy and domination across a range of spaces and contexts. Third, I operationalize these conceptualizations by outlining and historicizing some of the key features of this racialized and racializing international order, specifically coloniality, the racial state, and racial capitalism, and thereby illustrate important aspects of the persistence of this order. Centering race in the study of international order, I suggest, helps us better understand how racializing hierarchies and racialized inequalities persist in the present and are reproduced through structures and practices of international order.

In this article I analyze stories about the negotiation of European racialization ideologies in the Society Islands (Tahiti and its Islands) in the late eighteenth century. My focus is the disjunctures between European understandings of their encounters at Tahiti, and what Pacific scholars have come to understand of Polynesian understandings of themselves and various foreigners in that early period. In doing so, I draw out the ways sexuality and gender mediated, enabled, and were also constituted through such racialization processes in their cultural and historical specificity. A key point of departure for this analysis is that the embodiment of race is a negotiated social process. The comparative historical case study I offer up here follows current scholarly moves in seeking out the insights to be gained by tracking racialization as a contingent process, as open rather than closed, as variegated rather than singular, and as imperfectly and only tenuously wrought through ideologies that may be profoundly unanticipated from the vantage point of modernist logics of essentialism and foundationalism. The resulting analysis aims to create space for critically revisiting the ways in which racial normativities and racialized embodiment operate, and how they work, and fail to work, to promote naturalized racist hierarchies of privilege and subordination.

This article examines children's literature written by African American teachers during the first part of the twentieth century. Drawing on theories of racialization, I analyze children's books written by two African American teachers: Helen Adele Whiting (1885-1959) and Jane Dabney Shackelford (1895-1979). I argue that their books represented more than an effort toward greater Black representation in schools; they also served as a contribution to a larger discourse on Blackness and identity that emerged during the “New Negro” movement. In this view, African American teachers were not mere passive recipients of an outside Black culture, but rather intellectual actors involved in the production of racial identity during the interwar period.

“Shortcut English” is a pidgin spoken between Zambians and Chinese migrants at a Chinese-operated mine in southern Zambia. Contrary to most historical contact languages, the symbolic valences of Shortcut English favor the Zambian laborers over the Chinese mine managers and owners. In the past, Zambians at Summers have categorized Chinese as bamukuwa/ “whites.” Haruyama analyzes how the racializing dynamics of the new pidgin Shortcut English increasingly result in Chinese being figured as machainizi, a denigrated racial other whom Zambians see as unfit to run the mine, which contributes to sometimes violent resistance.

Many accounts of Chinese migration in Africa compare China to “the West.” However, lived historical experiences, social hierarchies and moral mappings of the division of labour have mediated how different peoples in different contexts have received, interacted with and given meaning to Chinese migrants. In Dar es Salaam, Tanzania, Tanzanians talk about so-called Chinese “wamachinga” (petty traders) who have complicated long-standing ideas about “African” and “non-African” roles in the economy, and who have both opened and closed opportunities for different African traders. Based on ethnographic fieldwork in the key Tanzanian wholesale market of Kariakoo, I examine how the entry of Chinese goods and traders has been associated with shifting local economic hierarchies. I argue that debates over the presence of Chinese traders are less about “China” than about the politics of which roles belong to whom in a hierarchical division of labour.

There is much research on race and schooling focused on punitive discipline, but little attention is paid to how teachers and administrators use minor policies to coerce students to “willingly” adopt hegemonic ideologies, particularly the ones that correspond to Whiteness. In this work, Whiteness is conceptualized as a social concept in which forms of knowledge, skills, and behavioral traits are cultivated for the sake of maintaining White supremacy as the dominant ideology in the social organization of structures and people. My work explores how teachers and administrators use school dress code policies, specifically the policies regarding hairstyles, to indoctrinate Black students into Whiteness. I argue that schools are sites intended to racialize Black students into White society. I argue that dress codes that regulate hairstyles are a form of White hegemony. I ground my work in Antonio Gramsci and John Gaventa’s theoretical views of hegemony to conceptualize how administrators and teachers invoke forms of domination and coercion to force Black students to transform their appearance for the sake of upholding White ideals of professionalism. I offer a critical race conceptual model that articulates how power is enacted upon Black students to further a White aesthetic. The conceptual model highlights how teachers and administrators assign racialized social meanings to different hairstyles and unconsciously or consciously reinforce the idea that Black hairstyles hinder Black students’ performance in the classroom and reduce their future employment opportunities. Contemporary examples of Black students’ experiences in school are cases that validate this model. I argue that dress code policies about hair that incur minor infractions are destructive to Black students’ sense of identity and reinforce Whiteness as the normative frame of civil society.