Discourses, Spaces and Reconciliation in Joy Kogawa‟S Obasan and Daphne Marlatt‟S Ana Historic
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Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice. -
AP Lit 2019 Summer Reading
AP Literature and Composition Summer Reading List 2019-2020 Drama Ayad Akhtar- The Who & The What Suzan-Lori Parks- Topdog/Underdog Samuel Beckett- Waiting for Godot Yasmina Reza- God of Carnage Euripides- The Bacchae Peter Shaffer- Equus Edward Albee- Who’s Afraid of Virginia Woolf? William Shakespeare- King Lear Anton Chekhov- Three Sisters William Shakespeare- Henry V Kristoffer Diaz- The Elaborate Entrance of Chad Deity Sophocles- Antigone T.S. Eliot- Murder in the Cathedral Sophocles- Oedipus Rex David Henry Hwang- M. Butterfly Tennessee Williams- The Glass Menagerie Tony Kushner- Angels in America August Wilson- Gem of the Ocean Eugene O’Neill- Long Day’s Journey Into Night George C. Wolfe- The Colored Museum Literature Chimamanda Adichie - Americanah Thomas Hardy- Tess of the d’Urbervilles Chimamanda Adichie - Half of a Yellow Sun Ernest Hemingway- The Sun Also Rises Rudolfo Anaya- Bless Me Ultima James Joyce- A Portrait of the Artist as a Young Man Jane Austen- Northanger Abbey James Joyce- Ulysses Jane Austen- Pride and Prejudice Joy Kogawa- Obasan James Baldwin- Go Tell it on the Mountain Chang-Rae Lee- Native Speaker Charlotte Brontë- Jane Eyre Gabriel García Márquez- One Hundred Years of Solitude Emily Brontë- Wuthering Heights Gabriel García Márquez- Love in the Time of Cholera Kate Chopin- The Awakening Herman Melville- Billy Budd Sandra Cisneros- Woman Hollering Creek Herman Melville- Moby Dick Joseph Conrad- Heart of Darkness Toni Morrison- Sula Edwidge Danticat- Breath, Eyes, Memory Flannery O’Connor- Wise Blood Junot Diaz- The Brief Wondrous Life of Oscar Wao Alan Paton- Cry, the Beloved Country Charles Dickens- Bleak House Leslie Marmon Silko- Ceremony Charles Dickens- Great Expectations Upton Sinclair- The Jungle Fyodor Dostoevsky- Crime and Punishment Leo Tolstoy- Anna Karenina William Faulkner- The Sound and the Fury Edith Wharton- Ethan Frome George Eliot- The Mill on the Floss Virginia Woolf- Mrs. -
Who Is Afro-Latin@? Examining the Social Construction of Race and Négritude in Latin America and the Caribbean
Social Education 81(1), pp 37–42 ©2017 National Council for the Social Studies Teaching and Learning African American History Who is Afro-Latin@? Examining the Social Construction of Race and Négritude in Latin America and the Caribbean Christopher L. Busey and Bárbara C. Cruz By the 1930s the négritude ideological movement, which fostered a pride and conscious- The rejection of négritude is not a ness of African heritage, gained prominence and acceptance among black intellectuals phenomenon unique to the Dominican in Europe, Africa, and the Americas. While embraced by many, some of African Republic, as many Latin American coun- descent rejected the philosophy, despite evident historical and cultural markers. Such tries and their respective social and polit- was the case of Rafael Trujillo, who had assumed power in the Dominican Republic ical institutions grapple with issues of in 1930. Trujillo, a dark-skinned Dominican whose grandmother was Haitian, used race and racism.5 For example, in Mexico, light-colored pancake make-up to appear whiter. He literally had his family history African descended Mexicans are socially rewritten and “whitewashed,” once he took power of the island nation. Beyond efforts isolated and negatively depicted in main- to alter his personal appearance and recast his own history, Trujillo also took extreme stream media, while socio-politically, for measures to erase blackness in Dominican society during his 31 years of dictatorial the first time in the country’s history the rule. On a national level, Trujillo promoted -
