subject:(Critical Whiteness Studies color blindness)

Loughborough University

1. Conricode, Dom. Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis.

Degree: PhD, 2020, Loughborough University

URL: https://doi.org/10.26174/thesis.lboro.12202583.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808070

► Black, Asian and Minority Ethnic (BAME) coaches in elite sport are underrepresented in Britain and other parts of the Western world compared to BAME athletes.… (more)

Subjects/Keywords: 'Race'; Racisms; BAME; Football; Coaching; Underrepresentation; Positive action; Whiteness; Colour-blindness; Critical Race Theory

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APA (6^th Edition):

Conricode, D. (2020). Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis. (Doctoral Dissertation). Loughborough University. Retrieved from https://doi.org/10.26174/thesis.lboro.12202583.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808070

Chicago Manual of Style (16^th Edition):

Conricode, Dom. “Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis.” 2020. Doctoral Dissertation, Loughborough University. Accessed March 01, 2021. https://doi.org/10.26174/thesis.lboro.12202583.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808070.

MLA Handbook (7^th Edition):

Conricode, Dom. “Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis.” 2020. Web. 01 Mar 2021.

Vancouver:

Conricode D. Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis. [Internet] [Doctoral dissertation]. Loughborough University; 2020. [cited 2021 Mar 01]. Available from: https://doi.org/10.26174/thesis.lboro.12202583.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808070.

Council of Science Editors:

Conricode D. Addressing racialised inequities in coach recruitment in men's professional football in England : a critical race theory analysis. [Doctoral Dissertation]. Loughborough University; 2020. Available from: https://doi.org/10.26174/thesis.lboro.12202583.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808070

University of Leicester

2. McClue, Heather. The paucity factor : race equality provision in initial teacher education.

Degree: Thesis (EdD), 2020, University of Leicester

URL: https://doi.org/10.25392/leicester.data.12696554.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811490

► Using the critical race theory paradigm, this study adopts a deductive-inductive case-study approach which utilises semi-structured interviews and document analysis. The original contribution to knowledge… (more)

Subjects/Keywords: colour blindness; critical race theory; ITE; White privilege; race equality

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APA (6^th Edition):

McClue, H. (2020). The paucity factor : race equality provision in initial teacher education. (Doctoral Dissertation). University of Leicester. Retrieved from https://doi.org/10.25392/leicester.data.12696554.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811490

Chicago Manual of Style (16^th Edition):

McClue, Heather. “The paucity factor : race equality provision in initial teacher education.” 2020. Doctoral Dissertation, University of Leicester. Accessed March 01, 2021. https://doi.org/10.25392/leicester.data.12696554.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811490.

MLA Handbook (7^th Edition):

McClue, Heather. “The paucity factor : race equality provision in initial teacher education.” 2020. Web. 01 Mar 2021.

Vancouver:

McClue H. The paucity factor : race equality provision in initial teacher education. [Internet] [Doctoral dissertation]. University of Leicester; 2020. [cited 2021 Mar 01]. Available from: https://doi.org/10.25392/leicester.data.12696554.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811490.

Council of Science Editors:

McClue H. The paucity factor : race equality provision in initial teacher education. [Doctoral Dissertation]. University of Leicester; 2020. Available from: https://doi.org/10.25392/leicester.data.12696554.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811490

Temple University

3. Pezzetti, Karen. Teaching and Learning Color-Consciousness in a Color-Blind Society.

Degree: PhD, 2016, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,379151

►

Urban Education

In this ethnographic study, I draw on interviews, audiorecordings of course meetings, observation notes and student work to explore the experiences of White… (more)

Subjects/Keywords: Teacher education; Education; Multicultural education;

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APA (6^th Edition):

Pezzetti, K. (2016). Teaching and Learning Color-Consciousness in a Color-Blind Society. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,379151

Chicago Manual of Style (16^th Edition):

Pezzetti, Karen. “Teaching and Learning Color-Consciousness in a Color-Blind Society.” 2016. Doctoral Dissertation, Temple University. Accessed March 01, 2021. http://digital.library.temple.edu/u?/p245801coll10,379151.

MLA Handbook (7^th Edition):

Pezzetti, Karen. “Teaching and Learning Color-Consciousness in a Color-Blind Society.” 2016. Web. 01 Mar 2021.

Vancouver:

Pezzetti K. Teaching and Learning Color-Consciousness in a Color-Blind Society. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2021 Mar 01]. Available from: http://digital.library.temple.edu/u?/p245801coll10,379151.

Council of Science Editors:

Pezzetti K. Teaching and Learning Color-Consciousness in a Color-Blind Society. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,379151

4. Lee, A. W. Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) .

Degree: Cultural Studies, 2015, Queens University

URL: http://hdl.handle.net/1974/13741

► Creating art and performing as ManChyna collectively function as my entry into an autoethnographic mapping of mobility and space within liberal multiculturalism. I introduce the… (more)

▼ Creating art and performing as ManChyna collectively function as my entry into an autoethnographic mapping of mobility and space within liberal multiculturalism. I introduce the research creative method of autoethnographic creatography, because creation and performance are my interventions into and tools for analyzing social space. My parody of queer Asian racialization upends liberal multiculturalism’s promise of incorporation, or promissory exaltation (invoking Sunera Thobani’s, “racial exaltation”), which instrumentally disciplines and includes putative model minorities and homonorms alike. Thus, assimilation into a queer liberal multiculturalism is my primary theoretical target. Building on José Muñoz’s idea of disidentification, I introduce the notion of disassimilation as a performative embodiment of critical analysis and theory. How can individuals articulate the current contours of liberal ideology? How can one counter an ever-shifting dominant culture from a ‘minor’ point of view when one crucial aim of the latter’s evasive energy is the incorporation of that minor gaze? And how does the minoritarian subject represent her critical navigation of majority codes when the picture is complicated by her desire to assimilate into them? The theories of disidentification and disassimilation extend to my uprooting of rural space as supposedly settler land. Using my excessive queer Asianness, I dance on the supposed whiteness of rural Canada, mocking it, and connecting my limited incorporation into queer liberal multiculturalism with ongoing histories of racial exploitation and Indigenous erasure; ultimately, the aim is recognition of rightful Indigenous belonging, existence, and authority of the land. Creatography leads me, via ManChyna’s performance, to encounter intimate modes of racial and sexual discipline within the promises of assimilation and exaltation. ManChyna’s non-Black deployment of rap and humour connects my project to cross-racial political consciousness and alliance. ManChyna serves as a confluence of cultural pathologies, connecting maligned and (paradoxically) celebrated Asian and Black motherhoods with queer deviance. While the dichotomous construction of model and not-so-model minorities work to reiterate the instrumental opposition of minorities against each other, ManChyna’s creations and performances dialogue with other cultural texts that emerge as contradictory navigations of the inherently paradoxical “new whiteness” of queer settler multiculturalism; together, we map its evasive contours.

