subject:(Whiteness)

Texas A&M University

1. Furth, Brett H. Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas.

Degree: PhD, Anthropology, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155763

► According to social theorists, Westerners are increasingly inter-connected with other societies through the complex processes of modernity and globalization, thereby creating an increasingly multiethnic and… (more)

▼ According to social theorists, Westerners are increasingly inter-connected with other societies through the complex processes of modernity and globalization, thereby creating an increasingly multiethnic and religiously pluralistic world still dominated by the rationalism of modernity. Consequently, their world is disenchanted and their identities disembedded from traditional contexts, thus placing many individuals in a state of identity crisis. For working and middle-class white Americans, this problem is exacerbated by the unmarkedness of white racial identities, and the subsumption of ancestral ethnic European identities within this unmarked racial category. This dilemma has led some to question and challenge the authenticity and legitimacy of their religious identities and traditions, and to develop strategies to re-embed, revalorize, and refashion their racial and class identities. My research offers an investigation of one such strategy, specifically that employed by Neo-Pagans with an ethnic focus. I explore how recent traditions compose a new strategy that is attractive to white Americans seeking to re-root and give new meanings to their racial and religious identities. Furthermore, I suggest that a key reason some are drawn to and mark identification with ethnic Neo-Pagan traditions is a desire to refashion ethnoreligious identities to re-embed themselves in a re-enchanted physical and social world where ethnic ancestry and whiteness matter in new ways. This research is guided by the following questions: How might ethnic Neo-Pagan options mitigate the foregoing dilemma experienced by primarily white and working or middle-class adherents? What potential benefits come with identification with these traditions? Are ethnic Neo-Pagans concerned with legitimacy and authenticity as they reconstruct European folk traditions and histories, and how might those practices and narratives conflate European ethnicities into newly revalorized forms of whiteness? These questions are addressed through a combination of qualitative data-collection methods. Interview and participant observation data for this project were collected at diverse Neo-Pagan field sites in Texas. I identified and analyzed themes of ethnic heritage and ancestry that emerged from these data to determine how they bear on prominent race and class performance theories, particularly regarding questions about changing constructions of race, ethnicity, and religious identities in response to globalization. Advisors/Committee Members: Green, Thomas (advisor), Dannhaeuser, Norbert (committee member), Dickson, Donald B. (committee member), Del Negro, Giovanna (committee member).

Subjects/Keywords: Whiteness; Neo-Paganism

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APA (6^th Edition):

Furth, B. H. (2015). Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155763

Chicago Manual of Style (16^th Edition):

Furth, Brett H. “Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas.” 2015. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2021. http://hdl.handle.net/1969.1/155763.

MLA Handbook (7^th Edition):

Furth, Brett H. “Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas.” 2015. Web. 21 Apr 2021.

Vancouver:

Furth BH. Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1969.1/155763.

Council of Science Editors:

Furth BH. Gimme That Real Old Time Religion: Re-embedding White Identities Through Ethnic Neo-Pagan Reconfigurations of European Heritage in Texas. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155763

Rice University

2. Driscoll, Christopher M. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.

Degree: PhD, Religious Studies, 2014, Rice University

URL: http://hdl.handle.net/1911/88342

► White people die. Such a brash statement not only refers to an obvious physical death faced by humans across race, but is metaphoric commentary on… (more)

Subjects/Keywords: Race; Religion; Whiteness

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APA (6^th Edition):

Driscoll, C. M. (2014). Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/88342

Chicago Manual of Style (16^th Edition):

Driscoll, Christopher M. “Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.” 2014. Doctoral Dissertation, Rice University. Accessed April 21, 2021. http://hdl.handle.net/1911/88342.

MLA Handbook (7^th Edition):

Driscoll, Christopher M. “Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.” 2014. Web. 21 Apr 2021.

Vancouver:

Driscoll CM. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. [Internet] [Doctoral dissertation]. Rice University; 2014. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1911/88342.

Council of Science Editors:

Driscoll CM. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. [Doctoral Dissertation]. Rice University; 2014. Available from: http://hdl.handle.net/1911/88342

Rice University

3. Driscoll, Christopher M. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.

Degree: PhD, Humanities, 2014, Rice University

URL: http://hdl.handle.net/1911/88341

► White people die. Such a brash statement not only refers to an obvious physical death faced by humans across race, but is metaphoric commentary on… (more)

Subjects/Keywords: Race; Religion; Whiteness

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APA (6^th Edition):

Driscoll, C. M. (2014). Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/88341

Chicago Manual of Style (16^th Edition):

Driscoll, Christopher M. “Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.” 2014. Doctoral Dissertation, Rice University. Accessed April 21, 2021. http://hdl.handle.net/1911/88341.

MLA Handbook (7^th Edition):

Driscoll, Christopher M. “Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America.” 2014. Web. 21 Apr 2021.

Vancouver:

Driscoll CM. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. [Internet] [Doctoral dissertation]. Rice University; 2014. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1911/88341.

Council of Science Editors:

Driscoll CM. Twilight of the God-Idols: Race, Religion, and the Life and Death of Whiteness in Contemporary America. [Doctoral Dissertation]. Rice University; 2014. Available from: http://hdl.handle.net/1911/88341

Universiteit Utrecht

4. Postma, Laura. Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity.

Degree: 2009, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/33472

Race relations in the United States in relation to whiteness, based on literature by African American author Toni Morrison. Advisors/Committee Members: Reith, Nicole.

Subjects/Keywords: Letteren; literature; whiteness; Toni Morrison

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APA (6^th Edition):

Postma, L. (2009). Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/33472

Chicago Manual of Style (16^th Edition):

Postma, Laura. “Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity.” 2009. Masters Thesis, Universiteit Utrecht. Accessed April 21, 2021. http://dspace.library.uu.nl:8080/handle/1874/33472.

MLA Handbook (7^th Edition):

Postma, Laura. “Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity.” 2009. Web. 21 Apr 2021.

Vancouver:

Postma L. Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2021 Apr 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/33472.

