Hate Sits in Places
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From Yellow Peril to Model Minority : ǂb Deconstruction of the Model Minority Myth and Implications for the Invisibility of Asian American Mental Health Needs
Smith ScholarWorks Theses, Dissertations, and Projects 2017 From yellow peril to model minority : ǂb deconstruction of the model minority myth and implications for the invisibility of Asian American mental health needs Lynda Anne Moy Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social Work Commons Recommended Citation Moy, Lynda Anne, "From yellow peril to model minority : ǂb deconstruction of the model minority myth and implications for the invisibility of Asian American mental health needs" (2017). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1909 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Lynda Anne Moy From Yellow Peril to Model Minority: Deconstruction of the Model Minority Myth and Implications for the Invisibility of Asian American Mental Health Needs ABSTRACT The model minority myth is a racial stereotype imposed upon Asian Americans, often depicting them as a successful and high-achieving monolithic group in the United States. This paper examines sociopolitical functions of the term “model minority” and implications for this broad and diverse racial group by reviewing existing literature and conducting an analysis of qualitative interviews with 12 Asian Americans. The findings of this study suggest that while the model minority myth appears to be a positive stereotype, it may lead Asian Americans to experience distress through (a.) a sense of confinement, (b.) treatment as foreigners, and (c.) erasure and invisibility of challenges around identity, racism and discrimination, immigrant and refugee experiences, mental health, and accessing culturally sensitive resources. -
Chinese Massacre of 1871?
CURRICULUM PROJECT HISTORICAL INQUIRY QUESTION What were the causes of the Anti- Chinese Massacre of 1871? LOST LA EPISODE Wild West What were the causes of the Anti- Chinese Massacre of 1871? Author of Lesson Miguel Sandoval Animo Pat Brown Charter High [email protected] Content Standards 11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity and class. CCSS Standards CCSS.ELA-READING FOR LITERACY IN HISTORY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-READING FOR LITERACY IN HISTORY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-READING FOR LITERACY IN HISTORY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS. ELA-WRITING FOR LITERACY IN HISTORY. WHST.11-12.1a.b.e: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. -
Chinese Exclusion and Tong Wars in Portland, Oregon
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2019 More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon Brenda M. Horrocks Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the History Commons Recommended Citation Horrocks, Brenda M., "More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon" (2019). All Graduate Theses and Dissertations. 7671. https://digitalcommons.usu.edu/etd/7671 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. MORE THAN HATCHETMEN: CHINESE EXCLUSION AND TONG WARS IN PORTLAND, OREGON by Brenda M. Horrocks A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ______________________ ____________________ Colleen O’Neill, Ph.D. Angela Diaz, Ph.D. Major Professor Committee Member ______________________ ____________________ Li Guo, Ph.D. Richard S. Inouye, Ph.D. Committee Member Vice Provost for Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2019 ii Copyright © Brenda Horrocks All Rights Reserved iii ABSTRACT More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon by Brenda M. Horrocks, Master of Arts Utah State University, 2019 Major Professor: Dr. Colleen O’Neill Department: History During the middle to late nineteenth century, Chinese immigration hit record levels in the United States. This led to the growth of Chinatowns across the West Coast. -
N.K. Jemisin in the City We Became, the Award-Winning Science Fiction Writer Keeps Breaking New Ground P
Featuring 407 Industry-First Reviews of Fiction, Nonfiction, Children'sand YA books KIRKUSVOL. LXXXVIII, NO. 6 | 15 MARCH 2020 REVIEWS N.K. Jemisin In The City We Became, the award-winning science fiction writer keeps breaking new ground p. 14 Also in the issue: Kevin Nguyen, Victoria James, Jessica Kim, and more from the editor’s desk: Great Escapes Through Reading Chairman BY TOM BEER HERBERT SIMON President & Publisher MARC WINKELMAN John Paraskevas # March is the dreariest month. We know that spring is around the cor- Chief Executive Officer ner, but…it can be a long time coming. If you’re fortunate, you might escape MEG LABORDE KUEHN [email protected] to a Florida beach or some other far-flung destination for rejuvenation. For Editor-in-Chief the rest of us, spring break may come in the form of a book that transports TOM BEER [email protected] us elsewhere, indelibly rendered through prose. Here are five titles, new or Vice President of Marketing coming soon, that the travel