This thesis examines how skin bleaching can be understood within the cultural context of Jamaican dancehall. I argue that as a cultural practice, skin bleaching can be viewed as a critique of the concomitant structural inequalities precipitated by colorism, which is a by-product of racism. In proposing skin bleaching as a queer performance of color, I attempt to illustrate the manner in which the lightening of the skin exposes the instability of racism and colorism as socially constructed, discursive regimes. If race and skin color are biological and embodied facts dictated by social reality, then bodies, which are racially marked and colored subjects, can be used to project counter discourses that challenge these specific regimes. The space of discursive limit imposed on the racialized or colored body-subject is a space from which critiques of dominant discourses can be projected, and bleaching does precisely that. I conclude therefore, that skin bleaching is performed resistance which challenges the dominating discourses on race by first destabilizing the notion that skin color is an immutable biological fact, and second by contesting subsequent discourses that are contingent on the “facts” of color and race.

Explains how Afro-Cuban culture influenced African-American jazzmen and led to the formation of Afro-Cuban or Latin jazz in 1947 by Dizzy Gillespie and Chano Pozo. Explores the musical connections between the physical plane of Cuba and the United States, and the esoteric spiritual world of the orishas and myths coming to life in sacred and secular music forms.

This study investigated issues of gender discrimination in the Cacadu district of the Eastern Cape and the possible role that Community Learning Centres could play in mitigating gender disparities in this particular district. The aim of the study was to recommend ways in which Community Learning Centres could assist people in mitigating gender disparities in the Cacadu district of the Eastern Cape. The study examined scholarly and professional publications, both theoretical and empirical, that support or challenge the proposed focal area. The study was underpinned by post-colonial feminism. Contrary to Western feminism, post-colonial feminism is primarily concerned with the representation of women in once colonized countries.The paradigm deemed to be the most appropriate in undergirding this study was a post-colonial indigenous paradigm which can be seen as context based and inclusive of all knowledge systems. The research approach was qualitative and the research design adopted for the study was phenomenological. Two Community Learning Centres (Xola and Zodwa) located in a rural and an urban area respectively in the Cacadu district of the Eastern Cape were selected by purposive sampling. Data gathering was conducted through semi-structured interviews and focus group discussions. Three adult educators volunteered to participate in individual interviews and twenty-four adult learners volunteered to participate in focus group discussions. Findings indicated that Community Learning Centres in their attempt to promote equity and redress do not help people mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Based on the findings, it was found that gender disparities emanate not only in the home, but also in Community Learning Centres in the Cacadu district of the Eastern Cape. Finally, strategies were identified in the form of educational practices, processes and developments to assist people to mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Such educational strategies should be characterised by fairness, equality and the values embedded in social justice with reference to the role of women in society. / Educational Foundations / D. Ed. (Socio-Education)

William Shakespeare’s (1564-1616) theatrical work The Tempest was first performed in 1611 at the court of James I. Since the XVII century until today this work of art has travelled the world and has been (re)interpreted from the perspective of multiple ideologies. This thesis seeks to understand the representations and uses that Caliban has had in different spaces and historical moments. The anti-colonial interpretations of Roberto Fernández Retamar authorize us to read metaphorically the current socio-political situation of Latin immigrants in the United States through the perspective of The Tempest. The first chapter of this thesis studies and critically analyzes the way in which the character Caliban is negatively constructed. This chapter concludes that many of the critics that are cited base their interpretations of Caliban not necessarily on textual evidence but rather on their own colonial and oppressive ideologies. To illustrate this tension I present a detailed analysis of the supposed rape of Miranda by Caliban, I analyze Caliban’s poetic voice and give historical context of the theatrical work’s production and its critical reception by the European literary tradition. The second chapter seeks to present an ideological and analytic counterpoint to this European tradition. This chapter presents the anti-colonial project of Roberto Fernández Retamar who throughout his many essays on Caliban turned this character into a symbol of Latin-American and revolutionary identity. In this section I study the evolution of Fernández Retamar’s thinking through his many essays on Caliban. To understand the importance of his literary reinterpretation I analyze the Cuban historical context of the 60’s and 70’s while paying particular attention to the controversies surrounding the “Padilla affair”. The third chapter applies a metaphorical historic reading of contemporary Latin communities in the United States using the characters of The Tempest. This chapter seeks to centralize the importance of the feminine voice in this theatrical work by combating the supposed silence of Sycorax, Caliban’s mother. In this section I do a detailed textual study to demonstrate that Sycorax, even though she has no lines of her own, is an important character in the play and can be seen as a correction to a long masculinist trajectory that has silenced the importance of women in colonial literature. This last chapter seeks to synthesize the analyzing and theorizing of literature, the studying of social movements in Massachusetts and the political and social status of Latin people using Sycorax + Caliban as an identity metaphor.

