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This multiphasic study explored the narratives of five first-time Black Lives Matter protesters demonstrating during the historic confluence of conflicts in 2020 America. After positioning the liminal 2020 circumstances within an antiracist research lens, the author analyzed, first through grounded theory and then secondarily through poetic inquiry, how these five participants described their protest experiences. The grounded theory phase yielded an overarching theory that first-time protestors experienced a dual process of unsuturing and of calling-out, with three subthemes categorized within each of these two processes. The author moved into analysis with the poetic inquiry phase, crafting poems guided by six subthemes of empathy, silence, permission-seeking, identity, story uncertainty, and direct action, and yielding six total poems produced from participant words. The author concluded that poetic inquiry has promise as a tool toward a functioning antiracist identity, while advising on reflexive antiracist future directions for such work.

My study documents the formation and impact of the student-led movement of Black Lives Matter in Higher Education (BLMHE) that is housed within Teachers College Higher and Postsecondary Education Program (HPSE). This group consists of HPSE students and faculty that have come together to analyze the effects of systemic societal forces on members of the HPSE community and their broader effects on higher education. BLMHE has since come together to show solidarity and support for students of color at TC through demonstrating their general commitment to social justice in the form of an educational seminar program. This study, which relies on oral history interviews with BLMHE’s three student co-founders, examines the formation and impact of BLMHE, how they analyze the effects of systemic societal forces on members of their community, and their broader effects on higher education. I am interested in learning to what extent BLMHE plays a role in increasing equitable spaces for Black students who identify as scholars on campus because I want to find out how this form of student activism empowers students as agents for change against systemic racism within higher education. This will permit me to understand how this form of student advocacy compares to other forms of advocacy that seeks to address such inequality in higher education. This exploratory oral history study centers on three themes: student advocacy within the realms of equitable epistemological spaces, how BLMHE is distinctive from the Black Studies and Black Lives Matter movements, and the role of Teachers College in supporting equitable epistemological spaces that can combat racism in higher education. BLMHE applies an alternative mode of viable activism beyond rallies and protests. I am interested in exploring the effect that involvement in student-led groups such as BLMHE have on increasing equitable spaces for these students as critical scholars within higher education scholarship, as well as their impact on TC as an institution. This student group is challenging not just the inequities within institutional infrastructures of higher education, but the thought processes behind what frames higher education scholarship itself, and which types of academic spaces for this scholarship need to be created for people of color. Further, their work demonstrates the degree to which marginalized Black and Indigenous People of Color (BIPOC) students are not content to sit on the sidelines. This study also goes in-depth in discussing how inclusive archiving that accompanies this research can actively support and empower communities in the collective documentation of their own histories. Study findings will portray how these student members of BLMHE perceived social inequities in higher education, along with their experiences and reflections on microaggressions, diversity and inclusion, have informed their forays with activism. Study findings indicate that in order for higher education to better support these students, it is critical to center them in the process of knowledge creation via educational seminars; this, in turn, can inform change in scholarship. This study concludes that inclusive epistemological spaces created by BLMHE challenge dominant views of power in higher education, validating BIPOC-centered methods and theories while providing resources for scholars of color to thrive in the academy.

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La présente étude propose une analyse des intersections entre les luttes sociales et les films d’horreur issus de la dernière décennie. En premier lieu, elle se penche sur l’émergence des mouvements Black Lives Matter et #MeToo au sein du paysage sociohistorique des années 2010 en présentant des événements précurseurs comme les émeutes de Los Angeles en 1992 et l’élection présidentielle de Donald Trump en 2017 avant de décortiquer les politiques spécifiques aux mouvements. Ensuite, l’étude se penche sur la signifiance des sous-genres de l’horreur cinématographique – notamment les films d’entailles, de viol-revanche et d’horreur Noire – dans le contexte des études culturelles en s’attardant plus particulièrement aux écrits de Carol J. Clover, Kevin Wynter et Robin R. Means Coleman. L’essai revisite finalement les contextes sociohistoriques et la théorie culturelle dans l’analyse des neuf longs-métrages constituant le corpus d’œuvres, soit Get Out (Jordan Peele, 2017), Revenge (Coralie Fargeat, 2017), Cam (Daniel Goldhaber, 2018), The Perfection (Richard Shepard, 2019), His House (Remi Weekes, 2020), Bad Hair (Justin Simien, 2020), Candyman (Nia DaCosta, 2021), Scream (Matt Bettinelli-Olpin et Tyler Gillett, 2022) et Master (Mariama Diallo, 2022), afin de faire ressortir l’influence que les politiques de Black Lives Matter et #MeToo ont eu sur le traitement esthético-narratif des rapports de « race », des agressions sexuelles et de la justice sociale. / This study analyzes the intersections between social struggles and the horror films of the last decade. First, it examines the emergence of the Black Lives Matter and #MeToo movements within the socio-historical landscape of the 2010s, presenting precursor events such as the 1992 Los Angeles riot and Donald Trump's 2017 presidential election before unpacking the movements' specific politics. Next, the study examines the significance of the horror subgenres – most notably the slasher, rape-revenge and Black horror films – in the context of cultural studies, focusing in particular on the writings of Carol J. Clover, Kevin Wynter and Robin R. Means Coleman. The essay then revisits elements of the socio-historical contexts and the cultural study writings in the analysis of the nine feature films making up the corpus, namely Get Out (Jordan Peele, 2017), Revenge (Coralie Fargeat, 2017), Cam (Daniel Goldhaber, 2018), The Perfection (Richard Shepard, 2019), His House (Remi Weekes, 2020), Bad Hair (Justin Simien, 2020), Candyman (Nia DaCosta, 2021), Scream (Matt Bettinelli-Olpin and Tyler Gillett, 2022) and Master (Mariama Diallo, 2022), in order to highlight the influence that the politics of Black Lives Matter and #MeToo have had on the aesthetic and narrative treatment of "race" relations, sexual violence and social justice.

