FROM APES and THICK MICKS to the FIGHTING IRISH: CULTURAL MISAPPROPRIATION at the UNIVERSITY of NOTRE DAME by MEGHAN A. CONLEY (
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FROM APES AND THICK MICKS TO THE FIGHTING IRISH: CULTURAL MISAPPROPRIATION AT THE UNIVERSITY OF NOTRE DAME by MEGHAN A. CONLEY (Under the Direction of Billy Hawkins) ABSTRACT Despite the continuing controversy surrounding the use of mascots depicting indigenous peoples of the United States, little attention is paid to the Fighting Irish mascot at the University of Notre Dame. Although historically founded by a sect of French Catholic priests, the institution has formally used the Fighting Irish moniker for 87 years. Ironically, the team name came just six years after the Irish finally gained independence from Great Britain after hundreds of years of oppression. This case study analyzes the history of the Irish in the United States as well as the University of Notre Dame in order to better understand whether the Fighting Irish symbolism is a form of cultural imperialism in use at one of the United States’ premier educational institutions. Drawing on the work of Edward Said’s notion of cultural imperialism, the University of Notre Dame licensing and mascot program promotes a dialogue that “others” a national group that has historically faced injustice and mockery. Finally, this study employs a qualitative survey of a select sample of University of Notre Dame alumni in order to better understand how this group of university stakeholders reacts to the origins of Notre Dame’s marks in historical discrimination and imperialist stereotype of Irish people. INDEX WORDS: higher education, college athletics, logos, mascots, cultural imperialism FROM APES AND THICK MICKS TO THE FIGHTING IRISH: CULTURAL MISAPPROPRIATION AT THE UNIVERSITY OF NOTRE DAME by MEGHAN A. CONLEY BA, University of Georgia, 2007 MS, Florida State University, 2012 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2016 © 2016 Meghan A. Conley All Rights Reserved FROM APES AND THICK MICKS TO THE FIGHTING IRISH: CULTURAL MISAPPROPRIATION AT THE UNIVERSITY OF NOTRE DAME by MEGHAN A. CONLEY Major Professor: Billy Hawkins Committee: Rose Chepyator-Thomson Becca Leopkey Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia August 2016 DEDICATION In the 19th century, anthropological scholars coined the term ‘vision quest’ to describe the rite of passage across many indigenous cultures in the United States. Often the vision quest involved a sojourn into the wilderness, where one fasted and cried out to the great spirits, while awaiting the vision that would define their purpose in life and place in their community. The work presented here represents my vision quest. The words within this dissertation cannot possibly convey the true story of my quest – a journey to overcome many trials and tribulations and ultimately find my purpose in life and place in the world. This work is dedicated, first and foremost, to my family. We are not a tribe of lucky people, but we have a warrior spirit. Especially to my five, no matter where the road takes each of us, I know there is a bond of loyalty forever. I am deeply grateful to be a part of this tribe. To my best friend, you are the occasional proofreader and debater of ideas. When my vision was lost, you clearly saw my purpose and future. No words can truly convey what you have contributed to this work or to the person I am becoming, but I am forever appreciative. To all others who may find this work, I do as all the wisest scholars do and leave you with the wisdom of someone before me. May it serve as a testimony of this vision quest and a piece of motivation for the quests of others: “Everything I did in my life that was worthwhile, I caught hell for.” - Earl Warren, 14th Chief Justice of the United States iv ACKNOWLEDGEMENTS To the members of the committee, thank you for your diligent service and guidance. I would like to specifically acknowledge the service and influence of Dr. Billy Hawkins. It is rare to find a person of such esteem and achievement who also possesses the quality of humility. As a teacher, Dr. Hawkins is the sage guide, understated in his presence, encouraging his students to go on the sojourn and discover their purpose and role. I can only wish him the best in his endeavors, both inside and outside the classroom. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................................v LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ........................................................................................................... ix CHAPTER 1 INTRODUCTION .............................................................................................1 Background of the problem .........................................................................1 Statement of the problem .............................................................................5 Purpose of the study .....................................................................................7 Research questions .......................................................................................8 Significance of the study ..............................................................................8 Definition of terms .....................................................................................10 2 REVIEW OF THE LITERATURE .................................................................13 Collegiate licensing ....................................................................................14 Licensing as culture ...................................................................................19 Controversial logos and mascots ...............................................................22 Sociological impacts ..................................................................................28 Summary of the review of literature ..........................................................34 Theoretical framework ...............................................................................36 Summary of theoretical framework ...........................................................42 vi 3 METHODS ................................................................................................44 Research design .........................................................................................45 Setting ........................................................................................................49 Participants .................................................................................................49 Data collection ...........................................................................................52 Data analysis ..............................................................................................56 Role of the researcher and limitations .......................................................62 4 RESEARCH FINDINGS .................................................................................66 Introduction ................................................................................................66 Findings......................................................................................................66 Summary of findings..................................................................................91 5 DISCUSSION, SUGGESTIONS FOR FUTURE RESEARCH, AND CONCLUSION ................................................................................................95 Introduction ................................................................................................95 Discussion ..................................................................................................96 Suggestions for future research ................................................................102 Conclusion ...............................................................................................103 REFERENCES ................................................................................................................105 APPENDICES A Participant survey...........................................................................................116 vii LIST OF TABLES Page Table 1: Emergent themes and codes.................................................................................80 Table 2: Participant characteristics ....................................................................................81 viii LIST OF FIGURES Page Figure 1: Data analysis flow chart .....................................................................................61 Figure 2: St. Patricks Day 1867 .........................................................................................75 Figure 3: The ignorant vote................................................................................................76 Figure 4: Vaudeville Paddy ...............................................................................................78 Figure 5: Notre Dame mascot ............................................................................................78 Figure 6: The Yellow Kid ..................................................................................................79 Figure 7: Respondents by race or ethnicity........................................................................82 Figure 8: U.S. population by race or ethnicity ...................................................................82