This qualitative study described four testimonios from Chicanas who have successfully completed a doctorate in education degree, both Ph.D. and Ed.D. The literature reviewed three important areas of study. The first is a review of the systemic challenges that Chicanas must hurdle; cheap labor, segregation of schools and neighborhoods, being silenced through English-only education, and deficit thinking. The second area of review focused on ways that Chicanas create strategies for success to overcome these challenges. The third was a review of the theoretical literature through a distinctly and relevant Chicana feminist lens. Chicanas’ strategies for success were collected as testimonios. These lived stories are shared using a narrative approach and were analyzed through a Chicana feminist lens, allowing the researcher to connect with indigenous roots. Findings include cultural intuition, reflexión, máscaras, nepantla, and La Virgen de Guadalupe as themes that enable an understanding of the strategies used by these successful women. This study sought to understand how gender and race impact graduate scholarship among a unique population and adds to the body of knowledge on doctoral education and Latina (specifically Chicana) education in particular.

Denna uppsats undersöker hur den svenska myndigheten Sida med föregångare använt människorättsbegreppet i årsredovisningar 1956 – 2019. Specifikt undersöks vilken relation detta har till epistemiska jämlikhetsdimensioner i materialet. Med epistemisk makt menas makten att påverka de begrepp och diskurser som ligger till grund för förståelsen av bistånd och utvecklingssamarbeten. Människorättsbegreppet var i stort sett osynligt i materialet fram till1980. Från och med slutet av 1980-talet associeras mänskliga rättigheter starkt till demokratibegreppet på ett sätt som därefter dominerar stora delar av materialet. Under 2010-talet syns också en ökande association mellan mänskliga rättigheter och jämställdhets- respektive miljöfrågor. Även om det finns exempel på formuleringar som reproducerar epistemisk ojämlikheteller återspeglar en eurocentrisk universalism, är exemplen förhållandevis få. Givet Sidas speciella uppdrag, är det naturligt att fokus ligger på problem och lösningar i länder i det globala Syd. Samtidigt bidrar detta dock till en epistemiskt ojämlik helhet av diskurser där den sammantagna bilden blir att det globala Syd utgör arenan där både hinder och lösningar för hållbar utveckling finns. Det kan leda till att de förändringar som krävs i Nord för att uppnå en hållbar global utveckling inte får tillräckligt med uppmärksamhet. / This study examines how the Swedish International Development Cooperation Agency (Sida)and its predecessors have used the concept of human rights in annual reports 1956 – 2019, and what relation this use has to epistemic equality. Epistemic power is the power over the conceptsand discourses, forming the basis for the understanding of international development. Human rights as a notion is almost invisible in the reports until 1980. As from the end of the 1980s and onwards, the concept is associated to democracy in a way that dominates large parts of the reports. In the 2010s, the concept is also increasingly connected to gender equality and environmental issues. Although there are examples of reproduction of epistemic inequality or mirroring of an eurocentric universalism, these are proportionately few. Due to Sida’s mission, it’s natural to focus on problems and solutions in the Global South. At the same time, this contributes to an epistemically unequal entirety of discourses, in which the overall picture is that the Global South is where both obstacles and solutions to sustainable development are to be found. This way, changes in the Global North that are also necessary to achieve global sustainable development will not be paid sufficient attention. / <p>Godkänt datum 2020-06-05</p>

This thesis examines the experiences of fairgoers at the Lewis and Clark Centennial, American Pacific Exposition and Oriental Fair held in Portland, Oregon from June to October of 1905. Historians have framed world's fairs and international expositions as sites of legitimating narratives and restagings of empire and nationhood. This thesis focuses on women, Asian Americans, and Native Americans who interrupted and disrupted the performance and exhibition of U.S. imperialism in the specific case of Portland, Oregon. It considers who benefitted from or endured loss in the demonstrations of imperial culture at the Fair. Following the premises that metropolitan and colonial histories should be considered in the same analytical field and that the systemic power of domestic imperialism in the United States extended beyond Native Americans into the experiences of most nonwhite American communities, this thesis adds a metropolitan approach to Native-American history and, in turn, applies a more colonial approach to the study of African-American, Asian-American, and working-class women's histories. In three chapters, this study explores a range of disruptions at the 1905 Lewis and Clark Centennial - patched over by the Exposition's civic elites and overlooked by previous historians of the Fair - that shed light on the politics of race, class, and gender within the processes of empire and nation building in the turn-of-the-century West.