Subjects/Keywords: liberal settler multiculturalism ; autoethnography ; Disidentification ; Disassimilation ; Asian diaspora ; Hip-hop ; burlesque ; Queerness ; Black diaspora ; Indigenous critical theories ; Assimilation ; New Whiteness ; Performance Studies ; Eugenics ; Queer of colour critical theories

11 more images…

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APA (6^th Edition):

Lee, A. W. (2015). Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, A W. “Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) .” 2015. Thesis, Queens University. Accessed March 01, 2021. http://hdl.handle.net/1974/13741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, A W. “Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) .” 2015. Web. 01 Mar 2021.

Vancouver:

Lee AW. Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) . [Internet] [Thesis]. Queens University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1974/13741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee AW. Performing ManChyna: Unmapping Promissory Exaltation, Multicultural Eugenics, and the New Whiteness (Or, “Call Me Dr. ManChyna”) . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Ghebre, Alexander. Afrofobi : En begreppsanalytisk studie.

Degree: Religious and Cultural Studies (from 2013), 2018, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69216

► The purpose of this study is to create a broader understanding of the concept of afrophobia. The purpose of the study is also to… (more)

Subjects/Keywords: Afrophobia; Afroswede; Postcolonial; Cultural identity; Strategic essentialism/cosmopolitism; Critical Whiteness Studies/color blindness; Afrofobi; Afrosvensk; Postkolonial; Kulturell identitet; Strategisk essentialism/kosmopolitism; Kritisk vithets studie/färgblindhet; Cultural Studies; Kulturstudier

…livet som vita (ibid, 14). I den andra vågen, som också är en del av critical race… …studies, profilerade sig forskare inom juridik, så att rättigheter, ägande och nationell…

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APA (6^th Edition):

Ghebre, A. (2018). Afrofobi : En begreppsanalytisk studie. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ghebre, Alexander. “Afrofobi : En begreppsanalytisk studie.” 2018. Thesis, Karlstad University. Accessed March 01, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ghebre, Alexander. “Afrofobi : En begreppsanalytisk studie.” 2018. Web. 01 Mar 2021.

Vancouver:

Ghebre A. Afrofobi : En begreppsanalytisk studie. [Internet] [Thesis]. Karlstad University; 2018. [cited 2021 Mar 01]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ghebre A. Afrofobi : En begreppsanalytisk studie. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Goodman, Stephanie. Talking about whiteness: The Stories of Novice white Female Educators.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/903

► In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially… (more)

Subjects/Keywords: Critical Narratives; Critical Race Studies; Female; Novice Educators; Whiteness; Education

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APA (6^th Edition):

Goodman, S. (2019). Talking about whiteness: The Stories of Novice white Female Educators. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/903

Chicago Manual of Style (16^th Edition):

Goodman, Stephanie. “Talking about whiteness: The Stories of Novice white Female Educators.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed March 01, 2021. https://digitalcommons.lmu.edu/etd/903.

MLA Handbook (7^th Edition):

Goodman, Stephanie. “Talking about whiteness: The Stories of Novice white Female Educators.” 2019. Web. 01 Mar 2021.

Vancouver:

Goodman S. Talking about whiteness: The Stories of Novice white Female Educators. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2021 Mar 01]. Available from: https://digitalcommons.lmu.edu/etd/903.

Council of Science Editors:

Goodman S. Talking about whiteness: The Stories of Novice white Female Educators. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/903

Queensland University of Technology

7. Spina, Nerida J. White teachers at a discursive crossroad.

Degree: 2013, Queensland University of Technology

URL: https://eprints.qut.edu.au/64149/

► This study explored the way white teachers speak about Indigenous students and communities. The accounts of teachers working in eight schools across Australia were analysed… (more)

Subjects/Keywords: Whiteness studies; Foucault; Colour blind discourse; Deficit discourse; Indigenous students; White teachers; Australian schools

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APA (6^th Edition):

Spina, N. J. (2013). White teachers at a discursive crossroad. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/64149/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Spina, Nerida J. “White teachers at a discursive crossroad.” 2013. Thesis, Queensland University of Technology. Accessed March 01, 2021. https://eprints.qut.edu.au/64149/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Spina, Nerida J. “White teachers at a discursive crossroad.” 2013. Web. 01 Mar 2021.

Vancouver:

Spina NJ. White teachers at a discursive crossroad. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2021 Mar 01]. Available from: https://eprints.qut.edu.au/64149/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spina NJ. White teachers at a discursive crossroad. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/64149/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

8. Due, Clemence. A discursive analysis of media representations of belonging in Australia.

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/65573

► In the past decade arguments concerning who can claim belonging in Australia, and fears surrounding border security, have been at the forefront of Australian political… (more)

▼ In the past decade arguments concerning who can claim belonging in Australia, and fears surrounding border security, have been at the forefront of Australian political and media debates - particularly in relation to unauthorized asylum seekers arriving by boat. Previous literature focusing on these issues has suggested two key reasons for heightened anxieties over claims to belonging: 1) a growing awareness and recognition of the fact of Indigenous sovereignty and its challenge to the sovereignty of the white Australian nation-state and 2) the fact that refugees and asylum seekers seeking asylum in Australia also challenge the sovereignty of the Australian nation-state by highlighting the porous nature of borders and by challenging the ability of the Australian government to maintain control over a supposedly homogenous and ‘desirable’ population. Thus previous research has indicated that both Indigenous Australians and refugees and asylum seekers present fundamental challenges to the sovereignty of the Australian nation-state. Furthermore, it has been suggested that in response to these challenges the Australian nation has become increasingly invested in ensuring the control, regulation, and possibly exclusion of these two groups of people. In order to further examine the ways in which control and exclusion are perpetuated by white (i.e., dominant group) institutions in Australia, this thesis employs a critical discursive analytic approach to analyze the representation of Indigenous Australians and asylum seekers and refugees in the mainstream news media. More specifically, the analysis draws upon the work of Aileen Moreton-Robinson in relation to whiteness studies, and Giorgio Agamben and his conceptualization of the state of exception, to examine the ‘techniques of exclusion’ available to the nation-state as it attempts to produce a particular concept of (white) belonging, and to justify border security policies. The analytic chapters examine mainstream news media representations of the claims made by Indigenous Australians to their land through the vehicle of native title, the representation of asylum seekers arriving by boat aboard the Oceanic Viking and the Jaya Lestari 5, the ongoing criminalization of Indigenous Australians in relation to the ‘Aurukun rape case’ and the ‘gang of 49’, and the coverage of refugees and crime in Australia in relation to issues surrounding refugees from Sudan in late 2007. Specifically, the findings indicate: A persistent representation of Indigenous Australian claims to land solely in terms of economic discourses rather than as an issue of rights. An ongoing representation of asylum seekers arriving by boat as inherently criminal, unlawful, non-genuine, and undesirable – representations that justify their exclusion from the nation. A pervasive criminalization of Indigenous Australians and refugees, and a lack of contextual information provided by the mainstream news media in relation to issues of concern to these marginalized groups. The thesis concludes by examining the… Advisors/Committee Members: Riggs, Damien Wayne (advisor), Augoustinos, Martha (advisor), School of Psychology (school).

