DOCSLIB.ORG

"I Don't Belong Anywhere. That's the Problem."

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
"I don't belong anywhere. That's the problem." (In)Between ethnicities, masculinities, and sexualities in Latino American coming-of-age novels. Fanny Pérez Aronsson Masters thesis Supervisor: Helena Wahlström Henriksson Centre for Gender Research Uppsala University "I don't belong anywhere. That's the problem." (In)Between ethnicities, masculinities, and sexualities in Latino American coming-of-age novels. Fanny Pérez Aronsson Masters thesis in Gender Research Spring 2015 Supervisor: Helena Wahlström Henriksson Abstract The aim of this study has been to examine representations of Latino boys and young men in Latino American coming of age novels. Two concepts have been central to the study: positions of (in)betweenness and the ability to "fall in line" with norms and expectations. Three overarching themes are been explored in relation to masculinity. These are sexualities, ethnicities, and the representation of women. First, representations of queer sexualities are explored, focusing on the protagonists' "coming out" process and the varying reactions to this. The second part of this theme explores representations of disciplining strategies between boys and men as a means to regulating homosocial bonding and maintain the dominant masculinity ideal. The second theme, ethnicity, examines representations of "authentic" Latino identities in relation to language and bilingualism, and the link between location and identity. Disciplining measures aimed towards the protagonists, such as criminalization and dehumanization, are also explored. The final theme deals with the lacking representation of women in literature and research focused on men and masculinity. In the novels, women are depicted as confidants, present in the boys' lives mainly in order to provoke and facilitate their renegotiations of ideas regarding the previously discussed themes. The boys are represented as inhabiting positions of (in)betweenness throughout the novels, whether in relation to ethnicity, sexuality or gender. While (in)betweenness holds a potential to challenge and "worry" fixed categories, these positions are also characterized by unease, precariousness and the risk of being disciplined by other men. Key words: masculinity, boyhood, sexuality, ethnicity, Latino American, (in)betweenness, discipline, homosociality, identity. 2 Table of Contents Introduction ........................................................................................................... 4-22 Purpose of the study ....................................................................................................................................................................... 6 The research field ............................................................................................................................................................................ 6 Positionality and reflexivity ............................................................................................................................................................ 8 Terminology: Latinidad in historical context .......................................................................................................................... 10 Method and material .................................................................................................................................................................. 12 Method and methodological approaches ................................................................................ 12 Material ......................................................................................................................................... 14 Research limitations ................................................................................................................... 16 Theoretical framework ................................................................................................................................................................ 17 Theoretical approaches: gender and masculinity .................................................................. 17 Postcolonial perspectives on race, ethnicity and violence .................................................. 19 Ethnicity, sexuality and (in)betweenness ................................................................................ 21 Disposition ...................................................................................................................................................................................... 22 Knowing your place - sexuality, homosociality and manhood ................... 23-41 Queer sexualities and coming out ............................................................................................................................................ 24 (In)betweenness and discipline ................................................................................................................................................. 31 Ethnic authenticity in a certain time and place ............................................ 42-66 Ethnic identity and language ..................................................................................................................................................... 43 Location-based identities ............................................................................................................................................................ 52 Racialization and animal likeness ............................................................................................................................................ 