Tse, Hiu Hin. / Thesis M.Phil. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 162-169). / Abstracts also in Chinese. / Title from PDF title page (viewed on 15, September, 2016).

This research project examines sectarianism and sectarian violence in Pakistan between 1996-2005. It represents a departure from the security-focused research on sectarianism and provides contemporary analysis of sectarian violence by contextualising it. This thesis distinguishes sectarianism as an analytical concept from sectarianism as a phenomenon in Pakistan. The existing literature on sectarianism and sectarianism in the Pakistani context is critically examined, and this research is located within that body of knowledge. In this thesis, sectarian violence is understood as being conducted to reproduce and reinforce exclusivist sectarian discourse. This premise is analysed through the framework of identity formation and identity politics, and spatial understandings of identities. The study examines the locations of sectarian violence in Pakistan, and analyses the spaces where sectarian identity discourse is enforced and maintained through violence. Consequently, the concept of sacred space and sacred time are analysed as locations of sectarian violence. The contestations of public space by competing identity discourses, and the spatial manifestations of those competing identities are analysed. This dissertation also attempts to draw out whether sectarian violence is only located within and through the organised sectarian groups, or whether the sectarian violence indicates wider fault lines in the Pakistani society.

This dissertation is aimed at analyzing how ethnic hierarchies question the environmentalization of indigeneity, which is the foundation of the Colombian state's multicultural policy. In particular, the dissertation develops a comparative ethnographic approach to the way in which the "multicultural turn" of 1991 impacted three indigenous communities located at San José del Guaviare, a colonization frontier in the Colombian Amazon: the Nükak, the Jiw and the Tucano. Against the assumption of multicultural policy that indigenous communities form a vast mass of people radically diferent from mainstream (even portrayed as anti-modern), in San José there is an unequal distribution of the Nükak, Jiw and Tucano in different positions inside local ethnic hierarchies. For some, Nükak incarnate what Hale (2004) label as a "good ethnicity", that serves to promote Guaviare as an eco-touristic destination, the Jiw are a "bad ethnicity" that annoys White people in San José, while the Tucano are portrayed as "civilized Indians". Thus, the dissertation states how these ethnic hierarchies contradict some of the core assumptions of multicultural policies that are based on an essentialized understanding of indigenous peoples as "ecologically noble savages." The dissertation argues that the analysis of contemporary experiences on indigeneity in an Amazonian context such as San José, could be better understood if it observes a set of processes and actors including: the historical transformation of senses on otherness, the production of forests as a field of domain under state regulations, the economic crossroads affecting indigenous peoples on their "resguardos" (indigenous lands) and the intervention of state laws, NGOs, indigenous political organizations, settlers, foreign governments and state officials. The analysis of such a variety of processes and actors shaping contemporary experiences on indigeneity in the Colombian Amazon follows the environmentality approach (Agrawal, 2005). From that perspective, I discuss the following ideas: a) indigenous resguardos were designed as governmentalized localities in multicultural policy to regulate and control how indigenous peoples manage natural resources; b) those communities portrayed as followers of the ecological nobility script act as regulatory communities; c) the technologies for governing the ecological realm do not necessarily assure the formation of environmental subjectivities.

This thesis examines the extent to and the way in which the contemporary political and socio-cultural context of South Korea, a divided, postcolonial and Northeast Asian nation is embedded in the national media coverage of global sport events, especially the 2008 Beijing Olympic Games. Attention is given to the implications of current state of international relations, politics and foreign policies between the R.O.K. and its geopolitical neighbours such as the U.S. and the D.P.R.K., Japan and China from the Northeast. The similarities and differences in the symbolic descriptions of Olympic athletes and delegates, and their achievements along with their identity markers such as national identity, regional identity, race and ethnicity are analysed. The global-national patterns and transformations in the power relations between hegemonic and ideological elements, such as nationalisms, racial/ethnic stereotypes, pan-Asian sentiments and Asianism, are examined. According to the characteristics of conservative or progressive, mainstream or sport-specific and print or television media coverage, the ways in which reporting style and tendency are distinctive from each other are clarified. Data was collected from newspapers and television coverage in the period of Beijing Olympic Games and a week before and after the Games. Media content analysis, including thematic analysis, discourse analysis and visual/image analysis, is used to analyse the data in both quantitative and qualitative terms. The theoretical frameworks of identity politics, contemporary cultural studies and figurational sociological concepts of personal pronouns and the established and outsiders are applied. The research findings discuss the twin process of increasing varieties and diminishing contrasts and homogenising and heterogenising tendencies in the globalisation process, which was evident in the South Korean media coverage of the 2008 Beijing Olympic Games and its opening ceremony.