Subjects/Keywords: refugee studies; indigenous studies; critical psychology; migration studies; racism studies; whiteness studies

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APA (6^th Edition):

Due, C. (2010). A discursive analysis of media representations of belonging in Australia. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/65573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Due, Clemence. “A discursive analysis of media representations of belonging in Australia.” 2010. Thesis, University of Adelaide. Accessed March 01, 2021. http://hdl.handle.net/2440/65573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Due, Clemence. “A discursive analysis of media representations of belonging in Australia.” 2010. Web. 01 Mar 2021.

Vancouver:

Due C. A discursive analysis of media representations of belonging in Australia. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2440/65573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Due C. A discursive analysis of media representations of belonging in Australia. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/65573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

9. Giles, Keith. Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing.

Degree: MA, English, 2020, San Jose State University

URL: https://scholarworks.sjsu.edu/etd_theses/5097

► The purpose of this thesis is to investigate the representations of whiteness found in three pieces of literature. The thesis not only teases out… (more)

Subjects/Keywords: African American Literature; Chesnutt; Critical Whiteness Studies; Larsen; Literature; Schuyler

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APA (6^th Edition):

Giles, K. (2020). Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing. (Masters Thesis). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_theses/5097

Chicago Manual of Style (16^th Edition):

Giles, Keith. “Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing.” 2020. Masters Thesis, San Jose State University. Accessed March 01, 2021. https://scholarworks.sjsu.edu/etd_theses/5097.

MLA Handbook (7^th Edition):

Giles, Keith. “Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing.” 2020. Web. 01 Mar 2021.

Vancouver:

Giles K. Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing. [Internet] [Masters thesis]. San Jose State University; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.sjsu.edu/etd_theses/5097.

Council of Science Editors:

Giles K. Whiteness: An Ideology of Violence and Power as Represented in Chesnutt's The Marrow of Tradition, Schuyler's Black No More and Larsen's Passing. [Masters Thesis]. San Jose State University; 2020. Available from: https://scholarworks.sjsu.edu/etd_theses/5097

University of Georgia

10. Groscurth, Christoher Reed. Managing diversity.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/24620

► This project addresses the problem of how whiteness, power, and racial privilege are constructed through institutional discourses. Specifically, I offer a critical-qualitative analysis of how… (more)

Subjects/Keywords: Bakhtin; critical whiteness studies; dialogism; discourse analysis; Foucault

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APA (6^th Edition):

Groscurth, C. R. (2014). Managing diversity. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Groscurth, Christoher Reed. “Managing diversity.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/24620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Groscurth, Christoher Reed. “Managing diversity.” 2014. Web. 01 Mar 2021.

Vancouver:

Groscurth CR. Managing diversity. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/24620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Groscurth CR. Managing diversity. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Irvine

11. Perez, Raul. The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness.

Degree: Sociology, 2015, University of California – Irvine

URL: http://www.escholarship.org/uc/item/777974b1

► In this dissertation, I examine race and racism in U.S. stand-up comedy, with particular attention to discursive and demographic shifts from the civil rights era… (more)

Subjects/Keywords: Sociology; American studies; Performing arts; Civil Rights; Color-Blindness; Comedy; Humor; Race; Racism

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APA (6^th Edition):

Perez, R. (2015). The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/777974b1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Perez, Raul. “The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness.” 2015. Thesis, University of California – Irvine. Accessed March 01, 2021. http://www.escholarship.org/uc/item/777974b1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Perez, Raul. “The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness.” 2015. Web. 01 Mar 2021.

Vancouver:

Perez R. The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness. [Internet] [Thesis]. University of California – Irvine; 2015. [cited 2021 Mar 01]. Available from: http://www.escholarship.org/uc/item/777974b1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Perez R. The Hurtline and the Colorline: Race and Racism in American Stand-up Comedy from Civil Rights to Color-Blindness. [Thesis]. University of California – Irvine; 2015. Available from: http://www.escholarship.org/uc/item/777974b1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wollongong

12. Leong, Sao Ian. Colour vision deficiency compensation framework investigation.

Degree: Master of Computer Science Research, 2012, University of Wollongong

URL: ; https://ro.uow.edu.au/theses/4016

► Colour vision deficiency (CVD), also known as colour deficiency, is a relatively common inherited impairment. CVD is often misunderstood as colour blindness, that a… (more)

Subjects/Keywords: colour vision; colour blindness; colour vision deficiency; CVD; compensation framework

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APA (6^th Edition):

Leong, S. I. (2012). Colour vision deficiency compensation framework investigation. (Masters Thesis). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4016

Chicago Manual of Style (16^th Edition):

Leong, Sao Ian. “Colour vision deficiency compensation framework investigation.” 2012. Masters Thesis, University of Wollongong. Accessed March 01, 2021. ; https://ro.uow.edu.au/theses/4016.

MLA Handbook (7^th Edition):

Leong, Sao Ian. “Colour vision deficiency compensation framework investigation.” 2012. Web. 01 Mar 2021.

Vancouver:

Leong SI. Colour vision deficiency compensation framework investigation. [Internet] [Masters thesis]. University of Wollongong; 2012. [cited 2021 Mar 01]. Available from: ; https://ro.uow.edu.au/theses/4016.

Council of Science Editors:

Leong SI. Colour vision deficiency compensation framework investigation. [Masters Thesis]. University of Wollongong; 2012. Available from: ; https://ro.uow.edu.au/theses/4016

Lehigh University

13. Larson, Daniel. Perceptions of Whiteness and Class Privilege in a Post-Obama America.

Degree: MA, Sociology, 2011, Lehigh University

URL: https://preserve.lehigh.edu/etd/1283

Subjects/Keywords: Color-blindness; Meritocracy; Obama; Wealth; Whiteness; Social and Behavioral Sciences; Sociology

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APA (6^th Edition):

Larson, D. (2011). Perceptions of Whiteness and Class Privilege in a Post-Obama America. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Larson, Daniel. “Perceptions of Whiteness and Class Privilege in a Post-Obama America.” 2011. Thesis, Lehigh University. Accessed March 01, 2021. https://preserve.lehigh.edu/etd/1283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Larson, Daniel. “Perceptions of Whiteness and Class Privilege in a Post-Obama America.” 2011. Web. 01 Mar 2021.