agent in me would like to recommend. But be SARAH KALINA [email protected] forewarned: There is frequently trouble in paradise. Managing/Nonfiction Editor ERIC LIEBETRAU Saint X by Alexis Schaitkin (Celadon Books, Feb. 18): The title refers [email protected] to the fictional Caribbean island where the Thomas family is on a vacation Fiction Editor LAURIE MUCHNICK at an evocatively described resort—“the long drive lined with perfectly ver- [email protected] Tom Beer tical palm trees,” “the beach where lounge chairs are arranged in a parab- Children’s Editor VICKY SMITH ola,” the scents of “frangipani and coconut sunscreen and the mild saline of [email protected] equatorial ocean.” Alas, this family vacation does not end well, forever altering the lives of Claire Young Adult Editor LAURA SIMEON Thomas, age 7 at the time, and Clive Richardson, an employee at the resort. -
An Obligation to Do One's Best by Dana Smessaert May 2020
An Obligation to do One’s Best by Dana Smessaert May 2020 Director of Thesis: Angela Wells Major Department: School of Art and Design An Obligation to do One's Best is an exploration of myth and reality at home in a small southern town. The artist is calling into question whose history we are referencing when it comes to art, economics, and culture. In these liminal landscapes, the viewer/spectator becomes a collaborator in the mythos of racism in the Southern narrative—the denial of not only its racist past but also the strides of the Civil Rights protests. The research explores the agency of history and cultural capital through a site-specific installation with images, video, sculpture, and sound. Creating a liminal landscape of the American South through physical and metaphysical readings of its trauma, history, and understanding the “...south as a noun that behaves like a verb.”1 The South is entwined with history, politics, economics, and racism, a link that can never be severed, this paper consorts with classic literature, history, cinema, demographics, and philosophy. The American South, the house, the name, and the family's history are complicated and seemingly transparent to those on the outside. However, the stories of those who live here still exist in the space between myth and reality. 1 Romine, Scott. The Real South: Southern Narrative in the Age of Cultural Reproduction. Baton Rouge: Louisiana State University Press, 2008. An Obligation to do One’s Best A Thesis Presented to the Faculty of the School of Art and Design East -
Teaching the Modern Civil Rights Movement (1954-1985) Through Media
Teaching the Modern Civil Rights Movement (1954-1985) through Media Conceptualized, Researched, Compiled, and Designed by Xosé Manuel Alvariño, Teacher Miami-Dade County Public Schools Miami, Florida [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact The Education Fund at 305-892-5099, Ext. 18, E-mail: [email protected], Web site: www.educationfund.org 1 For Mrs. Fannie Lou Hamer 626 E. Lafayette Street Ruleville, Mississippi http://www.youtube.com/watch?v=OC3pQfLOlkQ ―I'm sick and tired of being sick and tired.‖ Not even a brutal beating in jail stopped Mrs. Fannie Lou Hamer (1917-1977) from fighting to secure black people’s constitutional right to vote. Her powerful testimony about how she and other African Americans were mistreated influenced passage of the Voting Rights Act of 1965. 2 Here you’ll find … Dear Colleague letter …………………………………………………………………………………………… 4 What is ―Eyes on the Prize?‖ …………………………………………………………………………………..8 Emmett Louis Till-An Introductory Unit……………………………………………………………………….9 Resources for Teaching the Movement through Media …………………………………………………..25 Blogs…………………………………………………………...26 Films …………………………………………………………...27 Images …………………………………………………………31 Literature………………………………………………………34 Articles…………………................34 Books………………………………35 Poetry……………………………...37 Music……………………………………………………………38 Music Resources…………………42 The Movement in Florida………………………………………………………………………………………..43 Florida Movement Images………….45 Florida Civil Rights Oral Histories...47 -
Where Is the Asian Body? the Problem of Erasure in Western Visual Culture
WHERE IS THE ASIAN BODY? THE PROBLEM OF ERASURE IN WESTERN VISUAL CULTURE By Vicky Shi In Visual Studies Submitted to the Department of Visual Studies University of Pennsylvania Thesis Advisors: Murali Balaji and Gregory Vershbow 2021 Shi 2 Abstract Asians have suffered from erasure and poor representation in western media, which at its core a visual problem as well as a sociopolitical one. Since humans are inherently visual creatures and receive a lot of information from the media and entertainment they consume, the lack of visibility and humanization given to Asians on-screen very well affect how people perceive Asians off-screen. This poor representation is not a new phenomenon; racist portrayals of Asians and the use of Asian clothing and objects for clout is in fact a continuation of deeply ingrained traditions in the West. My paper reveals the different issues of Asian stereotypes and erasure and the history that allows these incidents to keep happening. Though the term “Asian” includes many ethnicities, this paper will mainly focus on East Asian appropriation and representation in Western media. Shi 3 INTRODUCTION On the 16th of March this year, a white man drove from Woodstock to Atlanta in Georgia, and took a gun to three different day spas, killing six Asian women. After the act, he admitted to the police that he was a sex addict and wanted to “eliminate the temptation.” He denied that this shooting was racially motivated, even though he specifically targeted Asian day spas. This event comes following a rise in violence towards Asians in the West, especially after it was announced that the epicenter of the worldwide COVID-19 pandemic was Wuhan, China. -
