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Mitchell, Cecilia F. "Health Safety-Net Crisis: A Case Study of News Discourse." Digital Archive @ GSU, 2013. http://scholarworks.gsu.edu/communication_theses/101.
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This study is the first to analyze news coverage of a hegemonic struggle over a crisis that threatened to close a Southern safety net hospital. Such closure could have left indigent, African American men and women without health care access. The study utilizes critical discourse analysis to focus on news portrayals of patients and the struggle over whether the hospital would continue to be governed by a majority-Black, public board of directors or a nonprofit, private board recommended by a majority-White civic group. Results indicate that newspaper coverage privileged the elite, White view, while stereotypically representing indigent, Black patients as problematic. Coverage legitimized privatizing the hospital’s board through a neoliberal discourse that also portrayed its majority-Black board as incompetent.
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Huber, Jamie Lee. "UNEQUAL RIGHTS AND CONSTRAINED CHOICE: NARRATING WOMEN'S EXPERIENCES WITH IDENTITY, REPRODUCTIVE HEALTH SERVICES, AND ABORTION." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/382.
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This dissertation seeks to rhetorically examine how women who have had abortions construct their abortion experience, with particular attention given to the role of various identity factors (such as race, nationality, class, spirituality, and geographic location) in the construction of their experiences. By giving voice to women's experiences and placing this voice in a historical context of differential racialization, as well as within both Critical Race Feminism (CRF) and Reproductive Justice (RJ) frameworks, this dissertation asks: How does the narrator construct the importance of her identity in her abortion and reproductive health services experiences?; Does the narrator link previous reproductive health services issues, such as sex education or cost of birth control, to her abortion experiences?; Does the narrator link her abortion experience to larger social structures and power issues?; How does the narrator construct her experience of abortion? What emotional elements does she present in her construction of the narrative?; How does the narrator construct her experience of deciding to have an abortion?; How does the narrator construct the role of her social support system in her abortion experience?; and How does the narrator reflect on her abortion experience? This dissertation argues that while women experience and construct abortion in very different ways, common experiential themes emerge. While women do not all construct or reflect upon their abortion experiences in the same way, narrative themes emerge that fade in and out of focus based on a woman's standpoint and the various aspects and intersections of her identity. In light of the emergent themes, this dissertation suggests enhanced opportunities for the sharing of women's abortion experiences, as well as more academic and activist work to examine and raise public awareness about issues of power and privilege in the abortion process.
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Rideau, Ryan. "A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/81993.
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The rapid increase in the number of non-tenure-track faculty members (Curtis, 2014), has prompted research about this group (Allison, Lynn, and Hovermann, 2014; Coalition on the Academic Workforce, 2012; Eagan and Jaeger, 2009; Umbach, 2007). There is also a large body of literature that explores the experiences of faculty members of color (Joseph and Hirshfield, 2011; Stanley, 2006a; Turner, González, and Wood, 2008). However, there is very little research about the experiences of non-tenure-track faculty members of color (NTFOCs).
This study centered the experiences of NTFOCs to understand how this group experiences racism and other forms of systematic oppression in their work environments. The theoretical frameworks for this study were critical race theory (CRT) (Bell, 1980; Delgado and Stefancic, 2012; Ladson-Billings and Tate, 1995) and critical race feminism (CRF) (Wing, 1997). Critical race methodology was integrated throughout the research process (Solórzano and Yosso, 2001; Solórzano and Yosso, 2002). The sample consisted of 24 NTFOCs who worked at four-year, historically White colleges and universities. Data was collected through semi-structured interviews.
Ten themes emerged that revealed the ways NTFOCs experienced racism and marginalization in their work environments: (a) not treated like a professional; (b) lack of support; (c) formal discrimination; (d) racialized evaluations; (e) racialized and gendered microaggressions; (f) feeling unsafe in the classroom; (g) unpaid labor; (h) balancing job responsibilities; (i) lack of resources; (j) different treatment than White colleagues. Four additional themes regarding the ways NTFOCs navigated these experiences with oppression and marginalization: (a) relying on systems of support; (b) negotiating speaking out against forms of oppression; (c) disclosing personal information; (d) deciding how to interact with department/program colleagues. These findings have implications for the personal well-being of NTFOCs, how they perform their job, and their ability to gain secure employment. The findings highlight the need for campus constituents to recognize the work of NTOFCs and to create better work conditions for them.<br>Ph. D.
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Mietka, Helena Budzynska. "White Feminist Tears: Understanding Emotion, Embracing Discomfort, Exploring Dominant Femininities At Scripps College, and Stepping Towards a Critical White Anti-Racist Feminism." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/656.
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In this thesis, I trace my personal journey and the precursors of unlearning and conversation necessary to start to move towards anti-racism. With a focused look on specific aspects of feminist history, Scripps College as a place was historically contextualized. This allowed for an exploration of its student body, a look at the ways in which traditional gender meanings and expectations necessarily operate within that space. White students who claim the label feminist add complexity to that space, though their reactions to conversations of race can be traced back to the historic and gender over-determined systems of domination and victimhood that produce caustic white feminist tears. Finally, different ways of having difficult conversations are discussed, along with detailed understandings of why those conversations are necessary. In conclusion, I try to envision a kind of feminism that I would like myself and my peers to continue to work for, and emphasize again the sort of education that one must undergo in order to continue their awareness and work.
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CARR, THEMBI RASHIDA. "TELLING OF THE UNTOLD: AFRICAN AMERICAN FEMINIST COUNTERSTORYTELLING." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069079276.
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Hylton, Rhonda C. "Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961.
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Knox-Kazimierczuk, Francoise Alihsa. "African American Women and Obesity: Examining the Intersections of Race and Class." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437548368.
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Lawhorn, Joshlyn. "Race and Gender in (Re)integration of Victim-Survivors of CSEC in a Community Advocacy Context." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7324.
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In this thesis, I use feminist ethnography at a nonprofit organization to analyze the racialized gender in (re)integration of victim-survivors of commercial sexual exploitation of children (CSEC). Critical race feminism and intersectionality are the theoretical frameworks to guide the analysis of community advocacy. The analysis considers two themes with various subsections that capture CSEC at the site. The first theme analyzes the definition, challenges, coordination and rhetoric of reintegration at the site. The second theme highlights the site’s racial identity, Black victimhood of victim-survivors of CSEC in the context of community, and racialized gender within reintegration. I discuss the strategic use of colorblindness within reintegration at the NGO and the child/adult dichotomy that shapes the organization’s understanding of CSEC.