Vancouver:

Larson D. Perceptions of Whiteness and Class Privilege in a Post-Obama America. [Internet] [Thesis]. Lehigh University; 2011. [cited 2021 Mar 01]. Available from: https://preserve.lehigh.edu/etd/1283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Larson D. Perceptions of Whiteness and Class Privilege in a Post-Obama America. [Thesis]. Lehigh University; 2011. Available from: https://preserve.lehigh.edu/etd/1283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston University

14. Hauge, Daniel James. Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms.

Degree: Master of Sacred Theology, Theology, 2015, Boston University

URL: http://hdl.handle.net/2144/15671

► Recent decades have seen an increased interest among predominantly white, middle-class evangelicals in church planting and organizing ministries in urban centers, often in racially diverse… (more)

Subjects/Keywords: Developmental psychology; Gentrification; Critical race theory; Critical whiteness studies; Liberation theology; Psychoanalytic theory; Urban ministry

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APA (6^th Edition):

Hauge, D. J. (2015). Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/15671

Chicago Manual of Style (16^th Edition):

Hauge, Daniel James. “Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms.” 2015. Masters Thesis, Boston University. Accessed March 01, 2021. http://hdl.handle.net/2144/15671.

MLA Handbook (7^th Edition):

Hauge, Daniel James. “Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms.” 2015. Web. 01 Mar 2021.

Vancouver:

Hauge DJ. Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms. [Internet] [Masters thesis]. Boston University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2144/15671.

Council of Science Editors:

Hauge DJ. Habits of whiteness in the neighborhood: a critical race analysis of urban ministry paradigms. [Masters Thesis]. Boston University; 2015. Available from: http://hdl.handle.net/2144/15671

University of Ottawa

15. Neron, Brittany. White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations .

Degree: 2015, University of Ottawa

URL: http://hdl.handle.net/10393/32984

► This thesis extrapolates upon theoretical examinations of meat consumption as linked to masculinity in order to consider how meat consumption may also be connected to… (more)

Subjects/Keywords: meat consumption; critical animal studies; masculinity; gender; post-colonial; critical race theory; whiteness; multiculturalism

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APA (6^th Edition):

Neron, B. (2015). White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32984

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Neron, Brittany. “White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations .” 2015. Thesis, University of Ottawa. Accessed March 01, 2021. http://hdl.handle.net/10393/32984.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Neron, Brittany. “White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations .” 2015. Web. 01 Mar 2021.

Vancouver:

Neron B. White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10393/32984.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neron B. White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32984

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Minnesota

16. Andrews van Horne, Kate. Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

URL: http://hdl.handle.net/11299/198996

► Research has shown that despite a recent emphasis on issues of race and racism in US society, White teachers struggle to construct adequate learning environments… (more)

Subjects/Keywords: action research; critical race theory; global studies; race critical; sociocultural theory; whiteness

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APA (6^th Edition):

Andrews van Horne, K. (2018). Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/198996

Chicago Manual of Style (16^th Edition):

Andrews van Horne, Kate. “Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms.” 2018. Doctoral Dissertation, University of Minnesota. Accessed March 01, 2021. http://hdl.handle.net/11299/198996.

MLA Handbook (7^th Edition):

Andrews van Horne, Kate. “Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms.” 2018. Web. 01 Mar 2021.

Vancouver:

Andrews van Horne K. Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11299/198996.

Council of Science Editors:

Andrews van Horne K. Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/198996

Duquesne University

17. Gruner, Daniel. "Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections.

Degree: PhD, Psychology, 2019, Duquesne University

URL: https://dsc.duq.edu/etd/1840

► Throughout the criminal justice system operates a discourse of corrections-reform. This responds to prisoner trauma and resistance by converting them into reforms that strengthen… (more)

▼ Throughout the criminal justice system operates a discourse of corrections-reform. This responds to prisoner trauma and resistance by converting them into reforms that strengthen prisons and the larger carceral system while discounting issues of race and class that might undermine institutional legitimacy. The recent adoption of Crisis Intervention Team (CIT) Trainings in corrections is exemplary of corrections-reform discourse. ‘Crisis’ comes from the Greek krinein, meaning ‘to decide.’ The crisis in mental health in prisons involves deciding when to implement what “services” or “programming” for whom. In this discourse analytic clinical ethnographic study, I focus on the trans-disciplinary corrections and mental health professional community around the development, management, and implementation of practices prescribed in CIT trainings. Concentrating on CIT trainings in Pennsylvania prisons, I conducted several months of fieldwork (spanning 2016-2018) across sites including the Pennsylvania Department of Corrections’ central training facility, the trainings themselves, CIT International’s annual conference, and other interdisciplinary criminal justice conferences. Analyzing 14 recorded interviews, I examined prison staff’s understandings of crisis intervention team trainings and their work with prisoners labeled as either having or not having a mental illness. I found that the border between categories of “severely mentally ill” and “criminal” is constantly regulated and contested by staff and prisoners in relation to benefits of being on the prison mental health roster. Colorblind racism is a factor of racialized institutional inequities, and my observation of a conspicuous absence of racial awareness throughout CIT trainings indicates need for scrutiny concerning potential racial disparities in the diversion programs within Pennsylvania prisons. My results reveal difficulties in reforming corrections organizations as more “therapeutic,” chief among these being a discourse of scarcity among “frontline” corrections staff that sees the apparent improvement of conditions for prisoners contrasted with their own perception of lack in supports. When prisoner trauma is discussed, it is often diverted to focus on correctional officer trauma and hardship. This study is a critical contribution to the national conversation on mental health focused prison reform, providing ethnographic data on CIT trainings and their reception by participants that challenges the “new asylum” political consensus. Advisors/Committee Members: Derek Hook, Elizabeth Fein, Suzanne Barnard.

Subjects/Keywords: discourse analysis; clinical ethnography; critical prison psychology; whiteness studies; abolitionist critical psychology; Social Psychology

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APA (6^th Edition):

Gruner, D. (2019). "Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1840

Chicago Manual of Style (16^th Edition):

Gruner, Daniel. “"Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections.” 2019. Doctoral Dissertation, Duquesne University. Accessed March 01, 2021. https://dsc.duq.edu/etd/1840.

MLA Handbook (7^th Edition):

Gruner, Daniel. “"Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections.” 2019. Web. 01 Mar 2021.

Vancouver:

Gruner D. "Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections. [Internet] [Doctoral dissertation]. Duquesne University; 2019. [cited 2021 Mar 01]. Available from: https://dsc.duq.edu/etd/1840.