Council of Science Editors:

Postma L. Through the Dark Eyes of Literature: Toni Morrison on Whiteness and (African) American Identity. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/33472

Washington State University

5. [No author]. The spatialization of whiteness in migrant farm communities in Washington state .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4167

► In this ethnographic dissertation, I develop a spatial framework, emphasizing the intersections of the symbolic and material, to contextualize and fragment our understanding of whiteness.… (more)

▼ In this ethnographic dissertation, I develop a spatial framework, emphasizing the intersections of the symbolic and material, to contextualize and fragment our understanding of whiteness. Marrying race with space complicates essentialized depictions of whiteness and de-racialized descriptions of space. Extending the contributions of Henri Lefebvre, I argue that discourses of whiteness intersect with spatial control, exacerbating continued racial division in concrete, material locations. As space does not exist independently of discourse, it is constituted by ideological interests. Space also plays an important role in identification, and thus a more nuanced understanding of whiteness involves examining how spaces are represented, and the implications for white identity. In this study, I utilized observation, interviews, and mapping. My fieldwork, conducted in the spring of 2011, took place in a farm town in central Washington that relies upon migrant workers from Mexico and other parts of Latin America. The two major contributions of this research are a) the demonstration of the intersections between whiteness, space, and communication and b) the proposal of a framework for incorporating space into research on the symbolic constructions of race. White participants' spatial narratives elucidate pioneer and multiculturalist expressions of whiteness. The citation of an agricultural ethos also pervades discourses of whiteness in this community. Demographic changes evoke new discursive strategies in which space is rhetorically constructed to affirm and contract whiteness, while simultaneously justifying racial distance and naturalizing spatial avoidance. These specific articulations of space signal the resiliency of whiteness to morph in response to perceived threats to its position and assuage anxiety over demographic changes. A spatial approach highlights how social productions of space can both reinforce colorblindness ideology and render whiteness visible for the satiation of specific identity needs. How spaces, like those identified by members of an agricultural farm community, are represented and how those articulations both unite and separate are necessary for moving the whiteness project forward

Subjects/Keywords: Communication; identity; race; space; whiteness

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APA (6^th Edition):

author], [. (2012). The spatialization of whiteness in migrant farm communities in Washington state . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4167

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):

author], [No. “The spatialization of whiteness in migrant farm communities in Washington state .” 2012. Thesis, Washington State University. Accessed April 21, 2021. http://hdl.handle.net/2376/4167.

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

MLA Handbook (7^th Edition):

author], [No. “The spatialization of whiteness in migrant farm communities in Washington state .” 2012. Web. 21 Apr 2021.

Vancouver:

author] [. The spatialization of whiteness in migrant farm communities in Washington state . [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/2376/4167.

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

Council of Science Editors:

author] [. The spatialization of whiteness in migrant farm communities in Washington state . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4167

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

Duquesne University

6. Mars, Darryl. Whiteness as Experienced by People of Color: An Empirical Phenomenological Study.

Degree: PhD, Clinical Psychology, 2004, Duquesne University

URL: https://dsc.duq.edu/etd/876

► Racism against non-white people continues to be a significant problem as we enter the twenty-first century. While slavery and other objectionable racist practices may be… (more)

▼ Racism against non-white people continues to be a significant problem as we enter the twenty-first century. While slavery and other objectionable racist practices may be in the past, subtle yet powerful racism remains. This study explores racism against non-white people in the present by examining the meanings of the signifier, whiteness, for three people who participated in this study. The three participants are adults, one male and two females, who responded to a poster requesting non-white people to participate in this study. The participants provided written descriptions of situations in which they encountered whiteness, and they agreed to expand upon their original descriptions in an interview. The written descriptions and the interviews with the three participants constituted the data that was analyzed for this study, using an empirical phenomenological method first outlined by Giorgi (1975). The interview process involved some unexpected difficulties regarding my position as a white person interviewing non-white people, and the possible impact that my whiteness may have had upon them. The difficulties encountered during the interview process are discussed in more detail at the end of the Results Section of this study. The results show how personal encounters with white people impact the participants in this study by interrupting their attunement with others. These encounters have psychological effects upon the participants, evoking anger, confusion, and fear. When the participants reflected upon these encounters, they described the powerlessness and futility that they experienced. For the participants in this study, moving beyond encounters with people whom they identify as white means becoming hyper-vigilant. The results of this study are discussed in a dialogue with the theoretical literature on whiteness and with Foucault's work on the subject and power. The discussion of the results includes a dialogue with psychological literature on anger, futility, resentment, and psychological resistance. Advisors/Committee Members: Paul Richer, Anthony Barton, Russell Walsh.

Subjects/Keywords: phenomenology; whiteness

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APA (6^th Edition):

Mars, D. (2004). Whiteness as Experienced by People of Color: An Empirical Phenomenological Study. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/876

Chicago Manual of Style (16^th Edition):

Mars, Darryl. “Whiteness as Experienced by People of Color: An Empirical Phenomenological Study.” 2004. Doctoral Dissertation, Duquesne University. Accessed April 21, 2021. https://dsc.duq.edu/etd/876.

MLA Handbook (7^th Edition):

Mars, Darryl. “Whiteness as Experienced by People of Color: An Empirical Phenomenological Study.” 2004. Web. 21 Apr 2021.

Vancouver:

Mars D. Whiteness as Experienced by People of Color: An Empirical Phenomenological Study. [Internet] [Doctoral dissertation]. Duquesne University; 2004. [cited 2021 Apr 21]. Available from: https://dsc.duq.edu/etd/876.