The Florida Terror: Race Relations in the Early Twentieth-Century
The Florida Terror: Race Relations in the Early Twentieth-Century Summary Many years before the Civil Rights Movement of the 1950’s and 1960’s brought nationwide attention to the plight of African-Americans in the South, racial violence was a fact of life. Many whites held firm to an unwritten code that demanded brutal punishment for individual blacks, or entire communities, that “stepped out of line.” In this lesson, students will: read about race relations in the post-WWI years and the Ku Klux Klan; explore individual incidents of racial violence in Florida before the Civil Rights era; and create annotated maps/timelines of these incidents. Objectives Students will: 1) Understand how demographic changes after World War I led to strained relations between whites and blacks in the North and the South; 2) Read an account of the origins and reformation of the Ku Klux Klan, from the early 1900’s to the present; 3) Explore five incidents of racial violence from 1920 to 1944. U.S. History Event This lesson could be used within the context of any unit on the 1920’s, including racial unrest in the post-WWI years and the nativism movement. It could also be used as am opening lesson to the Civil Rights Movement. Grade Level This lesson can be implemented in a middle school or high school American history classroom, but because of the sensitive subject matter may be more appropriate for high school. Materials AAA AutoClub maps of Florida (optional), maps of Florida found at http://fcit.usf.edu/florida/maps/state/64000.htm (optional), a transparency of the lyrics to “Strange Fruit,” a transparency or copies of one of several pictures from http://www.liu.edu/cwis/cwp/library/african/2000/lynching.htm , one copy of Reading Passage #1 and Reading Passage #2 for each pair, one copy of Exhibits A-E for each pair, one copy of “Matrix for Information about Florida Racial Violence” for each student (or pair), Lesson Time This lesson can be completed in one block period. -
African American Women's Resistance in the Aftermath
AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING by LACEY A. BROWN-BERNAL THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts in History at The University of Texas at Arlington December 2019 Arlington, Texas Supervising Committee: Stephanie Cole, Supervising Professor Delaina Price Christopher Morris ABSTRACT AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING Lacey A. Brown-Bernal, M.A. History The University of Texas at Arlington, 2019 Supervising Professor: Stephanie Cole This thesis focuses on resistance strategies used by African American women in the aftermath of lynching in the late nineteenth and early twentieth centuries. It examines the ways in which those strategies were shared, modified, and deployed by black women activists throughout the Jim Crow Era and traces the connection to contemporary movements for social justice. The starting point for this study of generational change within African American women’s resistance to violence is the transatlantic anti-lynching campaign of Ida B. Wells and an examination of newspaper articles that detailed her actions while abroad with an eye to considering how her approach shaped the reception of her message. Also included in this work is a case study that examines the life of one woman and her family in the aftermath of lynching in order to understand the extent to which that event shaped their lives in the immediate aftermath and as they moved forward. As a result, the importance of family, church, and community to some survivors of racial violence is illuminated. A broader look at the actions of multiple women between 1892-1955 shows that black women in the aftermath of lynching manipulated the gendered language surrounding the ideology of male breadwinners to file civil cases when a male family member was lynched, adding to a collective knowledge of resistance strategies across generations. -
Learning About White Supremacy: Resources for All Ages