Council of Science Editors:

Gruner D. "Frontline in Mental Healthcare": A Discourse Analytic Clinical Ethnography of Crisis Intervention Team Trainings for Corrections. [Doctoral Dissertation]. Duquesne University; 2019. Available from: https://dsc.duq.edu/etd/1840

UCLA

18. Murdock, Sara. Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange.

Degree: Culture & Performance Studies, 2018, UCLA

URL: http://www.escholarship.org/uc/item/46p561r4

► This dissertation focuses on the concept of social equity in the context of performing arts-based cultural exchange. The work draws upon with Performance Studies and… (more)

▼ This dissertation focuses on the concept of social equity in the context of performing arts-based cultural exchange. The work draws upon with Performance Studies and Cultural Studies, reviews several examples through Critical Race Studies and Memory Studies lenses, and then makes advances in Whiteness Studies. All cases revolve around the performing arts as a vehicle for bridging difference. From a practical vantage, the dissertation reviews how organizations do or do not succeed in activating their intentions in an equitable fashion. The document culminates in a Checklist for Social Good, offering a tangible way to link programmatic intentions with implementation. Fieldwork cited includes interviews, ethnographies, and participant observations to determine how programmatic design within cultural exchange has affected social narratives, such as whose cultures have value and on whose terms the programs progress. The dissertation is particularly concerned with the ways in which different worldviews and cultures can communicate effectively so as to decrease violence and xenophobia. While no one means of communication across difference is superior, the project focuses on art, and specifically performance, as a means of dialogue and sense-based learning that augments other, sometimes superficial, forms of encounter.Chapter one sets the scene by positioning the author’s entry into the cultural exchange field, and goes on to explore the notion of exchange in general. It argues that learning and exchange are largely synonymous, and that both are sense-based processes that occur via the body. Chapters two and three review multiple organizations that utilize performing arts as a method for bringing together people from various parts of the world. Chapter two is dedicated to the Asia Pacific Performance Exchange (APPEX), which opened questions regarding inter- ethnic communications and experimented with ways to talk about politics and barriers through performance aesthetics. Chapter three compares MovementExchange—an Edu-touristic model— with Puentes de Poder, which is dedicated to exploring African diasporic aesthetics. Both organizations work primarily in Panama City and in California.In each case, the intentions of the program’s founders were often lost or misaligned with the program design or implementation. One of the programs, Puentes de Poder, did have more success in aligning the founder’s objectives with her enactment because she was happy to wait for more equitable opportunities to implement. While her ability to wait harmed the organization on a financial basis, staying true to the vision meant that there was almost no discrepancy between goals and results, particularly in regards to the efficacy of intercultural communications. The first chapter introduces the notion of a Self/Other dialectic, which is then discussed in great detail in chapter four. Exploring the formation of Selfhood frames how humans develop fear of and/or exoticization of Others. This inquiry is crucial to understanding patterns of valuation and…

Subjects/Keywords: Social research; Cultural anthropology; Education; Critical Race Studies; Cultural Studies; Dance; equity; Performance; Whiteness Studies

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APA (6^th Edition):

Murdock, S. (2018). Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/46p561r4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murdock, Sara. “Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange.” 2018. Thesis, UCLA. Accessed March 01, 2021. http://www.escholarship.org/uc/item/46p561r4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murdock, Sara. “Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange.” 2018. Web. 01 Mar 2021.

Vancouver:

Murdock S. Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange. [Internet] [Thesis]. UCLA; 2018. [cited 2021 Mar 01]. Available from: http://www.escholarship.org/uc/item/46p561r4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murdock S. Designing for Equity: Social Impact in Performing Arts-Based Cultural Exchange. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/46p561r4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Guelph

19. Gnanakumaran, Vishi. The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace.

Degree: MA, Department of Psychology, 2012, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/4957

► The purpose of this thesis was to investigate the effect of exposure to multicultural and colour blind ideologies on discrimination in individual selection decisions, and… (more)

Subjects/Keywords: workplace discrimination; diversity; colour blindness; multiculturalism; accommodation

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APA (6^th Edition):

Gnanakumaran, V. (2012). The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/4957

Chicago Manual of Style (16^th Edition):

Gnanakumaran, Vishi. “The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace.” 2012. Masters Thesis, University of Guelph. Accessed March 01, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/4957.

MLA Handbook (7^th Edition):

Gnanakumaran, Vishi. “The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace.” 2012. Web. 01 Mar 2021.

Vancouver:

Gnanakumaran V. The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace. [Internet] [Masters thesis]. University of Guelph; 2012. [cited 2021 Mar 01]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/4957.

Council of Science Editors:

Gnanakumaran V. The Effect of Multiculturalism and Colour Blindness on Individual and Team Selection in the Workplace. [Masters Thesis]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/4957

University of Iowa

20. Baker, Raquel Lisette. Undoing Whiteness: postcolonial identity and the unfinished project of decolonization.

Degree: PhD, English, 2015, University of Iowa

URL: https://ir.uiowa.edu/etd/6542

► In my dissertation project, I engage in a discursive analysis of whiteness to examine how it influences postcolonial modes of self-styling. Critical whiteness studies… (more)

▼ In my dissertation project, I engage in a discursive analysis of whiteness to examine how it influences postcolonial modes of self-styling. Critical whiteness studies often focuses on representations of whiteness in the West as well as on whiteness as physical—as white bodies and white people. I focus on representations and functions of whiteness outside of the West, particularly in relation to issues of belonging and modes of postcolonial identification. I examine Anglophone African literary representations of whiteness from the twentieth and twenty-first centuries to query how whiteness both enables and undermines anticolonial consciousness. A central question I examine is, How does whiteness as a symbolic manifestation function to constitute postcolonial African identification? Scholarship on the topic of subjectivity and liberation needs to explicitly examine how whiteness intersects with key notions of modernity, such as race, class, progress, and self-determination. Through an examination of postcolonial African literary representations of whiteness, I aim to examine the aspirations, unpacked stereotypes, and fears that move us as readers and hail us as human subjects. Ultimately, through this work, I grapple with the question of identification, understood as the system of desires, judgments, images, and performances that constitute our experiences of being human. I begin by looking backward at the satirical play, “The Blinkards,” written in 1915 in the context of British colonization of the Gold Coast in West Africa (present-day Ghana), to develop an understanding of postcolonial identification that includes an examination of the artistic expression of a writer conceptualizing liberation through notions of cultural nationalism. I go on to examine a selection postcolonial African literatures to develop an understanding of how racialized socio-cultural realities constitute forms of self-hood in post-independence contexts. I hope to use my argument about representations of whiteness in African literatures to open up questions fundamental to contemporary theories of identification in postcolonial contexts, as well as to make a philosophical argument about the ethics of whiteness as it undergirds transnational modes of modernity. One main point I make in relation to postcolonial theories of subjectivity is that notions of identification are tied up in local, regional, and global circuits of capital and cultural production. In chapter 2, I look at an early (Grain of Wheat 1967) and recent novel (Wizard of the Crow 2006) by Ngũgĩ wa Thiong’o (Kenya), who locates African postcolonial subjectivity as deeply embedded in local traditions, myths, and storytelling circuits. By fluidly mixing the contexts of the local, the national, and the global, Ngũgĩ astutely challenges naturalized conventions that position black identities and blackness as always inferior to whiteness. Ngũgĩ represents postcolonial consciousness as a space whose local relationships are deeply informed by global structures of race, economics,… Advisors/Committee Members: Nazareth, Peter (supervisor).