Council of Science Editors:

Mars D. Whiteness as Experienced by People of Color: An Empirical Phenomenological Study. [Doctoral Dissertation]. Duquesne University; 2004. Available from: https://dsc.duq.edu/etd/876

University of Louisville

7. Ronald, Jessica Elizabeth. Alternative performances of race and gender in hip-hop music : nerdcore counterculture.

Degree: MA, 2012, University of Louisville

URL: 10.18297/etd/1231 ; https://ir.library.louisville.edu/etd/1231

► In his documentary entitled, Nerdcore For Life, director Dan Lamoureux described Nerdcore as a "powerful social collision between hip hop and geek culture". Born on… (more)

▼ In his documentary entitled, Nerdcore For Life, director Dan Lamoureux described Nerdcore as a "powerful social collision between hip hop and geek culture". Born on the Internet, Nerdcore Hip-Hop is rap music made by geeks, for geeks and covers such traditionally "nerdy" topics such as comic books, video games, science fiction, anime, technology, etc. Though it has existed online for almost a decade, only recently has Nerdcore gone from being an Internet fad to an underground cultural phenomenon. This paper investigated how hegemonic constructions of race and gender within both the dominant public sphere and hip-hop culture are subverted and reinvented within Nerdcore counterculture. The "birth" narrative of the Nerdcore movement, as depicted in film documentaries Nerdcore For Life and Nerdcore Rising, provides a public platform for self-proclaimed nerds to assert cultural power and agency through hip hop music—even while the performance of white, nerdy masculinity, made all the more nerdy by contrast with mainstream hip hop's machismo, subverts that power. The Nerdcore genre has created a transgressive space within the underground hip-hop movement in which marginalized geek culture can claim ownership of an identity alternative to mainstream expectations of gender and race. The content of Nerdcore differentiates itself from mainstream hip-hop by speaking to the heart of "geek" culture, but also utilizes hip-hop's ability to express the oppressed experiences of today's youth. Nerdcore challenges the traditional misogynistic, hyper-masculine mainstream construction associated with both white and black masculinities, and offers a safe space in which to perform alternative masculinities. Nerdcore artists offer a unique new strategy for achieving authenticity as white performers in hip-hop counterculture-a conscious subversion. The geek identity presented by Nerdcore does not attempt to recreate gender and racial stereotypes visible in hip-hop nor does it parody hip-hop culture. Nerdcore performers have developed a space to offer a conscious narrative of subversion for alternative identity performances in hip-hop music. Advisors/Committee Members: Jones, Ricky L..

Subjects/Keywords: Whiteness; Hip hop; Masculinity; Nerdcore

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APA (6^th Edition):

Ronald, J. E. (2012). Alternative performances of race and gender in hip-hop music : nerdcore counterculture. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/1231 ; https://ir.library.louisville.edu/etd/1231

Chicago Manual of Style (16^th Edition):

Ronald, Jessica Elizabeth. “Alternative performances of race and gender in hip-hop music : nerdcore counterculture.” 2012. Masters Thesis, University of Louisville. Accessed April 21, 2021. 10.18297/etd/1231 ; https://ir.library.louisville.edu/etd/1231.

MLA Handbook (7^th Edition):

Ronald, Jessica Elizabeth. “Alternative performances of race and gender in hip-hop music : nerdcore counterculture.” 2012. Web. 21 Apr 2021.

Vancouver:

Ronald JE. Alternative performances of race and gender in hip-hop music : nerdcore counterculture. [Internet] [Masters thesis]. University of Louisville; 2012. [cited 2021 Apr 21]. Available from: 10.18297/etd/1231 ; https://ir.library.louisville.edu/etd/1231.

Council of Science Editors:

Ronald JE. Alternative performances of race and gender in hip-hop music : nerdcore counterculture. [Masters Thesis]. University of Louisville; 2012. Available from: 10.18297/etd/1231 ; https://ir.library.louisville.edu/etd/1231

Virginia Tech

8. Burgess, Melissa Faye. "You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity.

Degree: MS, Sociology, 2011, Virginia Tech

URL: http://hdl.handle.net/10919/32728

► This study seeks to explore variations in the development of racial identities for multiracial Virginians in the 21st century by focusing on the roles that… (more)

Subjects/Keywords: multiracial; identity; autonomy; whiteness; socialization

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APA (6^th Edition):

Burgess, M. F. (2011). "You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32728

Chicago Manual of Style (16^th Edition):

Burgess, Melissa Faye. “"You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity.” 2011. Masters Thesis, Virginia Tech. Accessed April 21, 2021. http://hdl.handle.net/10919/32728.

MLA Handbook (7^th Edition):

Burgess, Melissa Faye. “"You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity.” 2011. Web. 21 Apr 2021.

Vancouver:

Burgess MF. "You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10919/32728.

Council of Science Editors:

Burgess MF. "You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/32728

Colorado State University

9. Bell, Thomas H., III. Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers.

Degree: PhD, Education, 2019, Colorado State University

URL: http://hdl.handle.net/10217/197271

► National data indicated approximately 80 percent of the teaching force is white while the student population continues to become increasingly racially diverse. Teacher education programs… (more)

Subjects/Keywords: teacher education; disruption; whiteness

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APA (6^th Edition):

Bell, Thomas H., I. (2019). Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/197271

Chicago Manual of Style (16^th Edition):

Bell, Thomas H., III. “Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers.” 2019. Doctoral Dissertation, Colorado State University. Accessed April 21, 2021. http://hdl.handle.net/10217/197271.

MLA Handbook (7^th Edition):

Bell, Thomas H., III. “Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers.” 2019. Web. 21 Apr 2021.

Vancouver:

Bell, Thomas H. I. Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10217/197271.

Council of Science Editors:

Bell, Thomas H. I. Portraits of whiteness: examining fragility and the practices that perpetuate and disrupt whiteness among white pre-service teachers. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/197271

University of Canterbury

10. Gray, Claire Frances. White Privilege: Exploring the (in)visibility of Pakeha whiteness.

Degree: MA, Human Services, 2012, University of Canterbury

URL: http://dx.doi.org/10.26021/4466

► Drawing upon critical whiteness theory I examine whiteness and privilege within a New Zealand context, specifically with 15 men and women who self identify as… (more)

Subjects/Keywords: Whiteness; White privilege; Pakeha identity

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APA (6^th Edition):

Gray, C. F. (2012). White Privilege: Exploring the (in)visibility of Pakeha whiteness. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/4466

Chicago Manual of Style (16^th Edition):

Gray, Claire Frances. “White Privilege: Exploring the (in)visibility of Pakeha whiteness.” 2012. Masters Thesis, University of Canterbury. Accessed April 21, 2021. http://dx.doi.org/10.26021/4466.