P a g e | 1 of 6 Learning About White Supremacy and How to Talk about It Compiled by Marilyn Saxon-Simurro Learning about White Supremacy and How to Talk About it Resources for All Ages Wondering how to talk with your children, students and/or adult peers about race, racism, and white supremacy? Start here with these resources for children, teens, and adults. Items 1-9 offer resources to help adults communicate with children and teens about race, racism, and white supremacy. They are meant for parents, teachers, and mentors. Items 10-20 include information for adults about the lives of Black people that may not have been known or considered. It is hoped that this list will be used to increase knowledge about, empathy for, and effective allyship with Black people. This list with its many links is not meant for people to read in one sitting. Think of it as a menu from which you can choose one issue at a time. These issues together reveal the definition and subtle perniciousness of systemic racism. 1. Into America with Trymaine Lee Podcast: “Into an American Uprising: Talking to Kids about Racism. June 4, 2020. This 27-minute interview of Dr. Beverly Daniel Tatum gives great word-for-word scripts parents, teachers and mentors can use in discussing race. You can listen here https://www.nbcnews.com/podcast/into-america/american- uprising-talking-kids-about-racism-n1225316 or on other podcast platforms such as Stitcher, Spotify, or iTunes. The full transcript is here: https://www.nbcnews.com/podcast/into-america/transcript-talking-kids-about-racism- n1226281. -
Bringing Floridians Together B O a R D O F D I R E C T O R S F H C S T a Ff
FLORIDA HUMANITIES COUNCIL 2006 ANNUAL REPORT Bringing Floridians Together B O A R D O F D IRE C TORS F H C S TA ff David Colburn, Chair—Gainesville Janine Farver, Executive Director B. Lester Abberger—Tallahassee Barbara Bahr, Technology Manager John Belohlavek—Tampa Laurie Berlin, Director of Administration Frank Billingsley, Vice Chair—Orlando Julie Henry Matus, Program Coordinator—Road Scholars Rachel Blechman—Miami Karen Jackson, Program & Fiscal Assistant Elaine Brown—Jacksonville Lisa Lennox, Administrative Assistant William Carlson—Tampa Susan Lockwood, Director of Grants Jim Clark—Orlando Carly Meek, Development Assistant Brian Dassler—Fort Lauderdale Brenda O’Hara, Fiscal Officer Juan Carlos Espinosa—Miami Barbara O’Reilley, Communications Director & Editor/FORUM Nancy Fetterman—Pensacola Patricia Putman, Development Officer Caren Lobo—Sarasota Monica Rowland, Program Coordinator—The Gathering & Florida Center for Teachers Kim Long—Naples Ann Schoenacher, Director, Florida Center for Teachers Meredith Morris-Babb—Gainesville Diane Wakeman, Program Assistant Lesley Northup—Miami Howard Pardue—Tallahassee Jeffrey Sharkey—Tallahassee Rowena Stewart—Jacksonville Ellen Vinson—Pensacola Jon Ward—Fort Pierce ThE FLORIDA HUMANITIES COUNCIL, A NONPROFIT CULTURAL AND EDUCATIONAL ORGANIZATION, BUILDS STRONG COMMUNITIES AND INFORMED CITIZENS BY ENGAGING FLORIDIANS IN THE HERITAGE, TRADITIONS, AND STORIES OF OUR STATE AND ITS PLACE IN THE WORLD. 2 0 0 6 A nn U al R eport Dear Friends and Supporters of the Florida Humanities Council This annual report provides you with an opportunity We also hope you attend one of our hundreds of Road to review the Council’s many activities during Scholars presentations. Among them are Chautauqua the past year and to examine our budget and the performances that bring to life such important ways it has been used to enrich our programs. -
Social Justice and Economic Reparation: African-American Struggles for Equal Opportunity Around the Turn of the Century
NANZAN REVIEW OF AMERICAN STUDIES Volume 31 (2009): 205-217 Proceedings of the NASSS 2009 Literature and Culture I Social Justice and Economic Reparation: African-American Struggles for Equal Opportunity Around the Turn of the Century OKUDA Akiyo KEIO UNIVERSITY Introduction In the history of the United States, one could point to a number of times the country has undertaken restorative measures to right past wrongs. Immediately after the Civil War, Congress, led by radical Republicans, not only abolished slavery but, also ensured freedmen’s full participation in society with the Fourteenth and the Fifteenth Amendments. The Civil Rights Act of the 1960’s attempted to undo the injustice imposed by the post-Reconstruction South that relegated blacks to second-class citizenship. Affirmative action was another policy aimed at restoring social justice. However, what has been missing throughout the entire period is an economic base that would allow black Americans to take full advantage of these measures. Racial equality, reparation advocates claim, is still not a reality today because an economic gap between the races still exists.1 That gap, they claim, can be traced back to the brutal lynchings and whitecappings of the turn of the century that allowed Southern whites to take away black-owned properties by the use of violent force. Why wasn’t there any economic aid to the four million newly freed slaves immediately after the war, nor economic reparations in the following decades? I argue that while black leaders sought political and social justice seriously, they did not seek economic justice because of the precarious position they were in, and because they felt black people needed to claim success in their new role as a free people.