58 Worrying borders and hybridity ................................................................................................................................................ 65 Becoming men, forgetting women .................................................................. 67-71 Conclusion ............................................................................................................ 72-74 Literature ............................................................................................................. 75-79 Primary sources ............................................................................................................................................................................. 75 Secondary sources ........................................................................................................................................................................ 75 3 Introduction Latinos and Hispanics make up approximately a sixth of the population in the U.S., making them the biggest ethnic minority in the country1. In spite of Latinos2 being such a large portion of the population, representation of Latinos in the media is disproportionality low in most areas: whether as news anchors, leading actors, subjects or reporters (Dominguez 2013). Mainstream media has a tendency to (re)produce ethnic and racial stereotypes in the few non-white roles featured in film and TV, often through "tokenism": the inclusion of a racial or ethnic minority character for the sake of claiming diversity in an otherwise very white-invoking cast. A 2010 study of ethnic and racial representation on prime time TV found that less than 5% of characters featured on the largest American TV networks during prime time were Latinos, when they actually make up for 17% of the U.S. population. The study also found that Latino characters were more likely than any other ethnic group to be portrayed with a heavy accent and to be less articulate and intelligent than other groups, as well as being less moral than white characters. Finally, the study found that while there were no significant ethnic or racial differences in depiction of aggressiveness or laziness, there had been a decrease in counter-stereotypical images since a similar study in 2000. This means that while racialized people are not depicted as aggressive or lazy, little is being done actively, within mainstream media, to counteract such stereotypes (Monk-Turner et. al. 2010, 105-109). Another area of cultural representation is "Hispanic literature", which has become its own category on websites such as Amazon.com and in bookshops. While this categorization is arguably problematic, it also shows that there is an interest in Latino-specific narratives. However, the narratives that are included in this category by publishing companies and book sellers might also be problematic and heavily influenced by normative assumptions of what Hispanic and Latino literature should be like, and its difference from "regular" literature, which in turn affects what is published. By studying Hispanic and Latino literature published in the US, it is possible to study the strategies for Latinos to reclaim their voices and claiming space within an American literary narrative while also offering an alternative portrayal of US in 1 Hispanics and Latinos - the terminology varies between different status and consensus surveys - make up for approximately a sixth of the US population at 17%, a total of 53 million people (US Census Bureau Public Information Office 2012). 2 For further explanation and discussion of the terminology used in this study, see the section Terminology: Latinidad in historical context. 4 contrast to the white dominated media. Whereas the media offers stereotypical portrayals of Latinos, it is possible for fictional literature to offer alternative representations. Fictional representations may be freer from clichés as
Load more

Recommended publications
  • Process and Product--A Reassessment of Students
    R E P O R T RESUMES ED 015 687 EM 006 228 PROCESS AND PRODUCT - -A REASSESSMENT OF STUDENTS AND PROGRAM. THE CREATIVE INTELLECTUAL STYLE IN GIFTED ADOLESCENTS, REPORT III. FINAL REPORT. BY- CREWS, ELIZABETH MONROE MICHIGAN ST. UNIV., EAST LANSING REPORT NUMBER NDEA-VIIA-647-FT-3-PHASE-II PUB DATE 66 GRANT OEG-7-32-0410-222 EDRS PRICE MF -$1.25 HC-$12.86 320F. DESCRIPTORS- *GIFTED, CREATIVE THINKING, ACADEMIC PERFORMANCE, PSYCHOLOGICAL TESTS, ADOLESCENTS THIS FINAL REPORT OF A SERIES ELABORATES DAiA FROM REPORT IIN SIX INTENSIVE CASE STUDIES OF THREE TYPES OF GIFTED ADOLESCENTS (CREATIVE INTELLECTUAL, STUDIOUS, SOCIAL LEADER) IDENTIFIED BY SELF-REPORT, AND TESTS THE STRENGTH AND DURABILITY OF ATTITUDE CHANGES RESULTING FROM CURRICULUM EXPERIMENTS DESCRIBED IN REPORT II. RESEARCH RELEVANT TO THE CREATIVE INTELLECTUAL STYLE IN BOTH ADULTS AND ADOLESCENTS IS CITED. ASSUMFTIOMS THROUGHOUT THIS RESEARCH ARE THAT EDUCATIONAL AIMS FOR GIFTED ADOLESCENTS SHOULD INCLUDE DEVELOPMENT OF IDENTITY, MOTIVATION TO LEARN, AND OPENNESS TO CHANGE. FORMAL AND INFORMAL MEASURES ON TESTS ADMINISTERED ONE YEAR AFTER THEY WERE GIVEN FOR REPORT II EXPERIMENTS SHOWED CONTINUING TRENDS OF ATTITUDE CHANGES TOWARD CREATIVE INTELLECTUALITY FOR ALL POPULATION SUB-GROUPS, BOTH EXPERIMENTAL AND CONTROL, BUT NO APPARENT INCREASE IN PROBLEM- SOLVING SKILLS. THESE RESULTS ARE FURTHER DISCUSSED IN THE CONTEXT OF )HE CASE STUDIES, AND IN TERMS OF CONCURRENT SOCIAL Tr''.ENDS.(LH) fr THE C.' EA TI IN UAL STYLE GIFT D 4 ESCENTS Ykizrvory-e.,avuov (.1principal investigator 's I. motivation tolearn ESS AND PRODUCT areassessmentof$tudents andprogram A. *./ THE CREATIVE INTELLECTUAL STYLE IN GIFTED ADOLESCENTS Process and Product: A Reassessment of Students and Program Elizabeth Monroe Drews Professor of Education Portland State College Portland, Oregon Final Report of Title VII, Project No.