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Vlasnik, Amber L. "Understandings of Race and Negotiations of Theory Among Women’s Center Professionals: A Critical Phenomenological Exploration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462805246.
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Chavarría, Persson Amanda. "”Det spelar ingen roll hur jag ser mig för ingen annan ser mig som svensk” : Om identitetsskapande hos blandade personer med latinamerikansk bakgrund." Thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142047.
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This thesis aims to explore how identity takes shape within mixed race persons whom have Latin American background, in today’s Sweden, based on four individual in-depth interviews. The central characters in this paper were found through a convenience sample within my circle of acquaintances, due to the limited framework of this thesis. Six themes were found through coding and thematising: questioning Swedishness, invisible camouflage, it is positive to be mixed, internalized racism, to (en)counter racism and nothing to 100 %. By means of a feminist phenomenological approach, this thesis has shown that being mixed race creates an ethnic insecurity and a contingency in one’s own identity formation, since the experience of being Swedish constantly is questioned based on physical appearance and/or name. However, all of the informants also experienced joy in having several backgrounds; it was seen as empowering, a possibility and a contribution to the generally white Swedishness. In that way the informants’ refusal to conform to the limiting norms of Swedishness, can be seen as a transcendency of the Swedish hegemony and an expansion of what it means to be Swedish.<br>Esta tesis trata de explorar como la identidad se crea dentro de personas de raza mixta, quienes tienen origen de América Latina, en Suecia hoy, basado en cuatro entrevistas profundas. Las personas centrales en este ensayo los encontré usando una muestra de conveniencia, ya que el esbozo era restringido. Yo conozco a lxs informantes. Seis temas se cristalizaron a través de codificar y tematizar: Suequidad que es dudoso, camuflaje invisible, ser mixto es positivo, racismo internalizado, enfrentar racismo y nada hasta 100 %. Por lo medio de un enfoque fenomenológico feminista, esta tesis ha encontrado que ser raza mixta crea una inseguridad étnica y contingencia en la formación de identidad en ellas, ya que la experiencia de ser suecx constantemente es dudosa basado en apariencia física y/o nombre. Sin embargo, todas lxs informantes también sintieron alegría en tener varios orígenes; era visto como un poder, una posibilidad y una contribución a la suequidad, que en general es blanca. De esa manera el rechazo de adaptarse a las normas de suequidad limitativas de lxs informantes, puede ser visto como una trascendencia de la hegemonía sueca y una expansión de lo que significa ser suecx.
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Kenna, Alexandra C. "Exploring women’s multiple identities as they negotiate Welfare-to-Work : the intersection of race, class, and gender." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1352.
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Thesis advisor: David Blustein<br>This qualitative study explored the experiences of women going through a welfare-to-work program in a northeastern setting. Specifically, the women's identities as mothers, women of color, and women living in poverty were examined. Feminist and critical theory informed the research questions and literature review. Qualitative description and content analysis were used to analyze the data from 10 interviews. The concepts that emerged described the women's experiences going through the program, their identity as mothers and caregivers, the negative psychological experiences and impact of going through the system, feeling labeled and misunderstood, obstacles and barriers to success, forms of resilience and resistance, and their relationship with work. Four major inferences were gleaned from the results: the need to integrate the experience of motherhood/caregiving more explicitly into WTW, the need for more attention to mental health concerns, an alarming level of corruption and corruption within the welfare system itself, and a dialectical struggle between the theoretical and practical experience of work and employment. Implications for practice, policy, and research are discussed<br>Thesis (PhD) — Boston College, 2008<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology
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Snyder, Shane Michael. "Dictating the Terms: GamerGate, Democracy, and (In)Equality on Reddit." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1556553179370925.
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Chatman, Lara. "Keeping my Sistas through the Storm: Counterstories of African American Women Graduate Students Seeking Good Mentorship in Troubling Spaces and Places." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321891057.
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Herron, Elizabeth J. "Sexual Assault and Deliberative Democracy: Potential for Change." Ohio University Honors Tutorial College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1308145482.
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Levchak, Charisse Camilla. "An examination of racist and sexist microaggressions on college campuses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4870.
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Higher education has been linked to upward mobility in recent decades. Higher education has particularly served as a road to upward mobility for disadvantaged racial and gender groups. While United States colleges and universities strive to make their institutions, programs, and departments more diverse, students who are racial minorities still experience racism and those who are women still experience sexism. Colleges and universities are often considered bastions of progressive liberalism that will challenge racism and sexism; however, the seeds of American racism and sexism that were planted at the country's inception and that were sustained by the blatant subjugation of people of color and women continue to generate race and sex based oppression within present-day American society and within America's academic institutions. Therefore, residual racism and sexism are important to explore, since their presence in educational institutions serves to reify racial and gender based boundaries in achievement and well-being.
To this end, research has inadequately determined the prevalence of overt and covert oppression within academic institutions. Using a sample of college students at a predominately white institution in a Midwestern college town and a diverse institution in a large urban area I will: 1) examine the prevalence of covert and overt racist and sexist experiences among college students and develop models of their occurrence by gender and race; 2) test double jeopardy and multiple jeopardy theory by finding out if women of color experience more racism and sexism than other groups; 3) examine the prevalence of racist, post- racist, sexist and post-sexist beliefs among college students and develop models of their origins by race and gender, 4) examine how environmental context impacts student's experiences and beliefs by comparing college students at a predominately white institution and at a diverse institution; and 5) conduct a path analysis in order to test the causal relationships between demographic factors (race, gender and institution type), experiences (racist and sexist victimization) and attitudes/outlook (racist, post-racist, sexist, post-sexist, campus climate and stress).
