DOCSLIB.ORG

Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 5-17-2019 Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth Syreeta Ali McTier Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation McTier, Syreeta Ali, "Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth." Dissertation, Georgia State University, 2019. https://scholarworks.gsu.edu/eps_diss/197 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, SEEING BEYOND THE STEREOTYPE TO SEE THE WHOLE HUMAN: TEACHERS’ PERCEPTIONS OF MEDIA STEREOTYPES AND BLACK YOUTH, by SYREETA ALI MCTIER, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ Joyce E. King, Ph.D. Committee Chair _________________________________ _________________________________ Janice B. Fournillier, Ph.D. Kristen Buras, Ph.D. Committee Member Committee Member _________________________________ Hayward Richardson, Ed.D. Committee Member _________________________________ Date _________________________________ William Curlette, Ph.D. Chairperson, Department of Educational Pol- icy Studies ______________________________ Paul A. Alberto, Ph.D. Dean, College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. SYREETA ALI MCTIER NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Syreeta Ali McTier Educational Policy Studies College of Education and Human Development Georgia State University The director of this dissertation is: Joyce E. King, Ph.D. Department of Educational Policy Studies College of Education and Human Development Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Syreeta Ali McTier ADDRESS: 6284 Spring Knoll Court Tucker, GA 30084 EDUCATION: Ph.D. 2019 Georgia State University Educational Policy Studies M.S. 2004 Georgia State University Educational Psychology B.S. 2002 Oakwood University Elementary Education PROFESSIONAL EXPERIENCE: 2013-present Assistant Principal Smoke Rise Elementary School, DeKalb County School District 2009-2013 Assistant Principal Robert Shaw Traditional Theme School, DeKalb County School District 2003-2009 Teacher Jolly Elementary School, DeKalb County School District PRESENTATIONS AND PUBLICATIONS: King, J. E., & McTier, S. A. (2015). From dysconsciousness to consciousness of stereotypes that disparage black youth: Calling for transformative school leadership. In M. Khalifa, N. Witherspoon Arnold, A. Osanloo & C. Grant (Eds.), Handbook of urban educational leadership (pp. 159-175). Lanham, MD: Rowman & Littlefied. McTier, S. A. (2013, May). There is more than one way to analyze racism: A tale of two data analysis methods. Paper presented at the Ninth International Congress of Qualitative In- quiry, Urbana-Champaign, IL. Bailey, C., McTier, S. Montgomery, F. & Parham, D. (2001). Don’t even talk about it till Jesus comes: A play on the roots of Black conferences in the Seventh-day Adventist church. Huntsville, AL: Oakwood College Press. PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2015 - Present American Educational Research Association 2005- Present Professional Association of Georgia Educators 2012 –Present Association for Media Literacy 2011- 2013 Georgia Association of Educators SEEING BEYOND THE STEREOTYPE TO SEE THE WHOLE HUMAN: TEACHERS’ PERCEPTIONS OF MEDIA STEREOTYPES AND BLACK YOUTH by SYREETA ALI MCTIER Under the Direction of Joyce E. King, Ph.D. ABSTRACT Media, including, news, network television, and film communicate messages about peo- ple, places, events, and culture that influence the perceptions of those engaged in the media (Bandura, 2001; Hall, 1973). Media has historically portrayed Black Americans stereotypically as morally and intellectually inferior (Bogle, 1994; Entman & Rojecki, 2000; Greenberg et al., 2002). Similarly, media also portrays Black students stereotypically as violent, disrespectful, lazy, athletic, aggressive, and underachieving (Brown, 2011; Ferguson, 2001; Yosso & Garcia, 2010), while teachers have reported holding deficit perceptions about Black students (Chang & Demyan, 2007; DeCastro-Ambrosetti & Cho, 2011). This single exploratory qualitative case study used the Black Studies Theory of Alterity (Wynter, 2003; King, 2006) as the theoretical framework to investigate teachers’ perceptions of media stereotypes about Black urban youth and the influence of their participation in a researcher designed workshop on their understand- ings. This case study employed a research-as-pedagogy (King, Goss, & McArthur, 2014) data collection method in that the researcher also served as the facilitator of the media workshop. Eighteen pre-service and active teachers enrolled in a