Subjects/Keywords: African Literature; Critical Race Theory; Postcolonial Studies; postcolonial subjectivity; Theories of the Subject; Whiteness Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Baker, R. L. (2015). Undoing Whiteness: postcolonial identity and the unfinished project of decolonization. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6542

Chicago Manual of Style (16^th Edition):

Baker, Raquel Lisette. “Undoing Whiteness: postcolonial identity and the unfinished project of decolonization.” 2015. Doctoral Dissertation, University of Iowa. Accessed March 01, 2021. https://ir.uiowa.edu/etd/6542.

MLA Handbook (7^th Edition):

Baker, Raquel Lisette. “Undoing Whiteness: postcolonial identity and the unfinished project of decolonization.” 2015. Web. 01 Mar 2021.

Vancouver:

Baker RL. Undoing Whiteness: postcolonial identity and the unfinished project of decolonization. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2021 Mar 01]. Available from: https://ir.uiowa.edu/etd/6542.

Council of Science Editors:

Baker RL. Undoing Whiteness: postcolonial identity and the unfinished project of decolonization. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/6542

Miami University

21. Ashlee, Kyle C. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.

Degree: PhD, Educational Leadership, 2019, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521

► Beyond the examination of individual White privilege, which often results in fragility, silence, and fatigue, White student affairs graduate students have little understanding of White… (more)

▼ Beyond the examination of individual White privilege, which often results in fragility, silence, and fatigue, White student affairs graduate students have little understanding of White supremacy as a system of racial oppression and the root cause of racism in higher education. This lack of racial awareness and preparation can lead to harm done to peers and faculty of Color in student affairs graduate preparation programs and an inability to advocate for students of Color or challenge institutional racism as working professionals. In other words, the current approach to engaging White student affairs graduate students may actually serve to reinforce White supremacy in higher education, creating barriers to achieving the goals of student affairs as a field. In order to address this problem, I co-engineered a Critical Whiteness Studies (CWS) course for the student affairs in higher education graduate preparation program at a public teaching university located in the rural Midwest. This qualitative Critical Participatory Action Research (CPAR) study was guided by the following question: How does participating in a CWS course inform the professional socialization of White student affairs graduate students? Ten White student affairs graduate students, who were enrolled in a CWS course, gathered for research group reflection sessions and responded to written narrative prompts, which all served as data for the study. This data was analyzed both collaboratively in the research group reflection sessions and individually, using a Grounded Theory data analysis method. Key findings of this study indicate that participating in a CWS course provides White student affairs graduate students with an opportunity to reflect on how hegemonic Whiteness is constructed in their lives, a space to actively deconstruct hegemonic Whiteness, and a blueprint for how to critically reconstruct Whiteness both personally and professionally. The findings of this study present implications for future CWS research in student affairs and White racial identity development, student affairs graduate preparation, and student affairs professional practice. Advisors/Committee Members: Goodman, Kathy (Committee Chair).

Subjects/Keywords: Educational Leadership; Higher Education; Critical Participatory Action Research; Critical Pragmatism; Critical Whiteness Studies; Graduate Students; Race; Student Affairs; Student Affairs Graduate Preparation; Whiteness

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APA (6^th Edition):

Ashlee, K. C. (2019). Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521

Chicago Manual of Style (16^th Edition):

Ashlee, Kyle C. “Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.” 2019. Doctoral Dissertation, Miami University. Accessed March 01, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.

MLA Handbook (7^th Edition):

Ashlee, Kyle C. “Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.” 2019. Web. 01 Mar 2021.

Vancouver:

Ashlee KC. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2021 Mar 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.

Council of Science Editors:

Ashlee KC. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521

Jönköping University

22. Wikström, Daniel. Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services.

Degree: Computer Science and Informatics, 2020, Jönköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48237

► Purpose WCAG is a set of guidelines to assist in developing websites accessible for everyone, for example people with colour vision deficiency (CVD). However,… (more)

▼ Purpose WCAG is a set of guidelines to assist in developing websites accessible for everyone, for example people with colour vision deficiency (CVD). However, there are few guidelines relevant for CVD and with increasing dependant on websites the importance of accessibility on these websites increases as well. The purpose of the research study is therefore to investigate the impact the relevant guidelines for CVD in WCAG 2.1 has on Swedish health care websites and what the consequences are for people who live with CVD. Method An initial literature study was conducted to gain knowledge of previous findings and also evaluate the best approach for the research study. The research study is based on a qualitative approach to gain a deep understanding of the area and to gain insight into the feelings and experiences of the people affected. The methods used to gain the necessary knowledge are an evaluation of 1177.se and e-tjanster.1177.se also observations and interviews around these two websites. Findings The results show that WCAG 2.1 has a positive impact on Swedish health care websites, as well as on users with CVD. From evaluations, interviews and observations it is concluded that 1177.se and e-tjanster.1177.se are easy to perceive for people with CVD. Implications This research study was limited to the mobile version of the websites. However, the results could be different if the research was conducted on the desktop version due to the different structure of the websites and the inclusion of a cursor on desktop. The evaluation could have been affected by the sampling of pages while the interviews and observations should not have been. Limitations The research study was limited to Swedish health care website 1177.se and its subdomain etjanster. 1177.se. Further it was decided to evaluate the mobile version of these websites, although the elements should look similar on desktop and mobile. While not the initial intention, due to over representation of red-green CVD the study was also limited to people with red-green CVD. Also, the experience of browsing the web on a mobile device was considered to reduce the variables for frustrations. Further research For further research, another selection of WCAG guidelines could be considered to evaluate etjanster. 1177.se since the results shows that 1177.se’s and e-tjanster.1177.se's weaknesses seems to be in the structure of the website. A study researching the “blue-yellow colour blindness” compared to websites could contribute with new, relevant knowledge as well.

Subjects/Keywords: WCAG; Colour Vision Deficiency; Color Vision Deficiency; Qualitative research; Accessibility; Health care; Colour Blindness; Color Blindness; Web; Information Systems, Social aspects; Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning

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APA (6^th Edition):

Wikström, D. (2020). Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wikström, Daniel. “Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services.” 2020. Thesis, Jönköping University. Accessed March 01, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wikström, Daniel. “Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services.” 2020. Web. 01 Mar 2021.