The purpose of this thesis is to establish a foundation built on the congruencies between Margaret Fuller’s feminist theory and Nathaniel Hawthorne’s fiction, with the aim of addressing two major points: first, the implications of universalizing gender in the context of identity politics; and second, to show how gender universality is challenged within Hawthorne’s fiction and Fuller’s prose. Given that Nathaniel Hawthorne’s characters depict a range of personal variability, the act of synthesizing Margaret Fuller’s feminist theory with Hawthorne’s fiction functions to link the personal with the political. The overall goal of this study is to substantiate both writers within a feminist discourse and further, as contributory in the fight for gender equality.

This dissertation is focused on research into and consideration of the relationship between a nascent form of Jewish feminism that arose in the United States in the 1970s and 1980s, and the post-1967 Palestine solidarity movement-both of which took shape in the overlap of feminist and anti-imperialist movements of the late 20th century. While restoring an archive of social movement culture, this study reveals the impact of Zionism and anti-Zionism on US feminisms, with attention to the "Question of Palestine" as a site of division and alliance for feminist movements. Utilizing theories and methods from cultural studies, ethnic studies, feminist studies, and related interdisciplinary formations, I consider ideologies and practices of late 20th century feminist movements as they address gender, sexuality, race, ethnicity, and nation through and against identity politics. With focus on the lesbian-led, politically leftist, grassroots sector of U.S. Jewish feminism and related feminist formations, I ask how the discourse of identity has been mobilized in contradictory ways, re-mapping feminist alliances and conflicts about race, nation, and colonialism.

The awareness of marginality, oppression, and hierarchy at an early age directly influences the creation of work specific to my identity as a woman of color. Born and raised on an island in the Pacific Ocean, I was aware of my sense of location and space relative to the world. The vast ocean separating me from the ‘mainland’ created a specific understanding of marginality, of what is “main” and what is “minor,” and how these categorical placements continued from my youth to ongoing perpetuation. The work I create has a subtle and persistent investigation into my identity as a socio-economic and ethnic minority woman. I attempt to translate and address my identity and cultural significance by creating works that bring about question and dialogue dealing with cultural normative values. My work subtly addresses theories of alienation, burden, heritage, and identity. I use materials and/or focus on importance of materiality to imply an inherent meaning through historical root, core, and/or initial function. Often this function has fixed placement in certain cultures and society. Although the work is visually and conceptually dark in nature, the desired feeling includes a very physical response while coexisting within the installation’s environment. Oppositional Gaze is a video based on my personal experience. I approach making from a lived and ongoing experience that is constant. On an ordinary day, I often witness acts of repression, acts of injustice, and absurd occurrences that are either directed at me or observed toward others. I impose inner turmoil upon myself of whether or not I shall respond or absorb what I have witnessed. These experiences have emerged at a time in my life, in a place I considered to be a dislocation of my physical presence in relation to my constant neighbor, with a metaphysical questioning of placement. The video is a visual and auditory whisper that reflects my internalized struggle. These true encounters of questions, statements, and name-calling were specifically chosen to address this reality on a large screen, symbolic to the hovering subjection of prejudices and stereotypes that resonate within me. These encounters are unexpected, yet not surprising when they happen due to the frequency of their occurrence.

The Isleños of St. Bernard Parish, Louisiana trace their ancestry to eighteenth century settlers from the Canary Islands. Currently, St. Bernard Parish is home to two separate Canarian heritage organizations: Los Isleños Heritage and Cultural Society and the Canary Islands Descendents Association. This thesis examines how the Isleños are currently renegotiating their cultural identity through the use of heritage via the structure of heritage organizations. I argue that under mounting economic, environmental, and political pressure, people of Canarian descent in St. Bernard Parish have begun to adjust Isleño cultural identity in order to make it more widely inclusive. This is a creative means by which the Isleños attempt to maneuver around the increasingly rapid pace of change and deal with threats to the survival of their culture.