multicultural education course and their teacher education professor participated in the three-day media workshop and formed the bounded unit of the case study (Yin, 2009). Data were generated from the three-day media work- shop activities and included a demographic survey, artifacts, class discussions, reflection jour- nals, and interview. Data were analyzed using Braun and Clarke’s (2006) six phases of thematic analysis and generated three themes to describe participants’ perceptions and understandings. Theme One, imposing limits, describes the ways stereotypes limit how people think about un- known Black youth, limit humanity by dehumanizing Black youth, and limit Black students’ ed- ucation. Theme Two, media as a source of influence, describes the power of media to influence the thoughts of individuals and society. Theme Three, humanization, describes the ways partici- pants pushed back against stereotypes during the workshop and engaged in critical thought and reflection to confront their biases and improve professional practice. The findings can be used to inform educational policies and design course curricula for teacher education programs to de- velop teachers’ critical competencies in embracing student diversity and combatting deficit- based education. INDEX WORDS: Media stereotypes, Black youth, Teacher perceptions, Urban youth, Black Studies, Alterity SEEING BEYOND THE STEREOTYPE TO SEE THE WHOLE HUMAN: TEACHERS’ PERCEPTIONS OF MEDIA STEREOTYPES AND BLACK YOUTH by SYREETA ALI MCTIER A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Social Foundations of Education in Educational Policy Studies in the College of Education and Human Development Georgia State University Atlanta, GA 2019 Copyright by Syreeta A. McTier 2019 DEDICATION Praise God from whom ALL blessings flow! I praise God for life, love, guidance, wis- dom, strength, inspiration, healing, and endurance. I praise God for making the path for me and guiding the way. God has taught me to trust and rely on Him. God’s got me! “But my God shall supply all your need according to His riches in glory by Christ Jesus” (Philippians 4:19). This work is dedicated to my loving and supportive parents, Samuel Lee McTier, Jr. and Bettye Lou McTier. I cannot thank you both enough for your unconditional love, unwavering support, wisdom, guidance, extensive sacrifices, and inspiration. You laid the foundation for me, pushed me, and encouraged me along this journey. You are the wisest and most loving people I know. I stand on your shoulders. This is OUR work. I would also like to thank my family for being my critical support system, including my brother Samuel Lee McTier, III, my sister Sabrinna Monika McTier, my sister-in-law Akeelah McTier, my best friend and sister Shantil Turner, my love Jermain Hundley and his parents George and Frances Hundley, my sister Nicole George,
Load more

Recommended publications
  • My Voice Is My Weapon: Music, Nationalism, and the Poetics Of
    MY VOICE IS MY WEAPON MY VOICE IS MY WEAPON Music, Nationalism, and the Poetics of Palestinian Resistance David A. McDonald Duke University Press ✹ Durham and London ✹ 2013 © 2013 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ♾ Cover by Heather Hensley. Interior by Courtney Leigh Baker Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data McDonald, David A., 1976– My voice is my weapon : music, nationalism, and the poetics of Palestinian resistance / David A. McDonald. pages cm Includes bibliographical references and index. isbn 978-0-8223-5468-0 (cloth : alk. paper) isbn 978-0-8223-5479-6 (pbk. : alk. paper) 1. Palestinian Arabs—Music—History and criticism. 2. Music—Political aspects—Israel. 3. Music—Political aspects—Gaza Strip. 4. Music—Political aspects—West Bank. i. Title. ml3754.5.m33 2013 780.89′9274—dc23 2013012813 For Seamus Patrick McDonald Illustrations viii Note on Transliterations xi Note on Accessing Performance Videos xiii Acknowledgments xvii introduction ✹ 1 chapter 1. Nationalism, Belonging, and the Performativity of Resistance ✹ 17 chapter 2. Poets, Singers, and Songs ✹ 34 Voices in the Resistance Movement (1917–1967) chapter 3. Al- Naksa and the Emergence of Political Song (1967–1987) ✹ 78 chapter 4. The First Intifada and the Generation of Stones (1987–2000) ✹ 116 chapter 5. Revivals and New Arrivals ✹ 144 The al- Aqsa Intifada (2000–2010) CONTENTS chapter 6. “My Songs Can Reach the Whole Nation” ✹ 163 Baladna and Protest Song in Jordan chapter 7. Imprisonment and Exile ✹ 199 Negotiating Power and Resistance in Palestinian Protest Song chapter 8.