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BORGES, THAIS REGINA SANTOS. "FOSTERING CRITICAL FEELING: AN INTERSECTIONAL FEMINIST LOOK AT THE SOCIOCONSTRUCTION OF LANGUAGE TEACHERS SOCIAL IDENTITIES OF GENDER, RACE/ETHNICITY AND CLASS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33770@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>O objetivo desta pesquisa é entender a socioconstrução de identidade de três professoras de inglês como língua estrangeira em relação a seus atravessamentos interseccionais (Ferreira, 2012, 2015; Collins;Bilge, 2016), por meio de uma análise micro, utilizando o sistema de avaliatividade da Linguística Sistêmico-Funcional (Halliday;Hasan, 1989; Halliday, 1994; Martin;White, 2005), e de uma análise macro, em um processo de reflexividade crítica que visa o amadurecimento de um sentir crítico (Borges, 2016), pautado na sensibilização quanto a questões de sofrimento humano, estigma, ideologia e relações de poder (Foucault, 1969; Goffman, 1963; Butler, 1993). Assim, analiso narrativas de momentos críticos
vivenciados pelas professoras e histórias de agentividade em suas práticas pedagógicas cotidianas, com base na metodologia qualitativa de pesquisa, em especial no conceito de conhecimento situado (Haraway, 1988), e em alinhamento à epistemologia feminista interseccional (Lykke, 2010). Os resultados indicam a
influência direta das identidades sociais de gênero, raça/etnia e classe social na construção discursiva de suas práticas identitárias de professora, reforçando a importância de compreendermos os atravessamentos identitários que nos configuram, no mundo e com o mundo (Souza, 2011), para a promoção de uma consciência crítica (Freire, 1987) e de lutas hegemônicas (Fairclough, [1992] 2001) possíveis no cenário da sala de aula de língua estrangeira como um lugar de dissenso e desaprendizagem (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). Reforço ainda que a contribuição deste trabalho está não em dar voz a essas mulheres, mas, sim, em nos permitir ouvir as representações que fazem da realidade (Riessman, 1993) da sala de aula, visando a coconstrução e ressignificação dessa experiência, para fomentar o devir do sentir crítico que defendo neste trabalho.<br>The aim of this research is to understand the socioconstruction of the identities of three EFL teachers in relation to their intersectional crossings (Ferreira, 2012, 2015; Collins;Bilge, 2016), through a micro analysis, which makes use of the Systemic-Functional Linguistics Appraisal System (Halliday; Hasan, 1989;
Halliday, 1994; Martin; White, 2005), and a macro analysis, in a process of critical reflexivity that aims at the ripening of a critical feeling (Borges, 2016), which is based on the awareness of issues related to human suffering, stigma, ideology and power relations (Foucault, 1969; Goffman, 1963; Butler, 1993). Thus, I analyze narratives of critical moments experienced by teachers and stories of agentivity in
their daily pedagogical practices, under the premises of the qualitative methodology of research, especially the concept of situated knowledge (Haraway, 1988), and in alignment with intersectional feminist epistemology (Lykke, 2010). The results indicate the direct influence of social identities of gender, race/ethnicity and social class in the discursive construction of their identity practices as teachers,
reinforcing the importance of understanding the identity crossings that shape us, in the world and with the world (Souza, 2011), to promote critical conscience (Freire, 1987) and the possible hegemonic struggles (Fairclough, [1992] 2001) in the setting of the foreign language classroom as a place of dissent and unlearning (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). I also stress that the contribution of this work does not lie in giving voice to these women, but rather in the chance of allowing us to listen to the representations they make (Riessman, 1993) of the classroom reality, aiming at the co-construction and re-signification of this experience so it helps develop the becoming of the critical feeling I defend in this paper.
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Medellin, Kelly. "The Construction of Identity through Early Childhood Curriculum: Examining Picturebooks from a Critical Feminist Lens." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404521/.
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Picturebooks are an important part of the classroom environment in early childhood education. They open doors to new experiences, nurture students' cultural identities, and invite students to explore connections across cultures. In the United States today, many of the picturebooks that are available to teachers and students in preschool classrooms come from the state curriculum that the school district has implemented. Shifting demographic trends have led many educators to recognize a need for more diversity of literature in classrooms. This study was conducted in response to this growing concern that books should better reflect the cultures and identities of the children who read them, with a particular emphasis on young female children of color. The research question guiding this study is: How do picturebook texts and illustrations in an early childhood curriculum represent the identities of female characters of color as viewed through a critical feminist theoretical lens? To investigate this question, I critically analyzed children's picturebooks from a current early childhood curriculum adopted by the state of Texas, focusing on representations of gender and race. The selected books were analyzed using critical content and critical visual analyses to consider how the text and illustrations together represent female characters of color. Although earlier studies of picturebooks have pointed out a deficit of authentic portrayals of female characters of color, this study found that books in the sample did show some attention to authentic cultural themes including motherhood, action and agency, and subjugated knowledge and culture. However, implications for practice and research included the need for more balanced representation of diverse cultures within the curriculum to better reflect preschool demographics, as well as the need for more classroom instruction on books that give voice and agency to young female children of color as they develop their personal and cultural identities.
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Kirby, Paul. "Rethinking war/rape : feminism, critical explanation and the study of wartime sexual violence, with special reference to the Eastern Democratic Republic of Congo." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/586/.
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It is today commonly acknowledged that rape is a weapon of war. This consensus has been achieved in significant part through the efforts of feminist scholars and activists. Yet the consensus hides a multiplicity of ways in which weapons of war might function. This thesis uncovers and critically explores that variety. First, it turns to questions of what makes a form of inquiry specifically feminist, the better to understand the foundations for claims about rape as a weapon of war. Having offered a critique of existing divisions of empiricist, standpoint and postmodern feminisms (and of the distinction between feminism and gender theory), the thesis proposes a view of feminism as critical explanation: as at once explanatory, political and ethical inquiry. These view is expanded on through a framework of modes of critical explanation: styles of reasoning that provide analytical wagers, narrative scripts and normative orientations for feminist inquiry. Second, the thesis explores three such modes of critical explanation in relation to wartime sexual violence. It argues that the modes of instrumentality, unreason and mythology implicitly structure feminist claims about war rape. Each is examined in turn, with particular attention to how the forms of explanation mirror debates found in war studies and in social theory more generally. Each mode is clarified and expanded on, resulting in sets of propositions for each mode and in a clearer sense of where modes contradict each other and where they may combine. Third, this meta-theoretical and theoretical framework is applied to the specific case of atrocity in the Eastern Democratic Republic of Congo. Working through several kinds of empirical material (studies of sexual violence, histories of conflict in the Great Lakes, data on economic dimensions of violence and testimony from combatants and ex-combatants on the topic of sexual violence), the thesis shows how 'the rape capital of the world' is best understood in terms of themes derived from the modes of unreason and mythology. It explores retaliatory atrocity, extractive sexual violence and fragmented sexual aggression as three situated dynamics of violence. This part thus critiques a narrowly instrumentalist idea of wartime sexual violence as a strategy of profiteering, whilst also attending to how economic dimensions matter in the war complex as a whole. The conclusion draws out consequences for further work, especially in relation to a comparative project for the critical explanation of wartime sexual violence.