Vancouver:

Wikström D. Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services. [Internet] [Thesis]. Jönköping University; 2020. [cited 2021 Mar 01]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wikström D. Accessibility, With or Without Colour : A qualitative look on existing accessibility guidelines for colour vision deficiency and its effect on Swedish e-health services. [Thesis]. Jönköping University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

23. Van der Westhuizen, Loraine. Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur.

Degree: MA, Afrikaans, 2017, University of Pretoria

URL: http://hdl.handle.net/2263/62664

► Die representasie van "wit" armoede in Afrikaanse jeugliteratuur tussen 1990 en 2009 word in hierdie studie ondersoek. Die romans wat bestudeer word, is Droomwa (1990)… (more)

Subjects/Keywords: UCTD; Afrikaans literature; Critical whiteness studies; Poor white problem; Post-apartheid literature

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APA (6^th Edition):

Westhuizen, Loraine, V. d. (2017). Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62664

Chicago Manual of Style (16^th Edition):

Westhuizen, Loraine, Van der. “Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur.” 2017. Masters Thesis, University of Pretoria. Accessed March 01, 2021. http://hdl.handle.net/2263/62664.

MLA Handbook (7^th Edition):

Westhuizen, Loraine, Van der. “Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur.” 2017. Web. 01 Mar 2021.

Vancouver:

Westhuizen, Loraine Vd. Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2263/62664.

Council of Science Editors:

Westhuizen, Loraine Vd. Die representasie van 'wit' armoede in Afrikaanse jeugliteratuur. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62664

University of Colorado

24. Hartzell, Stephanie Lorraine. Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse.

Degree: PhD, 2017, University of Colorado

URL: https://scholar.colorado.edu/comm_gradetds/86

► This critical rhetorical analysis interrogates contemporary public discourse on race and racism in a post-2012 U.S. American context characterized by proliferating consciousness and the… (more)

Subjects/Keywords: anti-racism; colorblindness; critical rhetoric; racism; rearticulation; whiteness; Communication; Ethnic Studies; Rhetoric

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APA (6^th Edition):

Hartzell, S. L. (2017). Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/86

Chicago Manual of Style (16^th Edition):

Hartzell, Stephanie Lorraine. “Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse.” 2017. Doctoral Dissertation, University of Colorado. Accessed March 01, 2021. https://scholar.colorado.edu/comm_gradetds/86.

MLA Handbook (7^th Edition):

Hartzell, Stephanie Lorraine. “Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse.” 2017. Web. 01 Mar 2021.

Vancouver:

Hartzell SL. Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Mar 01]. Available from: https://scholar.colorado.edu/comm_gradetds/86.

Council of Science Editors:

Hartzell SL. Everyday (Anti)-Racism: Rhetorical Formations of White Racial Consciousness in Contemporary Public Discourse. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/comm_gradetds/86

University of Minnesota

25. Case, Alissa. White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/211829

► Since its inception, white supremacy has been and continues to be a system of racial terror that produces violence, pain, and loss. Often, the repercussions… (more)

▼ Since its inception, white supremacy has been and continues to be a system of racial terror that produces violence, pain, and loss. Often, the repercussions of this horrific system are placed on the bodies of people of Color, physically, psychologically, and materially. Yet, numerous scholars of Color beg white audiences to see and feel the ramifications of being the beneficiaries and perpetrators of such a system. In an effort to heed this call, this dissertation asserts that white supremacy, understood as a system of racial violence, produces loss and harm for all racialized beings and therefore, resisting and dismantling white supremacy requires more than an intellectual understanding of racism. Specifically, if white people desire to work in solidarity for racial justice, we must grapple with the psychological, emotional, relational, and spiritual loss that Whiteness produces. The foundation for this assertion and the analysis for this study is a theoretical framework that understands Whiteness as loss. Drawing together the theories of white racial melancholia (Cheng, 2001; Grinage, 2017 and 2019) and (secondary) racial trauma (Menakem, 2017), grief and loss can be understood as sites of radical potential with generative possibilities if we are also committed to racial healing. The focus of this study was an inquiry into the possibilities and strategies that can emerge when white people shift antiracism labor from solely intellectual consciousness-raising to struggling with the losses that Whiteness creates. I was additionally interested in the ways that queerness and collectivity, as embodiments and structures that disrupt Whiteness, could increase the depth and capacity for this work. Thus, by designing my own queerly collective methodology influenced by multiple scholars (brown, 2017; Cohen, 1997; Halberstam, 1998; Lorde, 2007; Muñoz, 2009; Nagar, 2014), this project engaged a collective of six queer white people to collaboratively wrestle with the various impacts of Whiteness and imagine strategies to support our healing and thus, ability to see, be, and do differently. The storied findings of this project work to balance the tensions of identifying the losses of Whiteness and collective healing practices aimed at increasing our capacity as white people to stand in solidarity for racial liberation, alongside the messiness, non-linearity, and various challenges/assets of collectivity. In the conclusion, I illustrate the implications of the collective’s work on my visions for professional development and institutional change, our classrooms and pedagogies, and parenting.

Subjects/Keywords: antiracism; critical whiteness studies; queer collectivity; queer methodology; racial melancholia; racial trauma

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APA (6^th Edition):

Case, A. (2019). White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/211829

Chicago Manual of Style (16^th Edition):

Case, Alissa. “White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 01, 2021. http://hdl.handle.net/11299/211829.

MLA Handbook (7^th Edition):

Case, Alissa. “White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation.” 2019. Web. 01 Mar 2021.

Vancouver:

Case A. White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11299/211829.

Council of Science Editors:

Case A. White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/211829

Miami University

26. Mann, Dawn L. Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities.

Degree: PhD, Educational Leadership, 2016, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797

► This dissertation is a qualitative study on how White teachers at a suburban, Midwestern school district interpret their Whiteness through a professional learning community. The… (more)

Subjects/Keywords: Educational Leadership; Critical White Studies; White racial identity; Whiteness; White identity; professional learning communities

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APA (6^th Edition):

Mann, D. L. (2016). Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797

Chicago Manual of Style (16^th Edition):

Mann, Dawn L. “Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities.” 2016. Doctoral Dissertation, Miami University. Accessed March 01, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

MLA Handbook (7^th Edition):

Mann, Dawn L. “Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities.” 2016. Web. 01 Mar 2021.

Vancouver:

Mann DL. Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities. [Internet] [Doctoral dissertation]. Miami University; 2016. [cited 2021 Mar 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

Council of Science Editors:

Mann DL. Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities. [Doctoral Dissertation]. Miami University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797

University of Washington

27. Clark Mane, Rebecca Lynne. Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga.

Degree: PhD, 2012, University of Washington

URL: http://hdl.handle.net/1773/20662

► This project contends that the pop cultural production of the subject of third wave feminism – an empowered sexy yet tough, glamorous yet powerful woman… (more)

Subjects/Keywords: Intersectionality; Lady Gaga; Popular Culture; Third Wave Feminism; Whiteness; Women of Color Feminism; Rhetoric; Women's studies; Ethnic studies; Communications

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APA (6^th Edition):

Clark Mane, R. L. (2012). Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/20662

Chicago Manual of Style (16^th Edition):

Clark Mane, Rebecca Lynne. “Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga.” 2012. Doctoral Dissertation, University of Washington. Accessed March 01, 2021. http://hdl.handle.net/1773/20662.