Vice in the Veil of Justice: Embedding Race and Gender in Frontier Tourism Daniel Richard Maher University of Arkansas, Fayetteville
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2013 Vice in the Veil of Justice: Embedding Race and Gender in Frontier Tourism Daniel Richard Maher University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Folklore Commons, Social and Cultural Anthropology Commons, and the United States History Commons Recommended Citation Maher, Daniel Richard, "Vice in the Veil of Justice: Embedding Race and Gender in Frontier Tourism" (2013). Theses and Dissertations. 817. http://scholarworks.uark.edu/etd/817 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Vice in the Veil of Justice: Embedding Race and Gender in Frontier Tourism Vice in the Veil of Justice: Embedding Race and Gender in Frontier Tourism A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Anthropology By Daniel R. Maher Illinois State University Bachelor of Science in Sociology, 1990 Illinois State University Master of Science in Sociology, 1992 August 2013 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. ________________________________________ Dr. Kirstin Erickson Dissertation Director ________________________________________ ____________________________________ Dr. JoAnn D’Alisera Dr. Ted Swedenburg Committee Member Committee Member _________________________________________ Dr. Patrick Williams Committee Member ABSTRACT This dissertation analyzes how “frontier” discourses in Fort Smith, Arkansas simultaneously constitute mythological narratives that elide the deleterious effects of imperialism, racism, and sexism, while they operate as marketing schemes in the wager that they will attract cultural heritage tourists. -
Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Nagoya Gakuin University Repository Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality 著者 マグラス ポール D. journal or THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of publication title Nagoya Gakuin University; LANGUAGE and CULTURE volume 26 number 2 page range 33-44 year 2015-03-31 URL http://doi.org/10.15012/00000431 Copylight (c) 2015 Paul D. MCGRATH 名古屋学院大学論集 言語・文化篇 第 26 巻 第 2 号 pp. 33―44 〔Article〕 Joy Kogawa’s Obasan: Incarnational Theology and Shinto Materiality Paul D. MCGRATH Faculty of Foreign Studies Nagoya Gakuin University Abstract Critics agree that Joy Kogawa’s Obasan is a work charged with a powerful spirituality. This paper attempts to analyze that spirituality by identifying elements of Christian Incarnational theology as well as Shinto materiality. An understanding of Kogawa’s unique blending of these elements helps the reader to understand the protagonist Naomi’s moments of enlightenment in the final pages of the novel. Keywords: Kogawa, Obasan, Incarnational theology, Shintoism, materiality, Japanese Canadian history Joy KogawaのObasanにおける Anglican Incarnationalismと神道の物象主義 ポール D. マグラス 名古屋学院大学外国語学部 発行日 2015年3月31日 ― 33 ― 名古屋学院大学論集 Joy Kogawa’s first novel, Obasan (1981), deals with the painful dispersal of the Japanese Canadian population of British Columbia into the interior of Canada during World War II. It sets the story of one young girl, Naomi, against the larger picture of the community’s dispersal. Naomi’s story is particularly painful because it involves her permanent separation from her mother, who had traveled to Japan just before the evacuation emergency brought on by Pearl Harbor. -
Seneca County History