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Hill, Phyllis Lynette. "Resiliency Factors in African American Female Students in Single-Gender Educational Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5720.
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Resiliency is a critical factor in educational success; the gap exists in the research regarding the effect of resiliency in the educational success of African American female students. The purpose of this interpretive phenomenological research (IPR) study was to explore and describe the lived experience of single-gender education through African American female student alumnae to capture and distill their shared experience of educational resilience and competence. Framework drew on gender-relevant education, social capital, racial identity and socialization. Research perspective that participants were viewed consisted of critical race feminism theory and competency versus deficit or risk perspective. Research questions focused on how African American female student alumnae of single-gender educational settings described their experiences in and out of school as they relate to resiliency and competence. The IPR design consisted of 3 interviews per participant; 1 focused on the past, 1 focused on the present, 1 integrated past and present experiences. Interpretive phenomenological analysis was used to analyze data. Results showed the components that factor into the African American Academic Achieving Female (A4F) include racial identity and socialization, gender relevant education, support systems within cultural and social capital, Guts, Resilience, Initiative, Tenacity (GRIT), Cultural (Re)Appropriation Unity (CRU), personal spiritual relationship. Recommendation for the A4F framework to be used as a foundation to foster growth of the A4F. Social change implication is understanding how African American female alumnae of single-gender schools describe their shared experience of A4F on their lives to foster social change for the African American students.
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Mack, Kimberly. "Bridge Over Troubled Waters: How African-American Othermothers Advocate for the Schooling Needs of the Children in Their Care." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730639.
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Hutten, Rebekah. ""You Spun Gold Out of This Hard Life": Feminist Worldmaking Practices in the Transmedia Storyworld of Beyoncé's Lemonade." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38194.
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This thesis examines the ways in which Beyoncé Knowles-Carter’s 2016 album Lemonade works as a culturally significant text in the realm of popular media. Situated within Black feminist theoretical concepts of freedom practices and Black Feminist Love Politics, the thesis argues that Lemonade mobilizes stylistic and strategic intertextual references to develop a transmedia storyworld within a paradigm of resistance to, and healing from, white supremacist histories. Such intertextual information exists within the musical, lyrical, visual, poetic, and transmedia domains of Lemonade. The transmedia extensions include interviews, live performances, speeches, social media posts, and photoshoots. Combined with theories from Black feminist thought of freedom practices—which include talking back (bell hooks 1989), dark sousveillance (Simone Browne 2015), and interruptions to whiteness (DiAngelo 2011)— and Black Feminist Love Politics (Jennifer Nash 2013), the intertextual data present in Lemonade can be analyzed using methodologies from the field of popular musicology (intertextuality and mediality).
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Day, Allyson L. "The Ability Contract The Ideological, Affective, and Material Negotiations of Women Living with HIV." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395399748.
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Porter, Chaya. "‘Engaging’ in Gender, Race, Sexuality and (dis)Ability in Science Fiction Television through Star Trek: the Next Generation and Star Trek: Voyager." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24209.
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As Richard Thomas writes, “there is nothing like Star Trek…Of all the universes of science fiction, the Star Trek universe is the most varied and extensive, and by all accounts the series is the most popular science fiction ever” (1). Ever growing (the latest Star Trek film will be released in Spring 2013) and embodied in hundreds of novels and slash fanfiction, decades of television and film, conventions, replicas, toys, and a complete Klingon language Star Trek is nothing short of a cultural phenomenon. As Harrison et al argue in Enterprise Zones: Critical Positions on Star Trek, the economic and cultural link embodied in the production of the Star Trek phenomena “more than anything else, perhaps, makes Star Trek a cultural production worth criticizing” (3). A utopian universe, Star Trek invites its audience to imagine a future of amicable human and alien life, often pictured without the ravages of racism, sexism, capitalism and poverty. However, beyond the pleasure of watching, I would ask what do the representations within Star Trek reveal about our popular culture? In essence, what are the values, meaning and beliefs about gender, race, sexuality and disability being communicated in the text? I will explore the ways that the Star Trek universe simultaneously encourages and discourages us from thinking about race, gender, sexuality and disability and their intersections. In other words, this work will examine the ways that representations of identity are challenged and reinforced by Star Trek: The Next Generation and Star Trek: Voyager. This work will situate Star Trek specifically within the science fiction genre and explore the importance of its utopian standpoint as a frame for representational politics. Following Inness, (1999), I argue that science fiction is particularly rich textual space to explore ideas of women and gender (104). As Sharona Ben-Tov suggests in The Artificial Paradise: Science Fiction and American Reality (1995) science fiction’s “position at a unique intersection of science and technology, mass media, popular culture, literature, and secular ritual” offers critical insight into social change (ctd. in Inness 104). I extend Inness and Ben-Tov here to assert that the ways in which science fiction’s rich and “synthetic language of metaphor” illustrate and re-envision contemporary gender roles also offers a re-imagination of assumptions regarding race, sexuality and disability (Inness 104).
Extending current scholarship (Roberts 1999, Richards 1997, Gregory 2000, Bernardi 1998, Adare 2005, Greven 2009, Wagner and Lundeen 1998, Relke 2006, and Harrison et all 1996), I intend to break from traditions of dichotomous views of The Next Generation and Voyager as either essentially progressive or conservative. In this sense, I hope to complicate and question simplistic conclusions about Star Trek’s ideological centre. Moreover, as feminist media theorist Mia Consalvo notes, previous analyses of Star Trek have explored how the show constructs and comments on conceptions of gender and race as well as commenting on economic systems and political ideologies (2004). As such, my analysis intends to apply an intersectional approach as well as offer a ‘cripped’ (McRuer 2006) reading of Star Trek in order to provide a deeper understanding of how identities are represented both in science fiction and in popular culture. Both critical approaches – especially the emphasis on disability, sexuality and intersectional identities are largely ignored by past Trek readings. That is to say, while there is critical research on representations in Star Trek (Roberts 1999, Bernardi 1998) much of it is somewhat uni-dimensional in its analysis, focusing exclusively on gender or racialized representation and notably excluding dimensions of sexuality and ability. Moreover, as much of the writing on the Star Trek phenomena has focused on The Original Series (TOS) and The Next Generation this work will bring the same critical analysis to the Voyager series. To perform this research a feminist discourse analysis will be employed. While all seven seasons and 178 episodes of The Next Generation series as well as all seven seasons and 172 episodes of Voyager have been viewed particular episodes will be selected for their illustrative value.