    [Show full text]
  • [Countable], Pl.-Gees. a Person Who Has Been Forced to Leave Their Country in Order to Escape War, Persecution, Or Natural Disaster
    MORE THAN WORDS Refugee /rɛfjʊˈdʒiː/ n. [countable], pl.-gees. A person who has been forced to leave their country in order to escape war, persecution, or natural disaster. unicef.es/educa MORE THAN WORDS Where does the word refugee come from? From Ancient Greek: φυγή From Latin: fugere (flight) [phyge], flight, escape In Latin mythology, Phyge is known In Greek mythology, Phyge was the as Fuga. The Word "refugium" means spirit of flight, escape, exile and "escape backwards" in Latin, probably in banishment. She was the daughter of reference to a secret exit or a backdoor Ares, the god of war, and Aphrodite, in the houses that allowed to run away the goddess of love. Her brothers in case of emergency. were Phobos (fear) and Deîmos (pain). unicef.es/educa MORE THAN WORDS How is it said refugees in other languages? Spanish: Refugiados Polish: Zarządzanie Korean: 난민 French: Réfugiés Slovak: Utečencov Hindi: शरणार्थी German: Flüchtlingskrise Slovene: Beguncem Icelandic: Flóttafólk טילפ :Dutch:Vluchtelingen Bulgarian: Бежанец Hebrew Italian: Rifugiati Romanian: Refugiaților Swahili: Mkimbizi Swedish: Flyktingkrisen Croatian: Izbjeglicama Kurdish: Penaberên Portuguese:Refugiados Catalan: Refugiats Japanese: 難民 Finnish: Pakolaiskriisin Danish: Flygtninge Quechuan: Ayqiq Greek: Πρόσφυγας Basque: Iheslari Russian: Беженцы Czech: Uprchlická Galician: Refuxiados Somali: Qaxooti Estonian: Pagulas Norwegian: Flyktninger Turkish: Mülteci ںیزگ ہانپ :Urdu ئجال :Hungarian: Menekültügyi Arabic Lithuanian: Pabėgėlių Welch: Ffoadur Chinese: 难民 Vietnamese:
    [Show full text]
  • Bolivian Katarism: the Emergence of an Indian Challenge to the Social Order
    BOLIVIAN KATARISM: THE EMERGENCE OF AN INDIAN CHALLENGE TO THE SOCIAL ORDER By Cécile Casen “Como indios nos explotaron, como indios nos liberaremos.”1 The name of Túpac Katari is mentioned in all of Evo Morales’ major speeches. Often presented as Bolivia’s “first indigenous president”, Morales likes to think he embodies the prophesy of this Aymara chief, who was drawn and quartered at the end of the 18th- century: “I will return and there will be millions of us.” Túpac Katari is known for having laid siege to La Paz during the Great Rebellion of 1780.2 His name is also associated with more recent political history, in particular the eponymous movement that, in the 1970s, made him a symbol of Indian resistance to Creole elite oppression and the 1 “Exploited as Indians, it is as Indians that we will free ourselves.” All Spanish-language citations in the present article are our translation. 2 The siege lasted from March to October 1781. The Great Rebellion concerned the entire region of Upper Peru between 1780 and 1783. In this revolt against excessive taxes and the abuses of the corregidores – representatives of Spanish royal power – Túpac Amaru and Túpac Katari were leaders of the regions of Cuzco and La Paz, respectively. Scarlett O’Phelan Godoy, Un siglo de rebeliones anticoloniales: Perú y Bolivia 1700-1783, Cuzco, Centro de Estudios Regionales Andinos Bartolomé de Las Casas, 1988; Jean Piel, “¿Cómo interpretar la rebelión pan-andina de 1780-1783?”, in Jean Meyer (ed.), Tres levantamientos populares: Pugachov, Túpac Amaru, Hidalgo, Mexico, Centro de Estudios mexicanos y centroamericanos (CEMCA/CNCAM), 1992, pp.