MLA Handbook (7^th Edition):

Gray, Claire Frances. “White Privilege: Exploring the (in)visibility of Pakeha whiteness.” 2012. Web. 21 Apr 2021.

Vancouver:

Gray CF. White Privilege: Exploring the (in)visibility of Pakeha whiteness. [Internet] [Masters thesis]. University of Canterbury; 2012. [cited 2021 Apr 21]. Available from: http://dx.doi.org/10.26021/4466.

Council of Science Editors:

Gray CF. White Privilege: Exploring the (in)visibility of Pakeha whiteness. [Masters Thesis]. University of Canterbury; 2012. Available from: http://dx.doi.org/10.26021/4466

University of Washington

11. Geary, Devon Elizabeth. Whiteness in American Life: Communication and Race in the Era of Donald Trump.

Degree: 2018, University of Washington

URL: http://hdl.handle.net/1773/41758

► This thesis explored how a collection of individuals self-identifying as white liberals communicated about race in a challenging U.S. cultural moment. Within a few weeks… (more)

Subjects/Keywords: communication; Donald Trump; political whiteness; whiteness; Communication; Communications

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APA (6^th Edition):

Geary, D. E. (2018). Whiteness in American Life: Communication and Race in the Era of Donald Trump. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/41758

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):

Geary, Devon Elizabeth. “Whiteness in American Life: Communication and Race in the Era of Donald Trump.” 2018. Thesis, University of Washington. Accessed April 21, 2021. http://hdl.handle.net/1773/41758.

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

MLA Handbook (7^th Edition):

Geary, Devon Elizabeth. “Whiteness in American Life: Communication and Race in the Era of Donald Trump.” 2018. Web. 21 Apr 2021.

Vancouver:

Geary DE. Whiteness in American Life: Communication and Race in the Era of Donald Trump. [Internet] [Thesis]. University of Washington; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1773/41758.

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

Council of Science Editors:

Geary DE. Whiteness in American Life: Communication and Race in the Era of Donald Trump. [Thesis]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/41758

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

Colorado State University

12. Morrison, Joseph J. Crisis in whiteness: white workingmen's narratives and the American dream.

Degree: MA, Ethnic Studies, 2013, Colorado State University

URL: http://hdl.handle.net/10217/80274

► This project examines the ways in which white working class men make sense of their own socioeconomic positioning in the contemporary U.S. economy. This is… (more)

Subjects/Keywords: ethnic studies; intersectionality; whiteness; whiteness studies; working class; White working class

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APA (6^th Edition):

Morrison, J. J. (2013). Crisis in whiteness: white workingmen's narratives and the American dream. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/80274

Chicago Manual of Style (16^th Edition):

Morrison, Joseph J. “Crisis in whiteness: white workingmen's narratives and the American dream.” 2013. Masters Thesis, Colorado State University. Accessed April 21, 2021. http://hdl.handle.net/10217/80274.

MLA Handbook (7^th Edition):

Morrison, Joseph J. “Crisis in whiteness: white workingmen's narratives and the American dream.” 2013. Web. 21 Apr 2021.

Vancouver:

Morrison JJ. Crisis in whiteness: white workingmen's narratives and the American dream. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10217/80274.

Council of Science Editors:

Morrison JJ. Crisis in whiteness: white workingmen's narratives and the American dream. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80274

Universiteit Utrecht

13. Drost, Rozanne. Behind White Picket Fences.

Degree: 2006, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/13845

The research explores the concept of 'whiteness' in the context of new realism discourse in multiculural Netherlands. Advisors/Committee Members: Wekker, Gloria.

Subjects/Keywords: Letteren; gender; whiteness

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APA (6^th Edition):

Drost, R. (2006). Behind White Picket Fences. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/13845

Chicago Manual of Style (16^th Edition):

Drost, Rozanne. “Behind White Picket Fences.” 2006. Masters Thesis, Universiteit Utrecht. Accessed April 21, 2021. http://dspace.library.uu.nl:8080/handle/1874/13845.

MLA Handbook (7^th Edition):

Drost, Rozanne. “Behind White Picket Fences.” 2006. Web. 21 Apr 2021.

Vancouver:

Drost R. Behind White Picket Fences. [Internet] [Masters thesis]. Universiteit Utrecht; 2006. [cited 2021 Apr 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/13845.

Council of Science Editors:

Drost R. Behind White Picket Fences. [Masters Thesis]. Universiteit Utrecht; 2006. Available from: http://dspace.library.uu.nl:8080/handle/1874/13845

San Jose State University

14. Foran, Robert Michael. The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County.

Degree: MS, Environmental Studies, 2018, San Jose State University

URL: https://doi.org/10.31979/etd.49d9-b55t ; https://scholarworks.sjsu.edu/etd_theses/4965

► Using frameworks from critical race theory, social movement theory, and community-based activism, this thesis explores the phenomena of white fragility, white guilt, and colorblind… (more)

Subjects/Keywords: activism; positionality; social justice; white fragility; whiteness

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APA (6^th Edition):

Foran, R. M. (2018). The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.49d9-b55t ; https://scholarworks.sjsu.edu/etd_theses/4965

Chicago Manual of Style (16^th Edition):

Foran, Robert Michael. “The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County.” 2018. Masters Thesis, San Jose State University. Accessed April 21, 2021. https://doi.org/10.31979/etd.49d9-b55t ; https://scholarworks.sjsu.edu/etd_theses/4965.

MLA Handbook (7^th Edition):

Foran, Robert Michael. “The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County.” 2018. Web. 21 Apr 2021.

Vancouver:

Foran RM. The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County. [Internet] [Masters thesis]. San Jose State University; 2018. [cited 2021 Apr 21]. Available from: https://doi.org/10.31979/etd.49d9-b55t ; https://scholarworks.sjsu.edu/etd_theses/4965.