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Childers, Sara Melissa. "On Their Own Terms: Curriculum, Identity, and Policy as Practice in a Successful Urban High School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275392942.
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Faust, Max. "Menstruation Regulation: A Feminist Critique of Menstrual Product Brands on Instagram." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/576.
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Much research about advertisements for menstrual products reveals the ways in which such advertising perpetuates shame and reinforces unrealistic ideals of femininity and womanhood. This study aims to examine the content of Instagram posts by four different menstrual product brands in hopes of understanding how these functions may or may not be carried out by social media posts by these brands as well. Building on the body of research about menstrual shame and advertising, I specifically ask: How do the Instagram pages for four menstrual product brands dissuade individuality; how do they prescribe femininity; and how do these functions differ across brands? From a liberal feminist perspective, the examined media exhibits some signs of progress—such as better racial representation—but overall maintains the status quo as to who should be using which products, what womanhood means, and what menstruation entails. These findings indicate that within menstrual product advertising, harmful gender, ability, race, class, and wealth stereotypes continue. Further research of a broader scope is needed to investigate changes on a larger scale, such as within advertising on other platforms and by more brands.
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Maraj, Louis Maurice. "Black or Right: Anti/Racist Rhetorical Ecologies at an Historically White Institution." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524145658002913.
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Choudhury, Athia. "Story lines moving through the multiple imagined communities of an asian-/american-/feminist body." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/669.
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We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appear at odds with one another, I examine how the material spaces and psychological realities inhabited by specific hyphenated, fragmented subjects are represented (and misrepresented) in both popular culture and practical politics, arguing against images of the hybrid body that bracket its lived tensions. I argue that fantasies of home as an unconditional site of belonging and comfort distract us from the multiple communities to which hyphenated subjects must move between. Hyphenated Asian-/American bodies often find ourselves torn between nativism and assimilationism - having to neutralize, forsake, or discard parts of our identities. Thus, I reduce complicated, difficult ideas of being to the size of a thimble, to a question of loyalty between my Asian-/American history and my American-/feminist future, between my familial background and the issues that have become foregrounded for me during college, between the home from which I originate and the new home to which I wish to belong. To move with fluidity, I must - in collaboration with others - invent new stories of identity and belonging.<br>B.A. and B.S.<br>Bachelors<br>Office of Undergraduate Studies<br>Interdisciplinary Studies; Philosophy
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Roig, Émilia. "Gender Equality for Some at the Cost of Others : deciphering the Intersectional Discrimination of Racialized Care Workers in France and Germany." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20018.
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Cette thèse applique le concept analytique d’ « inégalité intersectionnelle des genres » à l’analyse des implications du développement du secteur privé du care sur les inégalités structurelles fondées sur le genre, la classe et la race en France et en Allemagne. Je pose la question suivante : les politiques publiques régissant le secteur du care renforcent-elles les inégalités intersectionnelles par leur manque de compréhension des phénomènes de discrimination intersectionnelle ? Dans quelle mesure les politiques publiques dans les domaines de l’immigration, de l’emploi, de la famille et de l’égalité professionnelle entre hommes et femmes prennent-elles en compte l’intersection des désavantages structurels ? J’aborde la notion d’ « égalité des genres » d’un point de vue intersectionnel dans le sens où la catégorie « femme » est envisagée comme un groupe hétérogène et non universel. Les inégalités au sein de cette catégorie sont donc au centre de l’attention. Le transfert du travail reproductif des femmes employées sur le marché du travail formel à d’autres femmes en situation marginale pose des questions de hiérarchie basée sur la classe et sur la race à l’intérieur de la catégorie ‘femmes’. Ma problématique pourrait donc être reformulée comme suit : Comment les politiques promouvant le développement des services de care privés influencent-elles l’égalité entre les hommes et les femmes, et l’égalité entre les femmes ? Une analyse approfondie des politiques discursives et des cadres politiques liés aux problèmes du care et de l’égalité des genres a permis de comprendre les diverses représentations et constructions de ces questions politiques. La recherche conclut que les divers cadres discursifs des problèmes politiques de l’égalité des genres, de l’immigration et de l’emploi dans le secteur du care ont un impact direct sur la formulation des politiques publiques se rapportant au travail du care, ce qui perpétue un processus de discrimination que je décrit en conceptualise comme inégalité intersectionnelle des genres<br>This dissertation applies the analytical concept of “intersectional gender inequality” to the analysis of the implications of the development of private care for gender, class and racial structural inequalities in France and Germany. I ask: how do public policies pertaining to social care – in their current formulation – reinforce intersectional inequalities because of their disregard or lack of understanding of intersectional discrimination? To what extent do migration, labor market, family, and gender equality policies frame and address intersectional disadvantage? The transfer of reproductive work from women employed on the formal labor market to other marginalized women poses questions of hierarchy based on racism and classism within the group “women.” My research question could be reformulated as: How do policies promoting the development of personal care services influence equality between men and women, and equality between women? I undertook an in-depth analysis of the intricate relationships between white supremacy, class exploitation and patriarchy and examined how these systems of domination impact on gender inequality. The analysis of discursive politics and policy frames related to the issue of care and gender equality allowed an understanding of the various representations and constructions of the political issues and of the people affected by it.The discourses developed in relation to the above-mentioned policies reflect particular representations of the interrelated problems of gender inequality, labor shortages in the care sector, and immigration, as well as the solutions brought forward to solve them. Using critical frame analysis, this dissertation addresses the intersectional representation (or lack thereof) of racialized women in policies, laws and discourses pertaining to social care. Drawing from this, the specific structural discrimination of racialized women on the labor market will be analyzed.The research reveals that the discursive framing of the policy issues of gender inequality, immigration and employment in care impact on the formulation of policies pertaining to care work, which in turn sustain a discrimination pattern that I describe and conceptualize as intersectional gender inequality
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Ottosson, Sara. "Spring som en tjej : en studie om könstester inom friidrott och dess förhållande till artikel 8 och 14 EKMR utifrån ett ras- och genusperspektiv." Thesis, Uppsala universitet, Juridiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444275.