The overarching purpose of this collected papers dissertation was to explore the perspectives and experiences related to names in social and professional settings for persons with ethnically identifying names. The first paper was an integrative literature review. The second paper was a qualitative study utilizing the phenomenological approach. Both studies utilized self-presentation theory, while Study #2 added social penetration theory and social identity theory. Self-presentation theory posits that people put forth a public face to show that they possess desirable characteristics to observers. Social penetration theory is centered on the concept of self-disclosure and the notion that people carefully construct their level of disclosure based on the interaction and how they wish it to proceed. Finally, social identity theory puts forth that people categorize others to determine with whom to align themselves and whom to exclude. These theories undergirded the studies and directed the inquiry. Study #1 reviewed literature to determine if names and self-presentation were studied within HRD. Only one study was found. The extant literature was largely quantitative, focused on job market reactions to applicant names, and assumed characteristics. Overall, the studies were focused on how best to present an applicant based on their name and the possible consequences of self-presentation in undesirable categories (e.g., minority applicants with “unique” or “ethnic” names). The literature indicated that applicants best presented when they utilized names that indicated non-minority ethnicity (e.g. White). Study #2 explored the opinions, experiences and behaviors of interview participants with ethnically identifying names related to social identity, self-presentation and social penetration. This study consisted of interviewing 15 people of either Asian, African, Caucasian or Latino/Hispanic ethnicity. Findings suggested that names did matter to the participants and that their behaviors and opinions related to their self-presentation and self-disclosure were colored by their experiences as someone with an ethnically identifying name; both professionally and socially. Overall, the findings of these studies are a starting point into the HRD literature to inform organizational research and practice. Additional research is needed to create a more comprehensive picture of the issues involved and work towards best practices and interventions.

This research uses computational grounded theory to explore the human capital formation and stay/return migration experiences of well-educated Mong adults living in various rural/semi-rural Northern California localities within Butte, Yuba, and Sutter Counties. Rural vitality is dependent on the return of these well-educated rural-raised adults. Out-migration of rurality’s best and brightest contributes towards a brain drain and the hallowing out of rurality’s human capital. Findings of this research is conveyed using two research articles examining two different points on the continuum of rural vitality. The first article examines 19 Mong adults’ educational experiences within their rural communities and college education. The second article examines the experiences and factors for the same Mong adults to stay or return. The seven emerging themes describe Mong students’ social capital within their communities towards educational attainment and place affinity.

The storytelling ability of television can be observed in any genre. Crime drama offers a unique perspective because victims and offenders change every episode increasing stereotypes with each new character. In other words, the more victims and criminals observed by the audience, the more likely the show creates the perception of a mean world. Based on previous literature, three questions emerged which this study focused on by asking the extent of Criminal Minds’ ability to portray crime accurately compared to the Federal Bureau of Investigations Uniform Crime Report (UCR) and the Behavioral Analysis Unit’s (BAU-4) report on serial murderers and how those portrayals changed over the fifteen years of the show. A content analysis was conducted through the lens of cultivation theory, coding 324 episodes which produced a sample size of 354 different cases to answer the research questions. Two additional coders focused on the first, middle, and last episodes of each season (N=45) for reliability. The key findings are low levels of realism with the UCR and high levels of realism with the BAU-4 statistics. Mean-world syndrome was found to be highly likely to be cultivated in heavy viewers. Finally, roles for minority groups did improve overtime for Black and Brown bodies, yet Asian bodies saw a very small increase in representation. LGBT members were nearly nonexistent. The findings indicated that there is still not enough space in television for minority roles and found that the show perpetuated stereotypes. Additional implications and themes include a lack discourse on violence and erasure of sexual assault victims.