    [Show full text]
  • 14, 1955 Every Thursday 44 Page*—.$ Centt Uildingrestrictionplan Bd
    THE WESTFIELD LEADER THE LEADING AND MOST WIDELY CIRCULATED WEEKLY NEWSPAPER IN UNION COUNTY mcTU VD1R Nrv Entared as Secoad Class Matt*r Published -Fir i H IRAK INO. Poat Office. Wentfield, N. J. THE WESTFIELD LEADER, THURSDAY, APRIL 14, 1955 Every Thursday 44 Page*—.$ Centt uildingRestrictionPlan Bd. of Education Awards Contracts Local Election ails Of Council Support For Construction oposal Referred High School Junior Lacks Interest Cited for Bravery Loral Firm to Build Additions !o Three Where You Vote Planning Board At Monday's meeting of the Elementary Schools Contests for All Woman's Ciub of Westlield, the* S'oUs will be open from 1 members present acting upon a The Arthur Venneri Co., West- a.m. until 8 p.m. Tuesday. Savage Denounces recommendation from the execu- FIRST WARD County Positions tive board, voted unanimously to field, will be awarded the general 'Look Alike' Houses construction contract for the addi- First District — Roosevelt present a citation to Kenneth Junior High School. Remine, a junior in the Westfield tions to Franklin, Jefferson anil Weslfielri Man Seeks proposal to amend the build- Washington schools, according to Second District—Roosevelt ordmance and ban the con- High School and Explorer Scout H. 1). Merrill, chairman of the Junior llinh School. GOP Assembly Nod ;tion of groups of identical of Troop 72, "for his outstanding committee on new sites and build- Third District — Benjamin es, as in some developments, bravery, quick thinking and heroic ings of the Board of Education. Franklin School, action in saving the life of seven- Tho local Primary Election d to get council support at the The Venneri Co.
    [Show full text]
  • History of Gangs in the United States
    1 ❖ History of Gangs in the United States Introduction A widely respected chronicler of British crime, Luke Pike (1873), reported the first active gangs in Western civilization. While Pike documented the existence of gangs of highway robbers in England during the 17th century, it does not appear that these gangs had the features of modern-day, serious street gangs. Later in the 1600s, London was “terrorized by a series of organized gangs calling themselves the Mims, Hectors, Bugles, Dead Boys [and they] fought pitched battles among themselves dressed with colored ribbons to distinguish the different factions” (Pearson, 1983, p. 188). According to Sante (1991), the history of street gangs in the United States began with their emer- gence on the East Coast around 1783, as the American Revolution ended. These gangs emerged in rapidly growing eastern U.S. cities, out of the conditions created in large part by multiple waves of large-scale immigration and urban overcrowding. This chapter examines the emergence of gang activity in four major U.S. regions, as classified by the U.S. Census Bureau: the Northeast, Midwest, West, and South. The purpose of this regional focus is to develop a better understanding of the origins of gang activity and to examine regional migration and cultural influences on gangs themselves. Unlike the South, in the Northeast, Midwest, and West regions, major phases characterize gang emergence. Table 1.1 displays these phases. 1 2 ❖ GANGS IN AMERICA’S COMMUNITIES Table 1.1 Key Timelines in U.S. Street Gang History Northeast Region (mainly New York City) First period: 1783–1850s · The first ganglike groups emerged immediately after the American Revolution ended, in 1783, among the White European immigrants (mainly English, Germans, and Irish).