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This thesis examines gender verifications issues in track and field from a feminist and antiracist perspective. In 2019 the international governing body for the sport of athletics (World Athletics) introduced limits on blood testosterone levels for women with some types of Differences in sex development (DSD) in races from 400 metres to 1 mile. According the eligibility rules Caster Semenya and other athletes with heightened testosterone levels need to lower their testosterone levels in order to be eligible to compete in middle distance running races in the women’s class. This thesis discuss the relationship between gender verifications in athletics and the protection of athletes right to privacy according to article 8 ECHR and prohibition of gender and race discrimination according to article 14 ECHR. The balance between the interests for fair competition in sports and the protection of athletes human rights is an ongoing discussion. Complex relationship between states accountability and international non-governmental sports organizations can put athletes in a vulnerable position. This paper includes three research questions. Firstly, can the state parties to the ECHR be accountable if the eligibility rules infringe human rights? Secondly, is the eligibility rules in compliance with the right to respect for private and family life according to article 8 ECHR? Thirdly, is the eligibility rules in compliance with prohibition of discrimination on the grounds of sex and race according to article 14 ECHR.
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Haro, Zelda. "Narratives of Successful Navigation: A Sociocultural Study of Self-identified Latin@ Undergraduate Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20699.
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Narratives of successful navigation are the personal stories of 13 Latin@ undergraduate students who navigated the public school system and completed high school in the United States. Their words recount their individual journeys resulting in their enrollment at a 4-year research university in the Pacific Northwest as opposed to a 2-year community college. More than half of the study respondents begun their postsecondary studies at a community college. The navigation of these particular individuals were experienced differently than those respondents whose trajectory led them straight into the university. Three categories corresponding to the study’s three research questions were analyzed. First, common challenges produced two themes, low social economics status (SES) and ethnic identity. Second, the category on persistence characteristics formulated only one construct, academic self-efficacy. Third, three interlocking themes of supportive factors fostering academic success were identified, the support of parents/ family members/peers, non-familial agents in the form of teachers, and lastly college readiness including AP or honors coursework. The thematic analysis of the respondents’ stories was influenced by the literature that documents challenges historically impeding Latin@ academic achievement and by the research on both persistence and supportive factors. The analyses of the individual navigational experience of the study participants found similarities within their experiences, but it also revealed the complexity of their own singular stories. The study centered more on the aspirations of Latin@ students rather than the damaging effects of their schooling experiences. While some of the respondents’ stories contain examples of challenges, the premise was in representing examples of successful navigation of the Chican@/Latin@ education pipeline (Solórzano, 1998).
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Housee, Shirin. "Identity and pedagogy in a university context : a study of student experiences and critique in the work of anti-racism in education." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297606.
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A considerable amount of work has been written on race and education in the British context since the 1960s. This work has largely focused on policy issues, curriculum development and teacher training. This work has been important largely for developments in multicultural education in the school context. In Higher Education Institutions (HEIs), the teaching of race related modules and courses have flourished since the 1980s (Jacobs 2006). This interest, however, has not translated into work on praxis, that is, anti-racist teaching practices that aim to improve the situation that students and teachers face when challenging racism. This PhD study by publication begins to redress this by exploring student experiences and classroom dialogue. It adopts an interpretist methodological perspective and uses participant observation and interview methods. The observations and interviews are drawn from my classroom teaching, specifically, my modules dealing centrally with race and racism. Most of the writing around race and HEIs focuses on institutional matters rather than those that seek to enable praxis. The original contribution to knowledge advanced in this critical commentary and my published works submitted here is that it underlines the importance of anti-racism as it emerges organically within classroom engagement and exchange. Anti-racist practice, I claim, becomes fundamental to the learning process, where student experiences are first considered within the teaching process. This study focuses on students' learning experiences as found in my second and third level modules on the Sociology degree on which I teach at Wolverhampton University. My publications examine students' perspectives on racism as they arise in class. They explore student identities as they are experienced and classroom interaction. In this endeavour, I focus on the ways that Critical 5 Theory and Feminism and Critical Pedagogy can challenge students' prior perspectives on their identities and those of others. This work seeks to add to analyses of the ways that racism currently operates and could be challenged in HEIs. It argues that it can be challenged through more fully developing anti-racist educational practices that must engage with debates about ethnicity and identity in education, as discussed in Section One. This is because students’ lived experiences are core to an understanding of how racism impacts on students' lives. This commentary advances the argument that anti-racist debates in HEIs that organically evolve from classroom teaching and learning are paramount to the work of anti-racist education in HEi, because lived experience is seen to be powerful material that can counter mainstream discourse on racism. What is distinctive about my model of anti-racist teaching and learning practices is my anti-racist practice. This informs my academic work with students and encourages them to reconsider their thinking in classroom teaching and learning. The use of Critical Race Theory and Feminist theoretical and methodological approaches and Critical Pedagogy is central to my anti-racist teaching practices in HEis.
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Cherry-McDaniel, Monique Gabrielle. "Call Me By My Right Name: The Politics of African American Women and Girls Negotiating Citizenship and Identity." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344022629.
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Alexander, Lisa Doris. "RACE ON FIRST, CLASS ON SECOND, GENDER ON THIRD, AND SEXUALITY UP TO BAT: INTERSECTIONALITY AND POWER IN MAJOR LEAGUE BASEBALL, 1995 - 2005." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162833225.
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Larrick, Peggy Larrick. "So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121.
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Talero, Álvarez Paula. "WHY KATNISS EVERDEEN IS OUR FAVORITE FEMINIST – AN ANALYSIS OF THE HEROINE OF THE HUNGER GAMES FILM SAGA AND HER RECEPTION BY YOUNG FEMALE SPECTATORS." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5583.