Denna uppsats undersöker diskursen kring Linnémonumentet i Humlegården, Stockholm och Louis De Geer-statyn på Gamla Torget, Norrköping, samt diskuterar vilken betydelse skulpturerna fick under Black Lives Matter-demonstrationerna år 2020 i relation till antirasism och historiska företeelser av 'damnatio memoriae'. Med ett postkolonialt och kritiskt rasteoretiskt perspektiv syftar denna uppsats till att framhäva och analysera de resonemang som tog mest plats under debatten, centrerat kring antirasistiska och icke-vitas röster. Genomgående används därav den kritiska diskursanalysen och semiotiken som metoder för att skapa en förståelse kring auktoritet, samt att belysa det svenska samhällets syn på sin koloniala historia och lyfta diskussionen kring bland annat ras, klass, kön och makt i förhållande till den offentliga konsten. Uppsatsen resonerar sålunda hur offentliga och publika platser i samhället kan avkolonialiseras med avsikt att skapa ett hem för oss alla. / This thesis examines the discourse regarding the Linnaeus Monument in Humlegården, Stockholm, and the Louis De Geer statue at The Old Square, Norrköping. It further analyzes the significance that sculptures gained during the Black Lives Matter demonstrations in 2020, in relation to anti-racism and historical phenomena of 'damnatio memoriae'. With a theoretical framework of postcolonialism and critical race theory, this thesis aims to highlight and analyze the reasonings that were central during the debate, focusing on anti-racist and people of color's voices. Thus, critical discourse analysis and semiotics are used as methods to create an understanding of authority and to shed light on Sweden's own view of its colonial history and elevate the discussion concerning race, class, gender, and power, etcetera, in relation to public art. The thesis, hence, argues how public places in society can be decolonized with the intention of creating a home for all of us.

Due to high profile police shootings, collective action movements addressing racial bias in policing, such as the Black Lives Matter (BLM) movement, have come to the forefront of societal concern. Though these movements and actions directly address police use of force against Black people, a number of non-Black racial minority individuals and organizations have declared solidarity and joined in protests with BLM. This study takes an intersectional approach to examine racial intraminority attitudes (i.e., racial minorities' attitudes toward other racial minority outgroups) toward support for and participation in protests against police excessive use of force and the BLM movement, through its relationship with modern racist beliefs and racial centrality. Participants completed a survey assessing perspectives on policing, racial protests, and BLM, along with racial identity measures. Results show significant differences in both support for and participation in protests and BLM, with women and Black people reporting higher in both outcomes than men and other racial groups, respectively. Within some racial groups, women show higher overall support for (Latinx, White) and participation in (Black, White) protests and BLM than men in the same racial group, though these differences were not found for other groups. Within each intersecting race and gender group, these effects were mediated by levels of modern racism, highlighting a common factor between all groups and an important point of possible malleability and intervention. Further, the relationship between race and gender identities and modern racism was moderated by racial centrality for some groups (Black and Latina women), though this relationship was again not universally found. By examining within group differences, this study highlights the importance of taking an intersectional approach to understand intraminority attitudes and relations as they pertain to participation in collective action movements towards social change. This study has implications for the generalizability of a number of social psychological theories on minority-minority intergroup race relations (i.e., Black-Latinx), as much of the past literature focuses on majority-minority intergroup relations (i.e., Black-White). Additionally, results from this study may provide useful information for community organizers and social justice activists in promoting intergroup collaboration and coalition building towards more equitable social change that is both more tailored for specific groups and more generalizable across groups.

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Adding something new to the understanding of To Kill a Mockingbird (1960), which is considered a twentieth-century classic, would be nearly impossible if not for the outlook of new historicism. Through a new historicist analysis of Harper Lee’s literary text parallel to non-fictional texts relating to the American justice system and civil rights, this essay explores how race affects U.S. institutions and society. Lee’s novel is contextualized by delving into the American South of the 1930s, American society and politics in the1960s and the racial landscape in America today, connecting them through the experiences of racial bias within the justice system and the civil rights movement. The essay explores the racial and cultural norms that governed the American justice system at the set time of the story. It analyzes the time of publication and the American society in which the novel made such an impact on the racial debate. Finally, it looks at the impact of the novel and its connection to the civil rights movement of the 1960s, the Black Lives Matter movement and readers today. In the spirit of new historicism, the mechanisms of racism and how they affect the population, both the oppressors and the oppressed, is highlighted showing parallels between Lee’s fictional world and American society over time. Through the experiences of the characters, the structures of racism translate to a time and place where the Black Lives Matter movement has infused new life to the civil rights movement worldwide. Looking at retellings of the historical Scottsboro trials, which inspired the story unfolding in To Kill a Mockingbird in light of the justice system, Maycomb county and its inhabitants serves as guides into the racial norms that is ingrained in American society and politics. The results reveal a society where racial segregation is constantly reinforced by legal, economical, and social barriers, despite constitutional efforts to level the playing field for all American citizens.

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