MLA Handbook (7^th Edition):

Clark Mane, Rebecca Lynne. “Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga.” 2012. Web. 01 Mar 2021.

Vancouver:

Clark Mane RL. Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga. [Internet] [Doctoral dissertation]. University of Washington; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1773/20662.

Council of Science Editors:

Clark Mane RL. Using Female Empowerment as a Cover Story for Whiteness and Racial Hierarchy in Pop Culture: Interrogating the Intersections of Racial Appropriation and Feminist Discourse in the Performances of Fergie, Gwen Stefani, and Lady Gaga. [Doctoral Dissertation]. University of Washington; 2012. Available from: http://hdl.handle.net/1773/20662

University of Utah

28. De La Mare, Danielle M. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.

Degree: PhD, Education, Culture & Society;, 2010, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120

► This dissertation seeks to address the lacking educational research around White in-service teachers’ multicultural education practice. I use Lawrence-Lightfoot’s (1997; 2005) qualitative research methodology “portraiture”… (more)

Subjects/Keywords: American Indian studies; Critical multicultural education; Indian education for all; Tribal critical race theory; White teachers; Whiteness theory; Montana

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APA (6^th Edition):

De La Mare, D. M. (2010). Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120

Chicago Manual of Style (16^th Edition):

De La Mare, Danielle M. “Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.” 2010. Doctoral Dissertation, University of Utah. Accessed March 01, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120.

MLA Handbook (7^th Edition):

De La Mare, Danielle M. “Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.” 2010. Web. 01 Mar 2021.

Vancouver:

De La Mare DM. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2021 Mar 01]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120.

Council of Science Editors:

De La Mare DM. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120

29. Davis, Lindsey Renee. Mainstream feminism, white supremacy, and anti-racist feminisms.

Degree: MA, Women's and Gender Studies, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/67664

► The history of the women’s movement is one of great gains, as well as missed opportunities, due to the domination of the movement by those… (more)

Subjects/Keywords: Feminism; Anti-racism; Whiteness; Women’s movement; Anti-racist feminism; Women of Color feminisms; Critical whiteness studies; Marginalized women; Feminism and white supremacy; Academic feminism

…scholarship that forms the body of critical whiteness studies can be helpful to the mainstream… …of white fragility, a concept popularized by a 2011 article from Whiteness Studies scholar… …Whiteness is defined by feminist and sociologist Ruth Frankenberg as “a location of structural… …at ourselves, at others and at society. Third “whiteness” refers to a set of cultural… …remembered the frequent charges from women of Color that white women whom they encounter are…

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APA (6^th Edition):

Davis, L. R. (2017). Mainstream feminism, white supremacy, and anti-racist feminisms. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67664

Chicago Manual of Style (16^th Edition):

Davis, Lindsey Renee. “Mainstream feminism, white supremacy, and anti-racist feminisms.” 2017. Masters Thesis, University of Texas – Austin. Accessed March 01, 2021. http://hdl.handle.net/2152/67664.

MLA Handbook (7^th Edition):

Davis, Lindsey Renee. “Mainstream feminism, white supremacy, and anti-racist feminisms.” 2017. Web. 01 Mar 2021.

Vancouver:

Davis LR. Mainstream feminism, white supremacy, and anti-racist feminisms. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2152/67664.

Council of Science Editors:

Davis LR. Mainstream feminism, white supremacy, and anti-racist feminisms. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/67664

University of South Africa

30. Knoetze, Hannelie Marx. South African and Flemish soap opera : a critical whiteness studies perspective .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/20309

► The main goal of this thesis was an investigation into the ways in which whiteness is constructed and positioned in the South African soap opera,… (more)

▼ The main goal of this thesis was an investigation into the ways in which whiteness is constructed and positioned in the South African soap opera, 7de Laan, and the Flemish soap opera, Thuis, with the emphasis on the possible implications of these constructions for local as well as global discourses on whiteness in the media. In conjunction with the above, this thesis endeavoured to answer a number of subquestions relating to the origin and history of the construct of “whiteness” and Critical Whiteness Studies (CWS) as a theoretical approach and its relevance in the South African and Flemish contexts, specifically as it pertains to the analysis of mass media texts like 7de Laan and Thuis. It, moreover, sought to explore if and how whiteness functions as an organising principle in the narratives and representations of these soap operas with the emphasis on potential similarities, differences and the kinds of whiteness constructed in these texts. Finally, the goal was to draw conclusions on the possible implications of these differences and similarities in the wider context of the way in which whiteness functions in the media. To that end I conducted a controlled case comparison of a sample from these two community soap opera texts, which was informed by a literature review and deep description of each context as part of the qualitative approach I chose to take. Despite a number of similarities between the two contexts, they still differ significantly, and this afforded me an opportunity to highlight both the consistencies and particularities in the ideological patterning of representations of whiteness, across seemingly unrelated domains, to illustrate its pervasiveness. Added to the emergence of three shared rhetorical devices perpetuating whiteness in both texts, I was also able to draw conclusions about the unique way in which whiteness functions in 7de Laan in particular, since South Africa remains the primary context of the study. Advisors/Committee Members: Milton, V C (advisor), Dhoest, A (advisor).

Subjects/Keywords: Critical Whiteness studies; Cultural studies; Public Service Broadcasting; Television; Soap opera; Whiteness; Identity; National identity; Diversity; Rrepresentation; Comparative study; Imagined community; Indigenisation; South Africa; Flanders

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APA (6^th Edition):

Knoetze, H. M. (2015). South African and Flemish soap opera : a critical whiteness studies perspective . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20309

Chicago Manual of Style (16^th Edition):

Knoetze, Hannelie Marx. “South African and Flemish soap opera : a critical whiteness studies perspective .” 2015. Doctoral Dissertation, University of South Africa. Accessed March 01, 2021. http://hdl.handle.net/10500/20309.

MLA Handbook (7^th Edition):

Knoetze, Hannelie Marx. “South African and Flemish soap opera : a critical whiteness studies perspective .” 2015. Web. 01 Mar 2021.

Vancouver:

Knoetze HM. South African and Flemish soap opera : a critical whiteness studies perspective . [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10500/20309.

Council of Science Editors:

Knoetze HM. South African and Flemish soap opera : a critical whiteness studies perspective . [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20309

Open Access Theses and Dissertations