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THROUGH THE FIGURE OF FICTIONAL CHARACTER KATNISS EVERDEEN, THIS DISSERTATION STUDIES HOW THE FILM INDUSTRY SIMULTANEOUSLY ENTRENCHES AND DISRUPTS GENDER, SEXUAL, AND RACIAL NORMATIVITIES. THE PROJECT USES TEXTUAL ANALYSIS AND PARTICIPANT RESEARCH TO ANALYZE HOW THE FILMS AND NOVELS OF THE HUNGER GAMES SAGA ENCAPSULATE BOTH DOMINANT AND ALTERNATIVE CONCEPTIONS RELATED TO FEMININITY, MASCULINITY, WOMANHOOD, AND MOTHERHOOD. IT ALSO EXPLORES IF AND HOW THE FEMALE HEROINE CAN BE READ AS FEMINIST AND PRODUCES A SENSE OF EMPOWERMENT. I CONCLUDE THAT ALTHOUGH THE INDUSTRY IS PRODUCING NEW MODELS OF WOMANHOOD THAT CHALLENGE TRADITIONAL GENDER ROLES, IT STILL PERPETUATES ROMANTIC IDEALS AND IDEALIZES THE HETEROSEXUAL NUCLEAR FAMILY AS THE ULTIMATE PATH TO FULFILLMENT FOR WOMEN. THE RESULTS OF THE PARTICIPANT RESEARCH SHOW THAT WHILE YOUNG WOMEN ARE CRITICAL OF CERTAIN ASPECTS OF THE SAGA, OVERALL THEY VALUE HAVING STRONG FEMALE CHARACTERS IN FICTION TO WHOM THEY CAN RELATE.
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McNeil, Nicene Rebecca. "Representations of Black Autonomy in Selected Works of Black Fiction." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1605789333021661.
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Tyler, Hardaway Ayana. ""I'm not your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/559400.
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Urban Education<br>Ph.D.<br>This critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences as an employee and student. Findings from the study indicate that the intersection of Blackness (e.g. race), being a woman (e.g. gender), and serving in the leadership role as an RA, is influenced by oppressive conditions which presented themselves in the following seven themes: Institutional Oppression; Racism; Physical, Emotional, and Psychological Stress; Fear; The Outsider Within; Controlling Images; and Care through Counterspaces. This study’s findings and future recommendations have the potential to support and inspire Black and other minoritized undergraduate student RAs, illuminate the diverse experiences of undergraduate Black women, and to enhance professional leadership development of residential life practitioners at PWIs.<br>Temple University--Theses
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Ashford, Shetay Nicole. "Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6171.
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The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories are derived from Counterstories, life histories, and herstories as powerful social justice tools to uncover hidden truths about marginalized groups’ experiences. Through the collection of timelines, counter-life story interviews, and reflective journal writings, I co-constructed and interpreted the Counter-Life Herstories of five participants using an integrative conceptual framework that included critical race theory and Black feminist thought as interpretive frameworks, and Afrocentric feminist epistemology to govern my knowledge validation process. As an emerging African American woman scholar, with a Bachelor’s degree in Computer Science, I have a “unique angle of vision” to situate African American women’s distinctive educational experiences in the social-political context of U.S. Computing Education. In this study, I build upon limited knowledge about African American women’s experiences throughout U.S. Computing Education. My discoveries indicated unequivocally that my participants’ persistence in U.S. Computing Education was not solely based on their early positive reinforcements or strong academic preparation, but their resilience and ability to bounce back from insurmountable barriers, such as negative stereotypes and biases. This inquiry directly supports the U.S.’ national interest to diversify the Computing workforce, while revealing hidden truths about African American women’s experiences in U.S. Computing Education.
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Patrick, Stephanie. "Leaked Sex and Damaged Goods: News Media Framing of Illicit and Stolen Celebrity Images." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39372.
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New media technologies are changing the ways that we not only go about our day-to-day lives, but also the ways that we sell and exchange our labor within the capitalist economy. These technologies are shaping how we represent and perceive ourselves and others, as well as the ways in which, as we move about the world, our images are taken and circulated with neither our explicit permission, nor sometimes our knowledge (Dovey, 2000; Toffoletti, 2007). Despite the fact that we can no longer viably opt out of visual or technological culture, there remains a strong rhetoric of personal responsibility when such images are used in ways that are unexpected and sometimes extremely damaging (C. Hall, 2015). The growth in incidences of what Clare McGlynn (2017) calls “image-based sexual violence” cannot be divorced from the economic and cultural shifts that are both challenging and reifying dominant power relations in the early 21st century.
This doctoral thesis examines the economic and social discourses underpinning news reporting on sexual privacy violations in relation to new media technologies and shifting forms of female celebrity. Using empirical methods to collect and sort U.S. and Canadian news articles at a macro level as well as discourse analysis of news reporting at the micro level, I focus on two particular sites wherein new media celebrity, sexual violence/violation, and political economies converge: the celebrity sex tape scandal and the stolen celebrity nude photo. I examine sexuality and privacy violation in an exemplary economic context, looking at how the “leaked” sex tape or image functions in the gendered sexual economy to undermine claims to meritocratic capitalist success. I focus on two moments of crisis: firstly, the pop culture crisis of 2007-2008, coinciding with the global economic recession as well as the growth in new media technology and social media usage, wherein several high-profile female celebrities undergo dramatic and very public “breakdowns” in proper femininity, ranging from the fairly banal “scandal” surrounding a then-15-year-old Miley Cyrus posing semi-nude for Vanity Fair to the more severe and illegal acts of Lindsay Lohan and Paris Hilton (both of whom were arrested for driving under the influence across this time period). Secondly, I examine the moment of crisis signaled by the 2014 iCloud hacking incident wherein hundreds of female celebrities’ personal private nude photos were stolen and circulated online. I analyze the sex “scandals” that are both discursively constructed by, and circulating through, the news at these moments.
The findings point to several notable trends in the contemporary political climate. Firstly, they illuminate the tensions and contradictions in the media’s attempt to reconcile post-feminist sexual “empowerment” narratives with the broader imperatives of neoliberalism, surveillance, and self-commodification. Secondly, this thesis provides a timely analysis of the gendered pathways to success and the gatekeeping that is conducted both within and by the (news) media, which are themselves invested in narratives of meritocracy. Finally, the cynical, meta-commentary circulating in the news reporting on celebrity content – reporting that is increasingly beholden to corporate interests – contributes to the broader erosion of trust in mainstream media. In today’s media environment in particular, studies of heirs-turned-reality stars such as Paris Hilton (whose trajectory is eerily similar to that of U.S. President Donald Trump), are particularly urgent, as are studies that connect the seemingly disparate yet increasingly converging fields of celebrity, journalism, feminism (and sexual violence), and neoliberalism.