Council of Science Editors:

Foran RM. The Whiteness of the Elephant in the Room: How White Guilt, White Fragility, and Colorblind Racial Ideology Shape Environmental and Social Justice Activism in Santa Cruz County. [Masters Thesis]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.49d9-b55t ; https://scholarworks.sjsu.edu/etd_theses/4965

University of Utah

15. Warburton, Trevor Thayne. Solving for irrational zeros: whiteness in mathematics teacher education.

Degree: PhD, Education, Culture & Society, 2015, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3985/rec/2216

► For many, mathematics and social justice are perceived as incompatible. Several mathematics education researchers have noted resistance to social justice among mathematics teachers. However, mathematics… (more)

Subjects/Keywords: Critical Discourse Analysis; Social Justice; Whiteness

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APA (6^th Edition):

Warburton, T. T. (2015). Solving for irrational zeros: whiteness in mathematics teacher education. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3985/rec/2216

Chicago Manual of Style (16^th Edition):

Warburton, Trevor Thayne. “Solving for irrational zeros: whiteness in mathematics teacher education.” 2015. Doctoral Dissertation, University of Utah. Accessed April 21, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3985/rec/2216.

MLA Handbook (7^th Edition):

Warburton, Trevor Thayne. “Solving for irrational zeros: whiteness in mathematics teacher education.” 2015. Web. 21 Apr 2021.

Vancouver:

Warburton TT. Solving for irrational zeros: whiteness in mathematics teacher education. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2021 Apr 21]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3985/rec/2216.

Council of Science Editors:

Warburton TT. Solving for irrational zeros: whiteness in mathematics teacher education. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3985/rec/2216

University of Tasmania

16. Moore, R. The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010.

Degree: 2016, University of Tasmania

URL: https://eprints.utas.edu.au/23467/1/Moore_whole_thesis.pdf

► This thesis examines representations of whiteness and otherness in Australian secondary school social science textbooks from 1950-2010. Using textbooks as records of dominant narratives, I… (more)

▼ This thesis examines representations of whiteness and otherness in Australian secondary school social science textbooks from 1950-2010. Using textbooks as records of dominant narratives, I identify continuities and changes to the visibility and substantive nature of whiteness and otherness over this period. In particular, I analyse the discursive shifts which facilitated the transition in whiteness from a symbol of overt superiority to one of normality, characterised by ‘unknowing’. Utilising a theoretical framework comprising critical whiteness studies and ignorance theory, I employ content and critical discourse analysis to investigate how dominant discourses produce and maintain categories of belonging and exclusion. I focus on the role of ignorance in the perpetuation of these categories despite substantial legislative and social change during the research period, signified by the transition from the White Australia era to multiculturalism. Textbooks reflect the shift in the broader polity over the research period: White dominance persists by becoming unmarked. Although representations of whiteness and otherness in textbooks become less visible, the constructs themselves endure. Similarly, Whites’ position at the centre of the nation and non-Whites’ at the margins persists despite changes to the substantive nature of these constructs: less overt assertions of White superiority and constructions of others as different rather than deficient. Even the increased representation of non-Whites fails to unsettle this dynamic; by siloing this content, dominant whiteness is not disrupted. Continuities despite apparent change are enabled by White ignorance. The absence of overt assertions of White superiority and non-White deficiency in the multicultural era maintains White racial dominance while engendering White ignorance by rendering constructions of whiteness and otherness less explicit. In conjunction with the reduced visibility of these constructs, these less overt formulations shield the racialised nature of the polity from critique, ensuring that White ignorance is reproduced rather than interrupted. These discursive strategies (re)construct Australianness as White, irrespective of the racial diversity of the contemporary Australian population.

Subjects/Keywords: whiteness; Australian history; epistemologies of ignorance; education

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APA (6^th Edition):

Moore, R. (2016). The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23467/1/Moore_whole_thesis.pdf

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):

Moore, R. “The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010.” 2016. Thesis, University of Tasmania. Accessed April 21, 2021. https://eprints.utas.edu.au/23467/1/Moore_whole_thesis.pdf.

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

MLA Handbook (7^th Edition):

Moore, R. “The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010.” 2016. Web. 21 Apr 2021.

Vancouver:

Moore R. The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2021 Apr 21]. Available from: https://eprints.utas.edu.au/23467/1/Moore_whole_thesis.pdf.

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

Council of Science Editors:

Moore R. The more things change, the more they stay the same : representations of whiteness in Australian history narratives 1950-2010. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23467/1/Moore_whole_thesis.pdf

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

University of California – Irvine

17. Gilmore, John Garrett Bridger. The White Man's Magic Word: Southern Knowledge and White Racial Melancholy.

Degree: English, 2018, University of California – Irvine

URL: http://www.escholarship.org/uc/item/6wk2392k

► “The White Man’s Magic Word: Southern Knowledge and White Racial Melancholy” re-evaluates the uses to which the memory of slavery is put in white-authored modernist… (more)

Subjects/Keywords: American literature; Melancholy; Racism; Southern Literature; Whiteness

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APA (6^th Edition):

Gilmore, J. G. B. (2018). The White Man's Magic Word: Southern Knowledge and White Racial Melancholy. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/6wk2392k

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):

Gilmore, John Garrett Bridger. “The White Man's Magic Word: Southern Knowledge and White Racial Melancholy.” 2018. Thesis, University of California – Irvine. Accessed April 21, 2021. http://www.escholarship.org/uc/item/6wk2392k.

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

MLA Handbook (7^th Edition):

Gilmore, John Garrett Bridger. “The White Man's Magic Word: Southern Knowledge and White Racial Melancholy.” 2018. Web. 21 Apr 2021.

Vancouver:

Gilmore JGB. The White Man's Magic Word: Southern Knowledge and White Racial Melancholy. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2021 Apr 21]. Available from: http://www.escholarship.org/uc/item/6wk2392k.

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

Council of Science Editors:

Gilmore JGB. The White Man's Magic Word: Southern Knowledge and White Racial Melancholy. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/6wk2392k

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

University of Toronto

18. Dennis, Elisabeth. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.

Degree: 2018, University of Toronto

URL: http://hdl.handle.net/1807/91583

►

Through analysis of results from four in-depth interviews and two online forums, this thesis examines the current views White Canadian university students hold about Chinese… (more)

Subjects/Keywords: Chinese Canadians; Discourses; White Hegemony; Whiteness; 0515

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APA (6^th Edition):

Dennis, E. (2018). Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91583

Chicago Manual of Style (16^th Edition):

Dennis, Elisabeth. “Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.” 2018. Masters Thesis, University of Toronto. Accessed April 21, 2021. http://hdl.handle.net/1807/91583.