The following paper focuses on the relatively new rise of populism which has seen a surge across states across the western world. Populism refers to governance of and for the people, as opposed to the ruling elites. As the sensation of democratic deficits and partisan cleavages increase, the reaction is populism which aims to restore the fundamental democratic values back to the people, advocating a more transparent form of democracy, where power moves away from the ruling elites, back to the people. We explore what populism entails through defining it through its theoretical identifiers and analyzing which political and social attitudes are present in supporters of populist parties. This study is meant to complement Staerkle and Greens study about the social representation of right-populists. By using the same research methodology as Staerkle and Green but also including left populists. This means looking at the social representation of left-right populist supporters and identifying mutual conventions and relations through a cross sectional case study of four countries which have seen a rise in populist parties. The findings lead us to see convergence in left-right populist parties toward institutional distrust and divergence in opinion towards globalism and multiculturalism. In essence, we compare and present the social representation of populist supporters of left-right populist parties and investigate which attributes cause the divergence in their political and social identities.

PhD thesis - School of Education - Faculty of Humanities / In an attempt to add the voices of African feminist educators to the narrative field, and to address the critique that feminist discourses have generally been couched in theoretical abstraction, this study, which was conducted with five university women educators from various parts of Southern Africa, explores the enactment of feminist pedagogies in English language classrooms. The study was guided by the principles of feminist research methodologies, which advocate sensitivity to the subjective, emotional and biographic factors that shape the researcher and researched. Drawing from a suite of data sources, which comprised autobiographical and biographical narratives, lecture observations and interviews the study explores how the social variables of race, class, gender, politics, religion, etc. have influenced the participants’ feminist and language identity formation, and by extension how these inform their teaching of English from a feminist perspective, in terms of What they teach; How they teach, and Why they teach the curriculum content that they do. Taking the view that the personal is political and potentially pedagogical, the study provides a cursory commentary on the participants’ childhood and early adulthood, with the intention of exploring the potential a retrospective gaze of their identity formation has in terms of how they frame interpersonal relations with students and colleagues, and the enactment of their teaching identities. Identifying for more nuanced investigation the study tracks the trajectories of the participants’ coming to feminist consciousness, with a special focus on their adoption of project identities which they enact through their theorizing and teaching of English from a feminist perspective. Given their subscription and investment in narratives of emancipation that subvert social injustices and repressive domination, the study explores, at length, the complexities of feminist teacher identity in relation to the themes of difference, dialogue, and epistemologies of experience, all of which invariably encompass the overarching theme of feminist teacher authority. Acknowledging the slippery terrain of teacher and student identity calibrations, the study differentiates three ways in which authority is generally conceived of in feminist pedagogy, viz. authority versus nurturance, authority as authorship, and authority as power. In discussing the authority versus nurturance I argue for unhinging the female teacher from traditional associations of her with care-giver and intellectualised mammy. Urging for recognition of the woman teacher as female but non-maternal, I argue for a recontextualised and reconceptualised understanding of the female teacher – one that foregrounds her capability of offering critical intellectual nurturance. In exploring the delineation authority as authorship, which entails the mutual sharing of teacher-student personal experience in relation to broader public and academic discourses, the study cautions against the potential for personal epistemology to circulate within the realm of the familiar, narcissistic and sentimental, in the absence of meaningful critical and contextual pedagogic and educative relevance. In this regard, I suggest the consideration of two pertinent questions: viz. i) is there a shared assumption that the personal is good and the impersonal bad? and ii) given that other discourses of the personal are operating in the feminist classroom, exactly which personal are we referring to when we seek to validate the epistemology of experience? I argue that the pedagogic and educative worth of both teacher and students’ personal disclosures need to be subject to critical, analytical, and productive reflection to assess their value as knowledge. Critiquing enclaves of feminist pedagogical scholarship that suggest divesting the classroom of teacher authority as a way of rendering it more democratic, the discussion on authority as power agitates for an unmasking of the inevitable pedagogic and educative authority that the feminist teacher wields in the classroom. Through empirical evidence it illustrates variants of teacher authority that operate in the classroom and supports Gore’s (2002), proposition to develop a theory of pedagogy and power by acknowledging that: pedagogy is the enactment of power relations between teacher, student and other significant partners; bodies are the objects of pedagogical power relations, and in pedagogy, different differences matter; the kind of knowledge produced in pedagogy interacts with the institutional site and the techniques of power employed there; and pedagogy proceeds via a limited set of specific techniques of power. The study concludes with a theoretical and methodological reflective synthesis. The theoretical synthesis presents the central lines of argument that emerged from the issues investigated. The methodological reflective synthesis presents the participants’ comments on the validity of the study and the value that accrued to them by virtue of participating in the study.