University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School November 2018 The eP rformance of Memorialization: Politics of Memory and Memory-Making at the Arthur G. Dozier School for Boys Kaniqua Robinson University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Social and Cultural Anthropology Commons Scholar Commons Citation Robinson, Kaniqua, "The eP rformance of Memorialization: Politics of Memory and Memory-Making at the Arthur G. Dozier School for Boys" (2018). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7564 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Performance of Memorialization: Politics of Memory and Memory-Making at the Arthur G. Dozier School for Boys by Kaniqua L. Robinson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Anthropology College of Arts and Sciences University of South Florida Major Professor: Antoinette T. Jackson, Ph.D. Erin H. Kimmerle, Ph.D Kevin A. Yelvington, D. Phil Edward Kissi, Ph.D. Danny L. Jorgensen, Ph.D. Date of Approval: November 20, 2018 Keywords: Christianity, counter-memory, collective apologies, reform school Copyright © 2018 Kaniqua Robinson Dedication I dedicate my dissertation to my mother, Katherine Robinson, and my uncle, Charlie Lee Penn. Although I lost her at the age of 15, my mother’s spirit and love has guided me through this process. Her strength and tenacity was instilled in me at a young age and I will carry it with me as I continue on life’s journey. My uncle was very supportive of me starting this program. He encouraged me in so many ways, from a simple smile when I talked about being in a doctoral program to constantly saying how proud he was of me. Uncle Charlie always dreamed of coming to Florida and was excited to see me when I finished this doctoral program. He may no longer be here in person, but I know his spirit will be with me as I approach this finish line. I am thankful to have two amazing angels watching over me. Mama and Uncle Charlie, thank you. Acknowledgements I am appreciative of all the support I received from my dissertation committee as well as family and friends throughout my doctoral program. A special thank you goes to Dr. Antoinette Jackson, my major professor, my mentor, and my inspiration. I would like to express my gratitude to you, Dr. Jackson, for introducing me to the Dozier School for Boys case as your graduate assistant. In addition, your constant support, scholarly critique of my work, and wealth of knowledge is much appreciated. Thank you for being there for me when I needed encouragement. Also, thank you for walking in your greatness. Because of you, Dr. Jackson, I am more inspired to continue pursuing my goals. It is an honor to have such an amazing and renowned scholar as a mentor. Dr. Erin Kimmerle, I am extremely grateful for your support throughout this process. You have provided me with great opportunities that have only enhanced my experience in my graduate program. In addition, I appreciate the emotional support you provided as I progressed in this program. Dr. Kevin Yelvington, your invaluable knowledge, constructive critique, and commitment to my success are much appreciated. Dr. Edward Kissi, thank you for your critical input in the theoretical scope of my dissertation as well as your keen editorial eye. Dr. Danny Jorgensen, I truly appreciate your help in better contextualizing my analysis on the role of religion at Dozier and for your valued support of my research. Dr. Deidre Cobb-Roberts, I appreciate you for not only being the chair for my dissertation defense but also for your strong encouragement as I worked to finish my doctoral program. I must say a huge thank you to the wonderful family and friends that have been my backbone since before I began this program. Kelly Robinson, my dad, I appreciate you constantly telling me how proud you are of me. Kiana Robinson, you are such an amazing sister and I love you so much. Thank you for supporting me. Travis Crafter, I appreciate you always being willing to talk on the phone or show up when I need your help. To the Beasley, Britt, DeLoach, and Searcy families, thank you for encouraging me through this program and always celebrating my successes. Dr. Charles E. Jones, your mentorship is invaluable! Thank you for being so supportive of my journey. Dr. Jonathan Gayles, thank you for introducing me to the wonderful University of South Florida (USF) applied anthropology graduate program and checking on me to make sure I am doing well. Ajike Omojala (Maaj), I am so grateful to have you in my life. Thank you for encouraging me to fill out college applications, even when I did not think I could do it. Thank you for being there every step of the way and telling me “Go Pooh Bear!” Dr. Faisal Alkhuzaim and Sara Arias, you have made this program awesome with your friendship! You have been like a family to me and I am grateful that we have bonded since entering in August 2012. To Tomaro Taylor, Liotta Noche-Dowdy, Will Forde-Mazrui, Dr. Nicole West, Dr. Devona Pierre, Dr. Sommer Mitchell, Anthea Henderson, Dr. Lauren Johnson, Dr. Rebecca Campbell, Dr. Shadi Radwan, Erin Jensen, Brittney Vojnovic, and many more who are too numerous to name, thank you for your encouragement, listening ear, writing partnership, editing, and other supportive measures you have provided throughout my program. I am extremely thankful for the USF Department of Anthropology and the numerous faculty members who have cheered me on during this doctoral process. I am forever grateful for your support. Table of Contents List of Figures ................................................................................................................................ iv Abstract ........................................................................................................................................... v Chapter One: Introduction .............................................................................................................. 1 Dozier School for Boys ....................................................................................................... 1 Racial Segregation as the Norm .......................................................................................... 6 Boot Hill Burial Ground Project ......................................................................................... 7 Research Study .................................................................................................................... 9 Situating Theory and Methods .......................................................................................... 10 Applying Black Feminist Methodology ............................................................................ 12 Research Goals .................................................................................................................. 13 Organization of Dissertation ............................................................................................. 13 Chapter Two: Theoretical Framework .......................................................................................... 15 Historical Production and Exercising Power ..................................................................... 16 Memory ad Power ............................................................................................................. 17 Counter-Memory ............................................................................................................... 21 Memory and Reconciliation .............................................................................................. 22 Religious-Redemptive Narrative: Religion and State Politics Globally .......................................................................................... 23 South African Case ................................................................................................ 23 Australian Case ...................................................................................................... 25 Peruvian Case ........................................................................................................ 26 Conclusion ......................................................................................................................... 29 Chapter Three: Methodology and Methods ................................................................................... 31 Black Feminist Anthropology as a Methodological Lens ............................................................................................................................. 32 Research Settings .............................................................................................................. 35 Marianna, Florida .................................................................................................. 35 Tallahassee, Florida ............................................................................................... 37 University of South Florida ................................................................................... 37 Research Questions ..........................................................................................................