MLA Handbook (7^th Edition):

Dennis, Elisabeth. “Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.” 2018. Web. 21 Apr 2021.

Vancouver:

Dennis E. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1807/91583.

Council of Science Editors:

Dennis E. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91583

Wayne State University

19. Anderson, Dale Compton. Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners.

Degree: PhD, Communication, 2014, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/1113

► Whites make up the majority of hip-hop consumers and participants. However, scholars have created a clear link between hip-hop, the African American community, and… (more)

Subjects/Keywords: Authenticity; Hip-Hop; Metamodern; Whiteness; Communication

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APA (6^th Edition):

Anderson, D. C. (2014). Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1113

Chicago Manual of Style (16^th Edition):

Anderson, Dale Compton. “Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners.” 2014. Doctoral Dissertation, Wayne State University. Accessed April 21, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1113.

MLA Handbook (7^th Edition):

Anderson, Dale Compton. “Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners.” 2014. Web. 21 Apr 2021.

Vancouver:

Anderson DC. Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2021 Apr 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1113.

Council of Science Editors:

Anderson DC. Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1113

University of Arizona

20. Krafft, Martin. Matriarch .

Degree: 2020, University of Arizona

URL: http://hdl.handle.net/10150/642014

► matriarch is an installation reflecting upon the death of my grandmother. Centered around a three-part experimental documentary of the same name, it considers the ways… (more)

Subjects/Keywords: Aging; Death; Documentary; Family; Mourning; Whiteness

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APA (6^th Edition):

Krafft, M. (2020). Matriarch . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/642014

Chicago Manual of Style (16^th Edition):

Krafft, Martin. “Matriarch .” 2020. Masters Thesis, University of Arizona. Accessed April 21, 2021. http://hdl.handle.net/10150/642014.

MLA Handbook (7^th Edition):

Krafft, Martin. “Matriarch .” 2020. Web. 21 Apr 2021.

Vancouver:

Krafft M. Matriarch . [Internet] [Masters thesis]. University of Arizona; 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10150/642014.

Council of Science Editors:

Krafft M. Matriarch . [Masters Thesis]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642014

Colorado State University

21. Webb, Leslie J. Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71600

► Four white student affairs educators shared their histories, experiences, and critical incidents that helped shape their focus on inclusive practice at predominantly white institutions of… (more)

▼ Four white student affairs educators shared their histories, experiences, and critical incidents that helped shape their focus on inclusive practice at predominantly white institutions of higher education. Critical white studies and the construction of whiteness, identity development models, privilege, multicultural competence and consciousness, and social justice provided a conceptual framework for this narrative inquiry. Through a series of interviews, participants shared their understanding of identity, critical incidents that influenced their development, and their experiences as engaged white student affairs educators. Eighteen total themes were developed in this study throughout the participant's stories. The most emergent themes developed in the study included (1) Contextualized Identity, (2) Individual Story, (3) Action and Presence, (4) Core Values and Beliefs, (5) Responsibility and Accountability, (6) Transformational Practice, (7) Campus Ecology, (8) Justice, (9) Assessment, (10) Spirituality, (11) Progressive and Continual Development, (12) Self-reflexivity, and (13) Emotional Intelligence and Mindfulness. Overarching findings included the possibility of developing "positive" white identities that make space for inclusive practice; race privilege and the relationship to power must be examined in order to locate and understand self in the context of engaging in justice work; various stages exist within the process of coming to terms with a "positive" white identity; and, personal and professional development is continual and ongoing. Participants expressed challenges coming to terms with whiteness through memory recall and critical incident exploration, acknowledged unearned privileges, articulated the interconnectedness of their multiple layers of identity, and lived with the conflict and messiness surrounding their identity and how it influences their practice. Possibilities for future research are also provided. Advisors/Committee Members: Aragon, Antonette (advisor), Davies, Timothy (committee member), Jennings, Louise (committee member), Hempel, Lynn (committee member).

Subjects/Keywords: cultural consciousness; leadership; student affairs; whiteness

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APA (6^th Edition):

Webb, L. J. (2012). Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71600

Chicago Manual of Style (16^th Edition):

Webb, Leslie J. “Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders.” 2012. Doctoral Dissertation, Colorado State University. Accessed April 21, 2021. http://hdl.handle.net/10217/71600.

MLA Handbook (7^th Edition):

Webb, Leslie J. “Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders.” 2012. Web. 21 Apr 2021.

Vancouver:

Webb LJ. Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10217/71600.

Council of Science Editors:

Webb LJ. Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71600

University of Manitoba

22. Eidse, Joy. Increasing awareness of racial identity among white social workers - a narrative approach.

Degree: Social Work, 2018, University of Manitoba

URL: http://hdl.handle.net/1993/33413

► This study was developed on the premise that lack of white racial identity awareness is a contributor to the experience of racism in the social… (more)

Subjects/Keywords: racism; whiteness; narrative; Social work; critical theory

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APA (6^th Edition):

Eidse, J. (2018). Increasing awareness of racial identity among white social workers - a narrative approach. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33413

Chicago Manual of Style (16^th Edition):

Eidse, Joy. “Increasing awareness of racial identity among white social workers - a narrative approach.” 2018. Masters Thesis, University of Manitoba. Accessed April 21, 2021. http://hdl.handle.net/1993/33413.

MLA Handbook (7^th Edition):

Eidse, Joy. “Increasing awareness of racial identity among white social workers - a narrative approach.” 2018. Web. 21 Apr 2021.

Vancouver:

Eidse J. Increasing awareness of racial identity among white social workers - a narrative approach. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1993/33413.