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Ozbarlas, Yesim. "Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.
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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).
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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.
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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.
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Wade, Jeannette Marie. "“DOING DIFFERENCE” AND HEALTH: AN EXAMINATION OF SEX, GENDER ORIENTATION AND RACE AS PREDICTORS OF FAST FOOD CONSUMPTION, ALCOHOL CONSUMPTION, AND SEXUAL RISK IN EMERGING ADULTHOOD." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1510316690878234.
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Little, Alexis Patrice. "Voices of the Unheard: Black Girls and School Discipline." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591121132272033.
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Renaud, Michelle Carleton University Dissertation Sociology and Anthropology. "Critical theory, utopia and feminism." Ottawa, 1995.
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Schneider, Liane. "Race, gender and culture." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/80092.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.<br>Made available in DSpace on 2012-10-18T10:22:48Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T23:15:45Z : No. of bitstreams: 1
177252.pdf: 3634994 bytes, checksum: 01d4bc7332856b6c1fb64f262509da7e (MD5)<br>Como vários estudos críticos e literários desenvolvidos nos últimos anos, o presente trabalho focaliza a ficção de escritoras de grupos minoritários, que foram excluídas dos cânones estadunidenses ao longo da história daquele país. Tais textos são aqui percebidos como representações literárias e culturais que resistem a qualquer tentativa de homogeneização ou universalização. Leslie Marmon Silko, Louise Erdrich e Susan Power são as autoras dos romances analisados, respectivamente Ceremony (1977), Tracks (1988) e The Grass Dancer (1994); todas elas apresentam percepções alternativas de gênero, etnia, crenças e tradições culturais, construídas a partir do ponto de vista de mulheres de origem indígena, aqui genericamente definidas como sujeitos femininos híbridos ou simplesmente como "mulheres de cor" (conforme Anzaldúa). A hibridez das mesmas é salientada a fim de demonstrar que qualquer expectativa de pureza com relação à raça, etnia ou cultura é uma ilusão. Na minha leitura dos textos dessas mulheres, tento deslocar a produção ficcional das mesmas para fora do terreno do exótico, enfocando suas diferenças não como artefatos culturais romantizados, mas como interpretações alternativas que carregam possíveis soluções para problemas contemporâneos. Ao longo do meu trabalho defendo que representações produzidas por tais escritoras precisam ser consideradas em qualquer tentativa de definir uma identidade nacional e cultural americana. Dessa forma, teorias feministas e pós-coloniais assumem papel fundamental na estruturação da análise comparativa aqui desenvolvida.
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Chapman, Cass. "Revision of the self; revision of societal attitudes: feminist critical approaches to female rape memoir /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/chapmanc/casschapman.pdf.
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Sardinas, Allison E. "Kill Your Darlings: The Afterlives of Pepe The Frog, Sherlock Holmes, and Jim Crow." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3660.
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This thesis works to establish a literary theory and cultural studies as a theoretical lens with which we can view harmful emerging pop culture phenomena like the so-called alt right. The premise is supposed in three parts, with the first being a simple introduction to the Pepe character and how he is grounded in literary studies through a comparison of Sherlock Holmes and his early fandom. The second part is a survey of the legacy of Jim Crow and I present the evidence that Pepe is very much Crow’s spiritual successor in their shared preoccupation with white anxiety. The third is a discussion of language in which I bridge the use of memes as language with how that language effectively communicates. Ultimately, Pepe the Frog is able to tap into the pop culture collective through a democratizing of language facilitated by digital spaces on the internet, and his proliferation is made readily viral by the racist language he speaks through ala Jim Crow era anxieties.
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Naqvi, Zainab Batul. "Critical feminist perspectives on the legal recognition of polygamous marriages in the UK." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8127/.
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In this thesis, I explore the desirability of including polygamous marriages within contemporary legal understandings of marriage in the UK. I develop existing research in this area to undertake a contextualised, historically-conscious examination of English legal and judicial responses towards polygamous marriages which I then use to underpin my analysis of real women’s narratives. My thesis addresses five research questions: 1.) How are legal and judicial responses towards polygamous marriage framed in English law? 2.) What is the impact of current legal and judicial attitudes towards polygamous marriages on women in the UK? 3.) How are women’s views, experiences and perceptions of polygamous marriage constructed in relation to law, religion, culture and society in the UK? 4.) How might the UK’s legal regulation of polygamy be changed to better reflect the needs of women? 5.) Is legal recognition for polygamous marriages in the UK, a desirable or viable option for reform? I argue that current English legal and judicial responses towards polygamous marriages are archaic and remain underscored by colonial imperialist, orientalist and sexist attitudes. These attitudes have also permeated wider social and cultural attitudes towards polygamy. The debate surrounding the legal recognition of polygamous marriages has evolved very little because the same arguments concerning equality and harm have been made for centuries. A more sensitive engagement with the advantages and implications of legal recognition for polygamous marriages is required to promote a nuanced model of recognition.
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Watts, Janay Mae. "The Critical Race Socialization of Black Children." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750855.
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<p> This qualitative research study offers a new model through which to examine Black motherhood as resistance to institutionalized racism, being driven in part by the current mortality rate of Black children in the United States of America. Six mothers who self-identify as Black and activists were interviewed about how they resist racism through how they raise their children. Two major findings emerged and are discussed at depth within this study: Critical Race Socialization and Countering Mis-education. The Critical Race Socialization process is a new way to examine a critical, intentional process of racial socialization towards liberation taken on by Black mothers. The Critical Race Socialization process combines key components of Critical Race Theory, Pedagogies of the Home, Oppressed Family Pedagogy and Harro’s cycles of socialization and liberation. Recommendations provided in the conclusion of this study encourage new Black mothers to center race and other sites of oppression in their pedagogy, utilizing age appropriate material for children when speaking about the truths of the world and Blackness. The study also calls for a village of support to be built around Black children, and for educators working with Black children to develop a critical repertoire of the lived experiences of Black people and trauma.</p><p>