    [Show full text]
  • SCHOOLED: Hiphop Composition at the Predominantly White University
    Syracuse University SURFACE Dissertations - ALL SURFACE August 2017 SCHOOLED: Hiphop Composition at the Predominantly White University Tessa Rose Brown Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Arts and Humanities Commons Recommended Citation Brown, Tessa Rose, "SCHOOLED: Hiphop Composition at the Predominantly White University" (2017). Dissertations - ALL. 764. https://surface.syr.edu/etd/764 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT This dissertation asks what hiphop is doing in predominantly white higher-educational contexts, specifically in composition classrooms. Using ethnographic, autoethnographic, and historical methods, it finds that hiphop’s work in composition classrooms at PWIs is contradictory. This mixed-methods investigation suggests that the contradictory relation of white fans, students, and institutions to hiphop is shaped on the one hand by white listeners’ increasing identification with the historical struggles of African Americans under capitalism, and on the other hand, by disidentification or abjectification of African Americans in an effort to “win” the zero-sum game of capitalism. This contradiction results in a paradoxical situation where white fans—and white institutions—love hiphop and yet harbor antiblack views about the Black communities and Black students who make hiphop possible. However, the findings also suggest that identifying this tension offers writing instructors an opportunity to be more explicit about working towards anti-racist goals in the hiphop composition classroom. The dissertation’s historical study, ethnographic and autoethnographic studies, and review of contemporary hiphop and composition scholarship suggest that teaching and practicing reflexivity are core solutions to the paradoxical rhetorical action of hiphop in predominantly white spaces.
    [Show full text]
  • RACE and the BLACK MALE SUBCULTURE the LIVES of TOBY WALLER Race and the Black Male Subculture
    WILLIAM T. HOSTON RACE and the BLACK MALE SUBCULTURE THE LIVES OF TOBY WALLER Race and the Black Male Subculture William T. Hoston Race and the Black Male Subculture The Lives of Toby Waller William T. Hoston University of Houston - Clear Lake , USA ISBN 978-1-137-59045-9 ISBN 978-1-137-58853-1 (eBook) DOI 10.1057/978-1-137-58853-1 Library of Congress Control Number: 2016940009 © The Editor(s) (if applicable) and The Author(s) 2016 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the pub- lisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
    [Show full text]
  • Anti-Racism Inc.: Why the Way We Talk About Racial Justice Matters
    antiracism inc. Before you start to read this book, take this moment to think about making a donation to punctum books, an independent non-profit press, @ https://punctumbooks.com/support/ If you’re reading the e-book, you can click on the image below to go directly to our donations site. Any amount, no matter the size, is appreciated and will help us to keep our ship of fools afloat. Contri- butions from dedicated readers will also help us to keep our commons open and to cultivate new work that can’t find a welcoming port elsewhere. Our ad- venture is not possible without your support. Vive la Open Access. Fig. 1. Hieronymus Bosch, Ship of Fools (1490–1500) Antiracism Inc.: Why the Way We Talk About Racial Justice Matters. Copyright © 2019 by the editors and authors. This work carries a Creative Com- mons BY-NC-SA 4.0 International license, which means that you are free to copy and redistribute the material in any medium or format, and you may also remix, transform and build upon the material, as long as you clearly attribute the work to the authors (but not in a way that suggests the authors or punctum books en- dorses you and your work), you do not use this work for commercial gain in any form whatsoever, and that for any remixing and transformation, you distribute your rebuild under the same license. http://creativecommons.org/licenses/by- nc-sa/4.0/ First published in 2019 by punctum books, Earth, Milky Way. https://punctumbooks.com ISBN-13: 978-1-950192-23-6 (print) ISBN-13: 978-1-950192-24-3 (ePDF) doi: 10.21983/P3.0250.1.00 lccn: 2019937769 Library of Congress Cataloging Data is available from the Library of Congress Editorial Team: Chip Badley, Lexxus Edison Coffey, Molly Guillermo, Carmen Guzman, and Jessica Reincke Cover Design: Carmen Guzman and Vincent W.J.