Council of Science Editors:

Eidse J. Increasing awareness of racial identity among white social workers - a narrative approach. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33413

University of Illinois – Chicago

23. Moutinho, Shannon Marie. Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum.

Degree: 2019, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23868

► This study examines how sign language interpreter curriculum functions to reinforce and reproduce white dominance in the field of sign language interpreting. At more than… (more)

Subjects/Keywords: Inclusive Deaf Studies; Sign Language Interpreting; Whiteness

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APA (6^th Edition):

Moutinho, S. M. (2019). Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23868

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):

Moutinho, Shannon Marie. “Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum.” 2019. Thesis, University of Illinois – Chicago. Accessed April 21, 2021. http://hdl.handle.net/10027/23868.

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

MLA Handbook (7^th Edition):

Moutinho, Shannon Marie. “Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum.” 2019. Web. 21 Apr 2021.

Vancouver:

Moutinho SM. Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10027/23868.

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

Council of Science Editors:

Moutinho SM. Reproducing Whiteness in Sign Language Interpreter Education: A Critical Examination of Curriculum. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23868

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

Victoria University of Wellington

24. Maplesden, Allison. Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films.

Degree: 2009, Victoria University of Wellington

URL: http://hdl.handle.net/10063/981

► This thesis proposes to critically examine the ways in which whiteness and femininity are represented in recent Disney animated films. It will be contended that… (more)

Subjects/Keywords: Disney; Femininity; Whiteness

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APA (6^th Edition):

Maplesden, A. (2009). Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/981

Chicago Manual of Style (16^th Edition):

Maplesden, Allison. “Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films.” 2009. Masters Thesis, Victoria University of Wellington. Accessed April 21, 2021. http://hdl.handle.net/10063/981.

MLA Handbook (7^th Edition):

Maplesden, Allison. “Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films.” 2009. Web. 21 Apr 2021.

Vancouver:

Maplesden A. Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films. [Internet] [Masters thesis]. Victoria University of Wellington; 2009. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10063/981.

Council of Science Editors:

Maplesden A. Embodying Disney Dreams: the Representation of Femininity and Whiteness in Recent Disney Animated Films. [Masters Thesis]. Victoria University of Wellington; 2009. Available from: http://hdl.handle.net/10063/981

University of Victoria

25. Clausing, Hayley. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.

Degree: School of Child and Youth Care, 2015, University of Victoria

URL: http://hdl.handle.net/1828/6469

► A narrative of denial and ignorance of colonial history is pervasive in Canadian school curriculum. Generations of Canadians children learn about history without adequate understanding… (more)

Subjects/Keywords: colonialism; pedagogy; curriculum; racialized ignorance; Indigenous; Whiteness

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APA (6^th Edition):

Clausing, H. (2015). Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6469

Chicago Manual of Style (16^th Edition):

Clausing, Hayley. “Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.” 2015. Masters Thesis, University of Victoria. Accessed April 21, 2021. http://hdl.handle.net/1828/6469.

MLA Handbook (7^th Edition):

Clausing, Hayley. “Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.” 2015. Web. 21 Apr 2021.

Vancouver:

Clausing H. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1828/6469.

Council of Science Editors:

Clausing H. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6469

University of Vermont

26. Yacubian, Faith. A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2020, University of Vermont

URL: https://scholarworks.uvm.edu/graddis/1319

► Higher education in the United States has largely been influenced by colonial discourse. Archetypes of the academy, namely the professoriate, reflect and inhabit traces… (more)

Subjects/Keywords: academic freedom; colonialism; epistemic whiteness; professoriate

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APA (6^th Edition):

Yacubian, F. (2020). A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/1319

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):

Yacubian, Faith. “A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom.” 2020. Thesis, University of Vermont. Accessed April 21, 2021. https://scholarworks.uvm.edu/graddis/1319.

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

MLA Handbook (7^th Edition):

Yacubian, Faith. “A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom.” 2020. Web. 21 Apr 2021.

Vancouver:

Yacubian F. A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom. [Internet] [Thesis]. University of Vermont; 2020. [cited 2021 Apr 21]. Available from: https://scholarworks.uvm.edu/graddis/1319.

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

Council of Science Editors:

Yacubian F. A Critical Discourse Analysis Of The Professoriate And The Embodiment Of Epistemic Coloniality/whiteness: A Call For A Contemplative Approach To Academic Freedom. [Thesis]. University of Vermont; 2020. Available from: https://scholarworks.uvm.edu/graddis/1319

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

University of Toronto

27. Bejan, Raluca. Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion.

Degree: PhD, 2018, University of Toronto

URL: http://hdl.handle.net/1807/102854

►

This dissertation contests the ontological social work interpretations addressing issues of societal inclusion and exclusion for migrant populations. Outcomes of societal advantage and disadvantage, of… (more)

▼

This dissertation contests the ontological social work interpretations addressing issues of societal inclusion and exclusion for migrant populations. Outcomes of societal advantage and disadvantage, of privilege and oppression, as the colloquial social work jargon designates, resulting from distributive inclusionary-exclusionary processes, are generally abstracted on identitarian categorical markers (i.e., gender, class, race) and subsequently interpreted through intersectional matrices of analysis. Categorical whiteness, taken as a fixed classification to denote fair skin colour possessed by those originating from Caucasian racial ancestries, particularly from European ethnic backgrounds, has grown to represent the universal marker grounding analyses of privilege. Yet the assumption that whiteness is the same (i.e., European, biologically marked by skin colour and privileged) across the globe, in every social circumstance, and universally traversing national communities of value, is highly problematic, since interpretations of categorical markers depend on particular geo-political and national referential frames. In comparing and contrasting the inclusionary and exclusionary logic determining aspects of societal marginalization for two populations, skilled migrants to Canada, and Romanian and Bulgarian migrants to United Kingdom (UK), this dissertation demonstrates that: 1) a universal taxonomy of whiteness as explanatory for outcomes of inclusion and exclusion does not hold within transnational contexts; 2) current understandings of ontological whiteness are constructed on a false epistemological presumption of equivalence that synonymizes colonialism with Europeanness, Europeanness with whiteness, and whiteness with colonialism; 3) the theory of intersectionality, generally used to contextualize particular outcomes of privilege and oppression, is limited in analyzing inclusionary-exclusionary processes; and it proposes, in turn: 4) the adoption of a sameness-difference dialectical reasoning to guide inclusionary/exclusionary analyses for transnational migrant populations.

