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The purpose of this project is to demonstrate that the rational-legal bureaucratic institutions inherited by post-colonial states from their former colonial patrons have clashed with indigenous cultural norms, leading to legitimation failure. This lack of legitimacy, in turn, leads to political and bureaucratic corruption among the individuals tasked with embodying and enforcing the norms of these bureaucratic institutions. Instances of corruption such as bribery and solicitation of bribes, misappropriation of public funds, nepotistic hiring practices, and the general placement of personal gain over the rule of law on the part of officials weaken the state’s ability and willingness to enforce its laws, promote stability and economic growth, and ensure the welfare of its citizens. This corruption and its multidimensional detrimental effects on the lives of citizens are forms of what has been called structural violence. In this project, I examine four case studies of Indian subnational states that have experienced varying degrees and types of colonial bureaucratic imposition, resulting in divergent structurally violent outcomes. Deeming these systems “violent” has normative implications regarding responsibility for the problems of the post-colonial world. Corruption is often cited as a reason not to give loans or aid to certain developing countries; but viewing the matter in terms of structural violence highlights the need for not only economic assistance but also institutional overhaul. / Political Science

<p> When an object is introduced to a new culture for the first time, how does it transition from the status of a foreign import to a fully integrated object of that culture? Does it ever truly reach this status, or are its foreign origins a part of its identity that are impossible to overlook? What role could the arts of that culture play in adapting a foreign object into part of the culture? I propose to address these questions in specific regard to early modern Japan (1550&ndash;1850) through a black lacquered <i> &omacr;tsuzumi</i> drum decorated with a gold powder motif of intersecting arquebuses and powder horns. While it may seem unlikely that a single piece of lacquerware can comment on the larger issues of cultural accommodation and appropriation, careful analysis reveals the way in which adopted firearms, introduced by Portuguese sailors in 1543, shed light on this issue. </p><p> While the arquebus&rsquo;s militaristic and economic influence on Japan has been firmly established, this thesis investigates how the Kobe Museum&rsquo;s <i> &omacr;tsuzumi</i> is a manifestation of the change that firearms underwent from European imports of pure military value to Japanese items of not just military, but also artistic worth. It resulted from an intermingling of Japanese-Portuguese trade, aesthetics of the noble military class, and cultural accommodation between Europeans and Japanese that complicates our understandings of influence and appropriation. To analyze this process of appropriation and accommodation, the first section begins with a historical overview of lacquer in Japan, focusing on the Momoyama period, and the introduction of firearms. The second section will go into the aesthetics of lacquerware, including the importance of narrative symbolism and use in the performing arts with a particular emphasis on the aural and visual aesthetics of the drum. Finally, I will discuss this drum in the global contexts of the early modern era, which takes into account the tension between the decline in popularity of firearms as well as the survival of the drum. Pieced together, these various aspects will help to construct a better understanding of this unique piece&rsquo;s place in the Japanese Christian material culture of early modern Japan.</p>

<p> As a Buddhist female from Japan who has lived in the United Sates for 15 years, I examine how Buddhist spirituality and aesthetics influence religious inspiration through woman&rsquo;s eyes; in other words, from a feminist perspective to the &ldquo;practice&rdquo; of justice based on Buddhism. Hence, the driving questions of this dissertation are, how can we define beauty and spirituality from a feminist perspective so that they empower women&rsquo;s voice through art, and what kind of contribution can this study provide to feminist scholarship in the West? </p><p> The study&rsquo;s significance lies in its illustration of the concept of feminist aesthetics that nurtures spirituality based on Buddhism, Taoism and Asian traditional thought which are not well known to the Western world. Thus, through using art and feminist- based research, as well as symbolic interactionism as a perspective, principles for a feminist aesthetics theoretical model as a dimension of spiritual and religious education are generated based on Eastern thought. </p><p> The use of symbols and their interpretation are crucial to understanding the relationship between art and human perception which fosters awareness for social justice. Therefore, this study addresses the following questions: (1) What does Buddhist feminist aesthetics mean? (2) What are the characteristics of feminist ecology in Eastern thought? (3) How does Buddhist or Eastern feminist aesthetics contribute to eco-justice in the context of religious education? (4) In what ways can a theoretical model of Buddhist or Eastern feminist aesthetics enhance and contribute to foster spirituality as dimension of religious education in the West? </p><p> The dissertation has five chapters. The first chapter is an introduction to the study, while chapter two reviews art as a source of creating imagination. The third chapter describes Rima Fujita&rsquo;s artistry based on an Eastern perspective of aesthetics. Chapter four reviews feminist theological aesthetics and suggests how a Buddhist feminist perspective can make a contribution to Western scholarship. The final chapter proposes educational application, in particular to interreligious education, which fosters spiritual growth. Drawing deeper insights from these and other scholars, a new perspective, which incorporates and contributes to Western scholarship is proposed.</p>

<p> This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants&rsquo; descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives. </p><p> Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics. </p><p> Students&rsquo; articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students&rsquo; experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students&rsquo; transnational competence and positions African American students more competitively for academic and professional success in a globalized world.</p>