    [Show full text]
  • The Limits of Meaning: Social Indexicality, Variation, and the Cline of Interiority
    The limits of meaning: Social indexicality, variation, and the cline of interiority Penelope Eckert Language, Volume 95, Number 4, December 2019, pp. 751-776 (Article) Published by Linguistic Society of America For additional information about this article https://muse.jhu.edu/article/743105 Access provided at 17 Dec 2019 23:13 GMT from Linguistic Society of America THE LIMITS OF MEANING: SOCIAL INDEXICALITY, VARIATION, AND THE CLINE OF INTERIORITY Penelope Eckert Stanford University The structural focus of linguistics has led to a static and modular treatment of meaning. View - ing language as practice allows us to transcend the boundaries of subdisciplines that deal with meaning and to integrate the social indexicality of variation into this larger system. This article presents the expression of social meaning as a continuum of decreasing reference and increasing performativity, with sociolinguistic variation at the performative extreme. The meaning potential of sociolinguistic variables in turn is based in their form and their social source, constituting a cline of ‘interiority’ from variables that index public social facts about the speaker to more inter - nal, personal affective states.* Keywords : variation, social meaning, semantics, pragmatics, iconicity, indexicality, semiotics ‘I have resisted the term sociolinguistics for many years, since it implies that there can be a successful linguistic theory or practice which is not social.’ (Labov 1972:13) 1. Introduction . Language is a social practice, a dialectic between structure and agency: structure constrains action, and action in turn reproduces structure. As Giddens (1984:2) puts it, ‘In and through their activities agents reproduce the conditions that make these activities possible’.
    [Show full text]
  • Working Toward an Inclusive School Culture: a University-Secondary School Collaborative Model of Reflective Practice
    DOCUMENT RESUME ED 378 678 EA 026 442 AUTHOR O'Keefe, Joseph M. TITLE Working toward an Inclusive School Culture: A University-Secondary School Collaborative Model of Reflective Practice. PUB DATE Feb 93 NOTE 17p.; Address delivered at the Annual Meeting of the American Association of School Administrators (Orlando, FL, February 13, 1993). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Access to Education; Action Research; College School Cooperation; *Cultural Pluralism; *Educational Environment; Higher Education; High Schools; Minority Groups; *Racial Bias; Racial Composition; Racial Identification; *Racial Integration; *Racial Relations; Socioeconomic Status ABSTRACT Since the mid-1960s, some affluent white schools, both public and private, have made efforts to welcome low-income students of color into their student bodies. However, studies of these efforts have usually ignored the complex and deep ambivalence experienced by many young people of color in white middle-class institutions. This paper attempts to gain insight into the challenges that young men of color face in education, with a focus on faculty and student development, and to clarify the phenomenon of institutional inclusion and exclusion. It describes a university-school collaborative effort to create a more inclusive school environment at an urban high school of 1,110 male students. The school increased its minority student population from less than 5 percent to 12 percent in 1991. A new Director of Diversity, a graduate student of color at Boston College, the second member of the partnership, was hired to work collaboratively with faculty, students, and a college faculty member.