A History of Seneca County Until About 1830 A Talk by Seneca County Historian Walt Gable for the Twentieth Century Club of Ovid on February 9, 2009 Seneca County was established on March 24, 1804, by action of the NYS Legislature and Governor, by separating the western part of Cayuga County off as a new Seneca County. At the time of its creation, Seneca County stretched from Lake Ontario to south of Ithaca. Today, Seneca County is smaller and is often referred to as the “County Between the Lakes.” The present Finger Lakes were formed after the retreat of the latest glacier, about 10,000 years ago. Glaciers had made steep valley walls to the rivers that ran basically north-south. Glacial debris dammed up these rivers at their northern ends. Streams flowing into these rivers with the steep valley walls rapidly cut into the soft shales of the hillsides formed the present-day gorges that most of these streams have with in one mile of Cayuga and Seneca lakes. A. Before European American Settlement Before the Revolutionary War, the area now covered by Seneca County was not settled by whites (European Americans). As early as 3500 B.C., we have the so-called Lamoka culture, based on evidence found at Tyrone in Schuyler County, Frontenac Island in Cayuga Lake and the Lawson Site in northern Seneca County. Significantly, Frontenac Island is the only island in the Finger Lakes. Excavations there in 1939-40 by William Ritchie of the Rochester Museum, suggest that the people of the Lamoka culture used this one-acre island for fishing and hunting, had the knowledge of use of fire, and used such musical instruments as flutes and whistles.1 The Iroquois Confederacy was founded in the 16th century in what is now central New York State.2 Our present Seneca County was the home of the Cayuga and Seneca Indians, two of the six tribes making up this Iroquois Confederacy. -
Pied Piper of Canadian Nationalism (Andjoy Kogawas Ambivalent Antiphony)
Multiculturalism: Pied Piper of Canadian Nationalism (AndJoy Kogawas Ambivalent Antiphony) HEATHER ZWICKER IN THE EARLY 1990s, the Department of Multiculturalism and Citizenship published a series of jingoistic pamphlets to explain Canadian multicultural policy. Given such titles as Multicultural• ism: What is it Really About'?And Canadian Citizenship: What Does It Mean to You?, these pamphlets explicitly articulate multicultur- alist common sense. For example, the Minister's opening re• marks to Multiculturalism: What Is It Really About?states, in part, [m]y hope for the future of Canada is for. a country where peo• ple feel comfortable with one another, are tolerant and under• standing with one another, and where each person recognizes they have the same opportunities, responsibilities, and privileges. (n.p.) Few would hope for anything different. But whereas most pro• gressives would base such hope on material ameliorations such as meaningful employment integration, an end to police brutal• ity, or the elimination of racial profiling, Multiculturalism Can• ada's optimism rests explicitly on an idealist chronological narrative of national progress. The same pamphlet goes on to assert: Canada has been multicultural from the beginning. ... It has been gradually extending the same rights and responsibilities to all of its citizens. Although this process is often slow and faces tough obsta• cles, progress has been steady, and still continues. (3-4) This upbeat assertion whitewashes Canadian history, breezing by not just the genocide of First Nations people, but also other ARIEL: A Review of International English Literature, 32:4, October 2001 148 HEATHER ZWICKER watersheds of officially sanctioned racism like the Chinese Immigrant Exclusion Act in effect from 1923 until 1947, or the internment of Japanese Canadians during World War II. -
All In-Coming 9 Th Graders Are Required to Read JRR Tolkien's the Hobbit
CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 MANDATORY SUMMER READING CREDIT ASSIGNMENTS • All in-coming 9th graders are required to read J. R. R. Tolkien’s The Hobbit for Mr. Garavuso • All rising 10th graders are required to read J. R. R. Tolkien’s Fellowship of the Ring for Mr. Garavuso o NOTE: Neither of the two additional summer books for tenth graders from the attached reading list may be a continuation of the Lord of the Rings series (per Mr. G). • All rising 11th graders must read & own copies to bring to class in August of the following TWO BOOKS 1. Metaphors We Live By - by George Lakoff and Mark Johnson [ISBN 0-226-46801-1 • University of Chicago Press] 2. Labyrinths: Selected Stories & Other Other Writings by Jorge Luis Bores [New Directions Press (May 30, 2007) ISBN 10: 0811216993 OR 13: 978-0811216999/Paperback] Third book is free choice from the list with Criteria Responses General Comments You are requested to read a minimum of three (3) books over the summer months. Of course, you may read more than three books and all others of your choice that are not on this list. However, you must read the above book noted as “required” for your grade level plus two (2) additional books from the attached list. Please do not ask permission to substitute any book for one from this list. For each of the three books that you read for Summer Reading Credit, please respond in essay format to the nine (9) writing prompts listed on the next page (Bloggers may post responses in separate messages). -
The Nativist Lobby Three Faces of Intolerance
The Nativist Lobby Three Faces of Intolerance A Report from the Southern Poverty Law Center Montgomery, Alabama February 2009 The Nativist Lobby Three Faces of Intolerance By Heidi BeiricH • edited By Mark Potok the southern poverty law center is a nonprofit organization that combats hate, intolerance and discrimination through education and litigation. Its Intelligence Project, which prepared this report and also produces the quarterly investigative magazine Intelligence Report, tracks the activities of hate groups and the nativist movement and monitors militia and other extremist anti- government activity. Its Teaching Tolerance project helps foster respect and understanding in the classroom. Its litigation arm files lawsuits against hate groups for the violent acts of their members. MEDIA AND GENERAL INQUIRIES Mark Potok, Editor Heidi Beirich Southern Poverty Law Center 400 Washington Ave., Montgomery, Ala. (334) 956-8200 www.splcenter.org • www.intelligencereport.org • www.splcenter.org/blog This report was prepared by the staff of the Intelligence Project of the Southern Poverty Law Center. The Center is supported entirely by private donations. No government funds are involved. © Southern Poverty Law Center. All rights reserved. southern poverty law center Table of Contents Preface 4 The Puppeteer: John Tanton and the Nativist Movement 5 FAIR: The Lobby’s Action Arm 9 CIS: The Lobby’s ‘Independent’ Think Tank 13 NumbersUSA: The Lobby’s Grassroots Organizer 18 southern poverty law center Editor’s Note By Mark Potok Three Washington, D.C.-based immigration-restriction organizations stand at the nexus of the American nativist movement: the Federation for American Immigration Reform (FAIR), the Center for Immigration Studies (CIS), and NumbersUSA. -
Recommended Reading for AP Literature & Composition
Recommended Reading for AP Literature & Composition Titles from Free Response Questions* Adapted from an original list by Norma J. Wilkerson. Works referred to on the AP Literature exams since 1971 (specific years in parentheses). A Absalom, Absalom by William Faulkner (76, 00) Adam Bede by George Eliot (06) The Adventures of Huckleberry Finn by Mark Twain (80, 82, 85, 91, 92, 94, 95, 96, 99, 05, 06, 07, 08) The Aeneid by Virgil (06) Agnes of God by John Pielmeier (00) The Age of Innocence by Edith Wharton (97, 02, 03, 08) Alias Grace by Margaret Atwood (00, 04, 08) All the King's Men by Robert Penn Warren (00, 02, 04, 07, 08) All My Sons by Arthur Miller (85, 90) All the Pretty Horses by Cormac McCarthy (95, 96, 06, 07, 08) America is in the Heart by Carlos Bulosan (95) An American Tragedy by Theodore Dreiser (81, 82, 95, 03) The American by Henry James (05, 07) Anna Karenina by Leo Tolstoy (80, 91, 99, 03, 04, 06, 08) Another Country by James Baldwin (95) Antigone by Sophocles (79, 80, 90, 94, 99, 03, 05) Anthony and Cleopatra by William Shakespeare (80, 91) Apprenticeship of Duddy Kravitz by Mordecai Richler (94) Armies of the Night by Norman Mailer (76) As I Lay Dying by William Faulkner (78, 89, 90, 94, 01, 04, 06, 07) As You Like It by William Shakespeare (92 05. 06) Atonement by Ian McEwan (07) Autobiography of an Ex-Colored Man by James Weldon Johnson (02, 05) The Awakening by Kate Chopin (87, 88, 91, 92, 95, 97, 99, 02, 04, 07) B "The Bear" by William Faulkner (94, 06) Beloved by Toni Morrison (90, 99, 01, 03, 05, 07) A Bend in the River by V. -