    [Show full text]
  • Conversations Motivated by Love, Based in Wisdom, and Seasoned with Grace: Rhetorically Tracing “The Talk” African American Parents Have with Their Sons
    ABSTRACT CONVERSATIONS MOTIVATED BY LOVE, BASED IN WISDOM, AND SEASONED WITH GRACE: RHETORICALLY TRACING “THE TALK” AFRICAN AMERICAN PARENTS HAVE WITH THEIR SONS This thesis presents a rhetorical analysis of The Talk African American parents have with their sons, preparing them for life within American civil society. Black male disposability provides a unique challenge for African American parents who struggle to support their sons in their development while informing them of the inherent risks of being Black and male in America. This thesis analyzes two of these conversations, one between Emmett Till and his mother, Mamie Till-Mobley, prior to Till’s murder in 1955; and the conversations Lucia McBath and Ronald Davis had with their son, Jordan Davis, who was killed in 2012. This study uses a public memory and genre as a theoretical and methodological approach to further explore The Talk. This analysis concludes that there are three defining elements of The Talk: concern for the person, a cautionary tale, and potential violations. Melissa Harris May 2017 CONVERSATIONS MOTIVATED BY LOVE, BASED IN WISDOM, AND SEASONED WITH GRACE: RHETORICALLY TRACING “THE TALK” AFRICAN AMERICAN PARENTS HAVE WITH THEIR SONS by Melissa Harris A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Communication in the College of Arts and Humanities California State University, Fresno May 2017 © 2017 Melissa Harris APPROVED For the Department of Communication: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree.
    [Show full text]
  • Racial Profiling: Everyday Inequality
    Protesters march against New York City’s stop-and-frisk policy in a 2012 demonstration. CHAPTER 4 CRIMINAL JUSTICE AND INJUSTICE he US Constitution has provisions to protect all Americans Tfrom injustices, mistreatment, and discrimination, including at the hands of police officers and other agents of the law. The Fourteenth Amendment to the US Constitution states, in part: “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” The Fourth Amendment requires that law enforcement officials have a good reason—known legally as probable cause—for searching individuals or their property, or for making an arrest. In addition, criminal procedural rules include the Miranda warning, also called Miranda rights. This rule requires law enforcement officials to inform individuals of their rights— 76 RACIAL PROFILING including the right to an attorney and the right to remain silent during questioning as they are taken into custody. In practice, these laws and constitutional protections are not always applied consistently. For many Americans, the likelihood that they will face arrest, mistreatment, or injury depends largely on their appearance—especially skin color. Studies by government agencies, civil rights organizations, and independent researchers show that in the United States, law enforcement profiling contributes to statistically higher numbers of police stops and arrests of people of color—often for minor infractions such as drug possession or traffic violations—than of white people.
    [Show full text]
  • Ubuntu Institute for Community Development
    Rise of White Nationalism and the Threat of Genocide in US Submission to the OHCHR by Ubuntu Institute for Community Development Introduction A. “The ultimate logic of racism is genocide, and if one says that one is not good enough to have a job that is a solid quality job, if one is not good enough to have access to public accommodations, if one is not good enough to have the right to vote, if one is not good enough to live next door to him, if one is not good enough to marry his daughter because of his race. Then at that moment, that person is saying that that person who is not good to do all of this is not fit to exist or to live. And that is the ultimate logic of racism.” Dr. Martin Luther King, Jr. i B. The Convention on the Elimination of all forms of Racial Discrimination (CERD)ii requires: a. 1. States Parties condemn racial discrimination and undertake to pursue by all appropriate means and without delay a policy of eliminating racial discrimination in all its forms and promoting understanding among all races, and, to this end: i. (a) Each State Party undertakes to engage in no act or practice of racial discrimination against persons, groups of persons or institutions and to ensure that all public authorities and public institutions, national and local, shall act in conformity with this obligation; ii. (c) Each State Party shall take effective measures to review governmental, national and local policies, and to amend, rescind or nullify any laws and regulations which have the effect of creating or perpetuating racial discrimination wherever it exists; b.