    [Show full text]
  • Pachuco, Pocho Y Cholo
    1 Celaya Pachuco, Pocho and Cholo: Symbolism and Nationalist Identity Conflicts. The pachuco,1 pocho and cholo2 are three figures that have come to symbolize and represent a large segment of the Mexican Diaspora. The image and the identity of these individuals were forged on the margins of two cultures, and their presence has contributed to the formation of a border culture. The identity of the individuals of the northern part of Mexico, and their counterparts on the other side of the border were formed by scornful attitudes that have portrayed the pachuco, pocho and cholo as ambiguous and hybrid in nature. The pachuco, pocho and the cholo transcend the limitations of an ambiguous identity; one that is understood as an element that is not clearly defined or determined. However, these icons embody the meaning of ambivalence, as they belong in a world that oscillates between cultures and territories. In existing between two cultures, they are compelled to forge and negotiate their own brand of identity, one that is characterized by an appropriation of its multiplicity. In Mexico’s northern border, the identity conflicts of Mexicannes are not limited to one side of the border, that is to say, the border issues do not stop at a diving line, rather, they are a fluid conflict that moves back and forth with the individuals that transit this border. But beyond that, there are socio-linguistic elements that transcend social and geographical divides. Nevertheless, in spite of these transgressions, these figures are 1See appendix a: Hollywood’s closest representation of the pachuco is portrayed in Luis Valdez’ (1981) film Zootsuit.
    [Show full text]
  • Bare Life, Indigenous Viscerality and Cholo Barbarity in Jesús Lara’S Yanakuna ______
    Bare Life, Indigenous Viscerality and Cholo Barbarity in Jesús Lara’s Yanakuna ______________________________________ ZOYA KHAN UNIVERSITY OF SOUTH ALABAMA Published on the eve of the Bolivian National Revolution in 1952, Jesús Lara’s Yanakuna begins with Sabasta, an indigenous woman, left destitute by her husband’s death.1 Unable to repay her debt to the cholo moneylender, Don Encarno, and his wife Elota, she is forced to sell them her young daughter, Wayra.2 After years of grueling labor in the house of Don Encarno, Wayra escapes to Cochabamba to search for work. There, she meets her future husband, Simu, a runaway farmhand from the mountainous part of the Cochabamba valley. After setting up house in the city, Wayra and Simu eventually decide to return to Simu’s village, where his family works in La Concordia, the hacienda of Isidoro Botado. Yanakuna then traces the indigenous rebellion of the colonos of La Concordia and concludes with Wayra sentenced to death for instigating Botado’s murder. Thus, the novel’s last few pages echo its opening scenes: the text opens with the destitution of Wayra’s mother and concludes with the destitution of Wayra’s children. In between, Lara’s anti-mestizaje narrative runs the gamut of the local, as well as the national, social structures of pre-Revolutionary Bolivia. Literary critics such as Leonardo García Pabón have argued that in Yanakuna Bolivia’s leading indigenista writer documents the “proceso de mestización” of an indigenous woman (263). In a similar vein, Josefa Salmón writes that the novel’s defense of the Indian is embedded in a “discurso de progreso .
    [Show full text]
  • The Dictionary Legend
    THE DICTIONARY The following list is a compilation of words and phrases that have been taken from a variety of sources that are utilized in the research and following of Street Gangs and Security Threat Groups. The information that is contained here is the most accurate and current that is presently available. If you are a recipient of this book, you are asked to review it and comment on its usefulness. If you have something that you feel should be included, please submit it so it may be added to future updates. Please note: the information here is to be used as an aid in the interpretation of Street Gangs and Security Threat Groups communication. Words and meanings change constantly. Compiled by the Woodman State Jail, Security Threat Group Office, and from information obtained from, but not limited to, the following: a) Texas Attorney General conference, October 1999 and 2003 b) Texas Department of Criminal Justice - Security Threat Group Officers c) California Department of Corrections d) Sacramento Intelligence Unit LEGEND: BOLD TYPE: Term or Phrase being used (Parenthesis): Used to show the possible origin of the term Meaning: Possible interpretation of the term PLEASE USE EXTREME CARE AND CAUTION IN THE DISPLAY AND USE OF THIS BOOK. DO NOT LEAVE IT WHERE IT CAN BE LOCATED, ACCESSED OR UTILIZED BY ANY UNAUTHORIZED PERSON. Revised: 25 August 2004 1 TABLE OF CONTENTS A: Pages 3-9 O: Pages 100-104 B: Pages 10-22 P: Pages 104-114 C: Pages 22-40 Q: Pages 114-115 D: Pages 40-46 R: Pages 115-122 E: Pages 46-51 S: Pages 122-136 F: Pages 51-58 T: Pages 136-146 G: Pages 58-64 U: Pages 146-148 H: Pages 64-70 V: Pages 148-150 I: Pages 70-73 W: Pages 150-155 J: Pages 73-76 X: Page 155 K: Pages 76-80 Y: Pages 155-156 L: Pages 80-87 Z: Page 157 M: Pages 87-96 #s: Pages 157-168 N: Pages 96-100 COMMENTS: When this “Dictionary” was first started, it was done primarily as an aid for the Security Threat Group Officers in the Texas Department of Criminal Justice (TDCJ).