An Inventory to the Papers and Record S in the Japanese Canadian Research Collectio N
AN INVENTORY TO THE PAPERS AND RECORD S IN THE JAPANESE CANADIAN RESEARCH COLLECTIO N SPECIAL COLLECTIONS AND UNIVERSITY ARCHIVES DIVISIO N UNIVERSITY OF BRITISH COLUMBIA LIBRARY PREPARED BY TERRY NABATA (1975) ADDITIONAL WORK BY : SUSAN PHILIP S FRANK HANANO GEORGE BRANDAK REVISED 1996 NORMAN AMOR WITH A NEW INTRODUCTION BY: TSUNEHARU GONNAMI TABLE OF CONTENTS Page I. Introduction 1 I-i Background of the Collection 1 I-2 Size and Nature of the Collection 3 I-3 Inventory List 3 II. Contents of the Collection 4 11-1 Business and Commerce 4 II-2 Farming 5 II-2-1 Yasutaro Yamaga Collection 5 II-2-2 Yasutaro Yamaga Papers 6 11-2-3 Pitt Meadows Japanese Farmers' Association Collection 7 II-2-4 Mrs. Lily Kamachi Collection 8 II-2-5 Summerland Japanese Farmers' Association Collection 8 II-2-6 Chugi Kawase Collection 8 11-3 Fishing . 8 11-3-1 Rintaro Hayashi Collection 9 11-3-2 Japanese Fisherman's Benevolent Association Collection 10 11-3-3 Skeena Fisherman's Association Collection 10 11-3-4 Kishizo Kimura Collection 1 1 I1-4 Forestry 12 II-4-1 Kadota Collection 13 II-4-2 Kantaro Kadota Collection 13 I1-5 Mining 14 II-5-1 National Japanese Canadian Citizens Association Collection 14 11-5-2 Rev. Yoshio Ono Collection 15 II-6 Religious Activities 16 II-6-1 Rev. Y. Akagawa Collection 16 II-6-2 Rev. Yoshio Ono Collection 17 11-6-3 Rev. Y. Yoshioka Collection 17 II-6-4 United Church of Canada Collection 17 II-6-5 Steveston United Church Collection 17 ii II-7 Reminiscences and Biographies 17 II-7-1 National Japanese Canadian Citizens Association Collection 18 II-7-2 Mrs. -
Special Issue: Early Career Researchers II
Issue 2014 50 Special Issue: Early Career Researchers II Edited by Prof. Dr. Beate Neumeier ISSN 1613-1878 About Editor Prof. Dr. Beate Neumeier Gender forum is an online, peer reviewed academic University of Cologne journal dedicated to the discussion of gender issues. As English Department an electronic journal, gender forum offers a free-of- Albertus-Magnus-Platz charge platform for the discussion of gender-related D-50923 Köln/Cologne topics in the fields of literary and cultural production, Germany media and the arts as well as politics, the natural sciences, medicine, the law, religion and philosophy. Tel +49-(0)221-470 2284 Inaugurated by Prof. Dr. Beate Neumeier in 2002, the Fax +49-(0)221-470 6725 quarterly issues of the journal have focused on a email: [email protected] multitude of questions from different theoretical perspectives of feminist criticism, queer theory, and masculinity studies. gender forum also includes reviews Editorial Office and occasionally interviews, fictional pieces and poetry Laura-Marie Schnitzler, MA with a gender studies angle. Sarah Youssef, MA Christian Zeitz (General Assistant, Reviews) Opinions expressed in articles published in gender forum are those of individual authors and not necessarily Tel.: +49-(0)221-470 3030/3035 endorsed by the editors of gender forum. email: [email protected] Submissions Editorial Board Target articles should conform to current MLA Style (8th Prof. Dr. Mita Banerjee, edition) and should be between 5,000 and 8,000 words in Johannes Gutenberg University Mainz (Germany) length. Please make sure to number your paragraphs Prof. Dr. Nilufer E.