    [Show full text]
  • Final Dissertation 05-03-2016
    Cultivating literacies of access and liberation: A case study on the use of oral language, hybrid literacies, and culture in the 21st century Jennifer Kathleen Johnson Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2016 © 2016 Jennifer Kathleen Johnson All rights reserved ABSTRACT Cultivating literacies of access and liberation: A case study on the use of oral language, hybrid literacies, and culture in the 21st century Jennifer Kathleen Johnson This multi-year critical ethnographic study examined the development and use of oral languages, and academic, digital, and critical literacies among high school debaters who participated in the Ivy League Debate Institute (ILDI), an intense academic apprenticeship for low-income Black and Brown youth attending public high schools in a large northeastern city. The study documented and analyzed a high school intervention that sought to foster powerful readers, writers, speakers, and engaged citizens through critical debate education that embraces new literacies, critical theory, empirical research, community-based literacies, and Hip-Hop culture. In addition to documenting the language and literacy practices of the majority of students participating in the apprenticeship during an eight week summer workshop, the research also followed a subset of ILDI students over the course of three years as they participated in after school trainings, weekend debate tournaments, public presentations, and researched and practiced at summer debate institutes. Drawing upon African American literacies and rhetoric(s) and sociocultural and critical education theories, this research investigated the role of critical debate in the development of participants’ academic literacies, civic engagement, and identities.
    [Show full text]
  • Black Noise, White Ears: Resilience, Rap, and the Killing of Jordan Davis
    Black Noise, White Ears: Resilience, Rap, and the Killing of Jordan Davis William Cheng I speak out of direct and particular anger at an academic conference, and a white woman comes up and says, “Tell me how you feel but don’t say it too harshly or I cannot hear you.” But is it my manner that keeps her from hearing, or the threat of a message that her life may change? – Audre Lorde (2007, 125), on being tone-policed by a colleague I am a black woman over six feet tall. My laugh sounds like an exploding mouse. I squeak loudly and speak quickly when I get excited. I like knock in my trunk and bass in my music. I am especially attuned to how my sonic footprint plays into how I live and if I should die. As a black woman, the bulk of my threat is associated with my loudness. – Regina Bradley (2015), on the “sonic disrespectability” of Sandra Bland 1 cops and demons Around noon on August 9, 2014 in Ferguson, Missouri, a white police ofcer named Darren Wilson fatally shot Michael Brown, an unarmed black teenager. Later, when facing a grand jury, Wilson testifed to Brown’s formidable, animalistic attributes: And when I grabbed him [Brown], the only way I can describe it is I felt like a 5-year-old holding onto Hulk Hogan. Te only way I can describe it—it looks like a demon. As he is coming towards me, I tell [him], keep telling him to get on the ground, [but] he doesn’t.