    [Show full text]
  • Racial Slur Database - by SLUR (Over 2500 Listed)
    Racial Slur Database - By SLUR (over 2500 listed) Slur Represents Reasons/Origins 539 Jews Corresponds with the letters J-E-W on a telephone. 925 Blacks Police Code in Suburban LA for "Suspicious Person" 7-11 Arabs Work at menial jobs like 7-11 clerks. Refers to circumcision and consumerism (never pay retail). The term is most widely used in the UK where circumcision among non-Jews or non- 10% Off Jews Muslims is more rare, but in the United States, where it is more common, it can be considered insulting to many non-Jewish males as well. 51st Stater Canadians Canada is so culturally similar to the U. S. that they are practically the 51st state 8 Mile Whites When white kids try to act ghetto or "black". From the 2002 movie "8 Mile". Stands for American Ignorance as well as Artificial Intelligence-in other words...Americans are stupid and ignorant. they think they have everything A.I. Americans and are more advanced than every other country AA Blacks African American. Could also refer to double-A batteries, which you use for a while then throw away. Abba-Dabba Arabs Used in the movie "Betrayed" by rural American hate group. ABC (1) Chinese American-Born Chinese. An Americanized Chinese person who does not understand Chinese culture. ABC (2) Australians Aboriginals use it to offend white australians, it means "Aboriginal Bum Cleaner" Means American Born Confused Desi (pronounced day-see). Used by Indians to describe American-born Indians who are confused about their ABCD Indians culture. (Desi is slang for an 'countryman').
    [Show full text]
  • Assimilation and Hip-Hop
    Assimilation and Hip-Hop Interethnic Relations and the Americanization of New Immigrants in Hip-Hop Culture By Audun Kjus Aahlin A Thesis Presented to The Department of Literature, Area Studies and European Languages -North American Area Studies- -Faculty of Humanities- University of Oslo In Partial Fulfillment of the Requirements for the MA Degree Spring 2013 Assimilation and Hip-Hop Interethnic Relations and the Americanization of New Immigrants in Hip-Hop Culture II © Audun Kjus Aahlin 2013 Interethnic Relations and the Americanization of New Immigrants in Hip-Hop Culture Audun Kjus Aahlin http://www.duo.uio.no/ Print: CopyCat, Lysaker in Oslo III Acknowledgements It would not be hip-hop without a lot of shout-outs. So… I will like to thank my supervisor, Associate Professor David C. Mauk for his encouragements and advises. I also need to acknowledge Associate Professor Deborah Lynn Kitchen- Døderlein for some needed adjustments in the early part of this project. I am much grateful to Terje Flaatten, who proofread the thesis. Thank you for taking the time out of your busy schedule. Thank you to the John F. Kennedy Institute for North American Studies in Berlin, who let me use their facilities last autumn. I am also grateful to Espen Sæterbakken for his help with the printing of my thesis. Appreciations are also due to Jeff Chang, The Mind Squad, Nelson George, Bakari Kitwana, ego trip, Dream Hampton, and the countless other journalists, writers, scholars and activists who taught me at an early age that few things in life are better combined than hip-hop and intellectual writings.
    [Show full text]