2020-11-16 00:00:00

Advisors/Committee Members: Tsang, A. Ka Tat, Social Work.

Subjects/Keywords: Exclusion; Identity; Inclusion; Migration; Nationality; Whiteness; 0452

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

APA (6^th Edition):

Bejan, R. (2018). Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/102854

Chicago Manual of Style (16^th Edition):

Bejan, Raluca. “Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 21, 2021. http://hdl.handle.net/1807/102854.

MLA Handbook (7^th Edition):

Bejan, Raluca. “Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion.” 2018. Web. 21 Apr 2021.

Vancouver:

Bejan R. Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1807/102854.

Council of Science Editors:

Bejan R. Sameness and Difference in Canada and the UK: Interrogating whiteness as a categorical marker within interpretative matrices of inclusion and exclusion. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/102854

University of Florida

28. Seay, Travis Logan. "I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

URL: https://ufdc.ufl.edu/UFE0055735

► The influence of place on secondary history teachers' classroom engagement in topics of race and racism has been understudied. As the locus of interaction between… (more)

▼ The influence of place on secondary history teachers' classroom engagement in topics of race and racism has been understudied. As the locus of interaction between teachers and students, the historical-social context of school, classroom, and community can reveal barriers to practicing anti-racist history education. While some studies document gaps between social studies teachers' knowledge about race and their deployment of such knowledge in their classrooms, explanations for these gaps often do not center teachers' interactions with students in a diverse setting. This study uses a framework of cultural memory that draws from Critical Race Theory and Critical Whiteness scholarship, and it situates racial and historical knowledge as embodied, social features of the teaching and learning setting. As a narrative case study, this project focuses on a white female history teacher's experiences of negotiating racial boundaries in a rural community and examines barriers to implementing racially conscious teaching in this setting. Drawing from interview data, I examine the teacher's cultural memory of racism in her early life and career. This process is aided by the use of photo elicitation, which draws out conceptual and affective dimensions of the teacher's historical consciousness. Narrative analysis of data from these interviews, from classroom observations, and from instructional materials reveals tensions between her memory and cultural memories of race among African American students in her classes. The teacher's intrapersonal deliberations about social difference in history and in the present day frame her approach to managing racial discourse in the classroom. I refer to this approach as containment and argue that it protects a habitus of whiteness in the local setting. Containment silences counter narratives and enables the social reproduction of affective and cognitive structures that exclude and marginalize. Further research might expand the approach taken in this study to a variety of contexts in order to compare the interaction of cultural memories and the ways in which they facilitate or impede anti-racist teaching. ( en ) Advisors/Committee Members: Washington,Elizabeth Anne (committee chair), Bondy,Elizabeth (committee member), Terzian,Sevan G (committee member), Mccray,Erica Djuan (committee member).

Subjects/Keywords: education – history – memory – race – teaching – whiteness

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

APA (6^th Edition):

Seay, T. L. (2019). "I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0055735

Chicago Manual of Style (16^th Edition):

Seay, Travis Logan. “"I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School.” 2019. Doctoral Dissertation, University of Florida. Accessed April 21, 2021. https://ufdc.ufl.edu/UFE0055735.

MLA Handbook (7^th Edition):

Seay, Travis Logan. “"I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School.” 2019. Web. 21 Apr 2021.

Vancouver:

Seay TL. "I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2021 Apr 21]. Available from: https://ufdc.ufl.edu/UFE0055735.

Council of Science Editors:

Seay TL. "I Don't Want to Cause Trouble" A White History Teacher's Negotiation of Racial Boundaries in a Diverse Rural School. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0055735

University of Florida

29. Mendis, Kokila U. Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color.

Degree: PhD, Political Science, 2017, University of Florida

URL: https://ufdc.ufl.edu/UFE0051478

► This dissertation serves two purposes: it problematizes the claims made by multicultural political theorists and their critics that culture is the salient explanatory variable for… (more)

Subjects/Keywords: immigration – integration – intersectionality – race – sweden – whiteness

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

APA (6^th Edition):

Mendis, K. U. (2017). Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0051478

Chicago Manual of Style (16^th Edition):

Mendis, Kokila U. “Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color.” 2017. Doctoral Dissertation, University of Florida. Accessed April 21, 2021. https://ufdc.ufl.edu/UFE0051478.

MLA Handbook (7^th Edition):

Mendis, Kokila U. “Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color.” 2017. Web. 21 Apr 2021.

Vancouver:

Mendis KU. Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2021 Apr 21]. Available from: https://ufdc.ufl.edu/UFE0051478.

Council of Science Editors:

Mendis KU. Problematizing Multiculturalism Race and the Integration Experiences of Swedish Women of Color. [Doctoral Dissertation]. University of Florida; 2017. Available from: https://ufdc.ufl.edu/UFE0051478

University of Ottawa

30. Faize, Geti. Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing.

Degree: MA, Sciences sociales / Social Sciences, 2020, University of Ottawa

URL: http://dx.doi.org/10.20381/ruor-25488

► The literature on migration has typically described those who have migrated out of necessity as being in some form of exile, longing to return to… (more)

Subjects/Keywords: Belonging; Migration; Homemaking; Identity; Afghan; Whiteness

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

APA (6^th Edition):

Faize, G. (2020). Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing. (Masters Thesis). University of Ottawa. Retrieved from http://dx.doi.org/10.20381/ruor-25488

Chicago Manual of Style (16^th Edition):

Faize, Geti. “Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing.” 2020. Masters Thesis, University of Ottawa. Accessed April 21, 2021. http://dx.doi.org/10.20381/ruor-25488.

MLA Handbook (7^th Edition):

Faize, Geti. “Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing.” 2020. Web. 21 Apr 2021.

Vancouver:

Faize G. Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing. [Internet] [Masters thesis]. University of Ottawa; 2020. [cited 2021 Apr 21]. Available from: http://dx.doi.org/10.20381/ruor-25488.

Council of Science Editors:

Faize G. Exploring Generation 1.5 Afghan Experiences of Homemaking and (Be)longing. [Masters Thesis]. University of Ottawa; 2020. Available from: http://dx.doi.org/10.20381/ruor-25488

Open Access Theses and Dissertations