Booker longlist reading: Home Fire by Kamila Shamsie

Just under the wire, I finished one of my most eagerly awaited longlist nominees. Shamsie’s novel has received rave reviews all over the place and is the bookie’s favorite to make the shortlist. It’s a topic that I’ve studied and written on and one that matters a lot to me: the way in which the post 9/11 (and in this case, 7/7) attacks have reshaped the way Muslims are perceived and treated in western Europe and North America. Shamsie’s novel is set in the UK and focuses on the particular issues there, but the larger themes apply across many settings.

Liz, Rosario, Theresa, and other Booker Longlist readers have described the plot so I won’t rehash that here (you should definitely go read their reviews and the comments to them). Shamsie models her story on the plot of Sophocles’ Antigone, with a few modifications in the cast and family relationships. In her telling there are two central families, one comprising Isma, Aneeka, and Pervaiz Pasha, the children of a British-Pakistani man who died fighting with Islamist terrorists; and the other headed by Karamat Lone, rising front-bench politician and current Home Secretary whose marriage to a wealthy, successful American businesswoman has propelled his career. Karamat and Terry have two children in their 20s: Emily, an investment banker in NY, and Eamonn, a somewhat aimless but charming and handsome 24-year-old.

Isma is the older mother-substitute, who finally has the chance to pursue her own intellectual ambitions when twins Aneeka and Pervaiz reach adulthood. But her decision to pursue a Ph.D. in the United States sets a number of actions in motion, actions that will have devastating consequences for all of them. And Karamat Lone is drawn back into the Muslim community that has both raised and rejected him, with his political ambitions tied to events he can only imperfectly control.

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Race, Identity and Identification

The discovery that the head of the Spokane, WA chapter of the NAACP, Rachel Dolezal, has been claiming an African-American identity for the past decade despite having white parents and being raised as a European-American white female has been dominating online news and social media for the last couple of days. In the process, race, ethnicity, and identity have been mashed together in ways that make sociologists and other social scientists who study the topics cringe. Repeatedly.

I’m not much interested in contributing to the many, many thinkpieces on the person, her motivations, and What It All Really Means. But I research, teach, and write about ethnicity and race, I’ve been contributing to this literature since graduate school, and I’ve spent a lot of time parsing the differences between various social categories and constructs. So I’m going to write about that.

Let’s get one obvious issue out of the way. Race and ethnicity are both socially constructed. But they aren’t constructed the same way, or according to the same criteria. And they don’t operate the same way in social practice. Although race is subjective in terms of how categories are constructed and in terms of the assignment of those “racial” categories to individuals and groups, it is measured objectively. Whether or not you are of a given race is entirely dependent on whether it is found in your genetic makeup (though a direct ancestor; DNA attribution is much more recent).

Ethnicity, on the other hand, is a combination of genetic makeup (your ancestry) and social practice. A black person raised by white people in an all-white setting will be identified as black by most Americans (they won’t necessarily be considered “culturally” black, but that’s a separate issue). A person born to Italian-American parents but raised by Swedish-American parents in northern Minnesota will be accepted as having Italian ancestry, but she will almost certainly be treated as culturally Swedish-American by most people.

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What I’ve been teaching: Privacy

This spring I’ve been teaching a course on the politics of privacy. I first taught it as a summer school course two years ago, when I had half a dozen students and ran it as a seminar. It was a lot of fun, and I got to try out unfamiliar readings and unusual assignments. The following spring TheHusband taught it as a lecture course, and now this year it was my turn again (we plan to alternate).

It’s a pretty interdisciplinary syllabus. We start with sociological readings from the 1960s on the social construction of the self and the self in public, because you can’t understand the private sphere without thinking about the public sphere. The reading list includes everything from law articles and legal cases (including Romanceland’s own Carolyn Jewel) to economics articles to current EU, Canadian, and US statutes on privacy. And also Gawker and Reddit (yes, your tuition dollars are being spent on teachers who send their students off to read stories on Reddit. I’m sorry). We finish up by watching a couple of recent documentaries, 2014’s The Internet’s Own Boy (about Aaron Swartz) and CitizenFour (the 2015 Oscar winner about Eric Snowden, now on HBO, GO WATCH IT EVERYBODY).

I tell the students at the beginning of the class that teaching this class is in many ways a selfish act on my part. Those of you who followed my VM blog know that I’m very interested in the digital divide and uneven access to technology. My more than two decades online, especially the last decade and the explosion of social media, has made me think a lot about the intersection of technology and privacy. But as a certified member of The Olds, my take on these issues is very different from that of my students. Policies and laws are passed and implemented by people who are closer to my age than theirs, but they are the ones who have grown up in a connected world and will never have the option to leave it.

One of the truisms I see a lot in online discussions is that millenials “don’t worry about privacy.” That is not my experience at all. Some of them are blasé but many are not. Granted, I have a self-selected sample of millenials who are more likely to care about these issues. But even within this group, while attitudes vary about how much privacy they want or expect, they’re not ignorant about the benefits and drawbacks.

That said, they’re not always fully aware of how many ways privacy is not in their control, and one of the things I try to get across to them is an understanding of what kind of data are out there. They do an assignment they call “internet self-stalking,” in which they go to computers that they don’t usually use and surf via a variety of browsers to see how much information there is about them online, and where that information might have come from. Some of what they discover is expected, but other results are not. The students are often surprised by how much information is put online by other people. If they have commonplace names or share names with more famous people then they are safer, because their results will be lost among the rest. But if they have even slightly unusual names, they’ll show up.

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