    [Show full text]
  • Alumni History and Hall of Fame Project
    Los Angeles Unified School District Alumni History and Hall of Fame Project Los Angeles Unified School District Alumni History and Hall of Fame Project Written and Edited by Bob and Sandy Collins All publication, duplication and distribution rights are donated to the Los Angeles Unified School District by the authors First Edition August 2016 Published in the United States i Alumni History and Hall of Fame Project Founding Committee and Contributors Sincere appreciation is extended to Ray Cortines, former LAUSD Superintendent of Schools, Michelle King, LAUSD Superintendent, and Nicole Elam, Chief of Staff for their ongoing support of this project. Appreciation is extended to the following members of the Founding Committee of the Alumni History and Hall of Fame Project for their expertise, insight and support. Jacob Aguilar, Roosevelt High School, Alumni Association Bob Collins, Chief Instructional Officer, Secondary, LAUSD (Retired) Sandy Collins, Principal, Columbus Middle School (Retired) Art Duardo, Principal, El Sereno Middle School (Retired) Nicole Elam, Chief of Staff Grant Francis, Venice High School (Retired) Shannon Haber, Director of Communication and Media Relations, LAUSD Bud Jacobs, Director, LAUSD High Schools and Principal, Venice High School (Retired) Michelle King, Superintendent Joyce Kleifeld, Los Angeles High School, Alumni Association, Harrison Trust Cynthia Lim, LAUSD, Director of Assessment Robin Lithgow, Theater Arts Advisor, LAUSD (Retired) Ellen Morgan, Public Information Officer Kenn Phillips, Business Community Carl J. Piper, LAUSD Legal Department Rory Pullens, Executive Director, LAUSD Arts Education Branch Belinda Stith, LAUSD Legal Department Tony White, Visual and Performing Arts Coordinator, LAUSD Beyond the Bell Branch Appreciation is also extended to the following schools, principals, assistant principals, staffs and alumni organizations for their support and contributions to this project.
    [Show full text]
  • “The Fireworks Next Time”: the Intersections of Place-Making, Play, and Protest in NYC in Summer 2020 Mobina Hashmi
    AMERICAN MUSIC REVIEW THE HITCHCOCK INSTITUTE FOR STUDIES IN AMERICAN MUSIC Conservatory of Music, Brooklyn College of the City University of New York VOLUME L, ISSUE 1 FALL 2020 “The Fireworks Next Time”: The Intersections of Place-Making, Play, and Protest in NYC in Summer 2020 Mobina Hashmi We’re basically celebrating the fact that we survived. –New Yorkers1 As far as the fireworks, I feel like it’s beautiful [laughs]. To most people, they hate it. It’s loud, but I—the message is what matters. And the message is that we’re gonna celebrate our independence, real independence. –young woman, Vice Video2 …and you hear Black people getting killed by police. So now we’re enraged. You feel me? We tired of it. I’m tired of it…fireworks going off. People are all, like, going crazy right now; I think it’s a form of expression. They letting the noise be heard, ‘cause we got to be heard. From our perspective at least, you hear? Fireworks ablaze, summer 2020 –Otis Bruno, Vice Video3 photo by Anuj Biyani Late spring and summer of 2020 were marked by such profound disruption that the dramatic changes in our sonic environment were treated as a symptom of these disruptions more than meaningful in and of themselves. In New York City—the city that never sleeps—the new quiet was deeply jarring for many. The silence as traffic slowed to a trickle and streets emptied of all other than essential workers was a powerful and constant reminder of all that had changed.
    [Show full text]
  • An Autoethnographical Examination of the African American Musician
    Black Sound, White Noise: An Autoethnographical Examination of the African American Musician By Allison Lewis Lawrence, Kansas B.M., Bachelor of Music, University of Kansas, 2013 Submitted to the graduate degree program in African and African American Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts. ___________________________ Chair: Dr. Shawn Leigh Alexander ___________________________ Dr. Nicole Hodges-Persley ___________________________ Dr. Sherrie Tucker ___________________________ Dr. Peter Ojiambo Date Defended: 10 September 2019 The thesis committee for Allison Lewis certifies that this is the approved version of the following thesis: Black Sound, White Noise: An Autoethnographical Examination of the African American Musician ___________________________ Chair: Dr. Shawn Leigh Alexander Date Approved: December 2019 ii Abstract Black Sound, White Noise is an autoethnographical examination of the American Music Educational system and the damaging effects its ideologies, practices, and abuses have on the African American student musician. The first chapter uses traditional African educational practices to understand how African American music is constructed. By understanding that African American music making is generationally maintained and purposefully created, I aim to de-essentialize African American musicality while supporting the idea that genre itself is an oppressive social construct. By understanding the hierarchy of not only race but genre, I show in chapter two how these constructs of genre and the oppressive practices of educating classical music work to create a system that not only abuses the African American student musician but others who are more vulnerable to those with power within the institution. In chapter three I attempt to apply the lens of traditional African educational practices while teaching singing to four middle school African American girls.
    [Show full text]