The analytical framework of enchanted objects has mainly been studied in the fields of anthropology and religion, but can equally be applied to fashion and dress. The aim of this thesis is to investigate the material process of enchantment through the fragments of count Carl Axel Lewenhaupt’s professional uniforms from fin de siècle Sweden. It further aims to uncover the myth(s) of noble masculinity by the theoretical perspectives of discipline and white masculinity. The thesis uses object analysis to dissect a Chamberlain uniform’s bicorn hat, a Hussar’s dolman jacket, and a Chamberlain court uniform (type B) and places them in assemblages of enchantment – the micro and macro settings that made the garments become powerful. Through the material splendour, elegance and sensory opulence of the garments, together with their placement in ceremonial, traditional, elevated and mythical environments, they could enchant nobility to symbolically remain dutiful, heroic and close to the King, even as noble power subsided. This thesis proposes a way in which dress may captivate senses even across the distance of history, and furthermore, exposes the process of material enchantment in the making of ideal and heroic masculinity, which is still relevant and alive in contemporary culture.

The purpose of this study was to examine the impact Hip-Hop culture can have on white faculty who are committed to interrogating their identity and the constructs of whiteness, as it relates to implementing a sustainable process to interrogate race as a critically self-reflective educator and the development of a culturally sustaining practice in urban educational spaces. This qualitative study aimed to capture the experiences of the participants and to inform future efforts that challenge whiteness and identity amongst community college faculty and their role as educators by exposing them to educational tools and practices of Hip-Hop culture. With an emphasis on whiteness, power and privilege, this study engaged white community college faculty to not only look at themselves as educators but also how their influence impacts students on campus. The study used a cypher method to have participants engage in a series of interviews and workshops. Findings from this study suggest that Hip-Hop Based educational practices can offer tools for educators to engage in identity work and provide an opportunity to engage race, power, and whiteness. The implications from the study offers scholars beginning steps for further study around the relationship between Hip-Hop as a tool to engage white faculty with race and critical self reflection. It also presents implications for educators looking to further explore Hip-Hop Based Education as a tool for culturally responsive education, building community and liberatory practices.

This study examines the representation of "white" poverty in Afrikaans youth literature between 1990 and 2009 by focussing on the following novels: Droomwa (1990) by Barrie Hough, Die optog van die aftjoppers (1994) by George Weideman, Vaselinetjie (2004) by Anoeschka von Meck, Roepman (2004) by Jan van Tonder, Lien se lankstaanskoene (2008) by Derick van der Walt and Lammervanger (2009) by Frans van Rensburg. The novels are analysed by employing critical whiteness studies as an overarching theoretical framework. Indicators of the "white" characters' poverty are identified with regard to description, dialogue, actions, place and narration with the aim of determining how and why these representations are evident in the novels. In these novels, poverty partly functions as a feature of the the so-called problem book and coming of age novel. Apartheid is the backdrop for some of the novels; here, "white" poverty is portrayed in a nostalgic manner. The most prominent indicator of the characters' poverty is the place where they reside. Other indicators are their appearance, possessions, dialogue and actions. The characters' poverty is not stated explicitly by the narrator in any of the novels. The "whiteness" of characters is represented as self-evident. Apart from this matter-of-factness, there is other evidence of "white" privilege in the way that "white" poverty is represented. The relative poverty of the "white" characters becomes apparent through the opportunities still available to them. These opportunities enable most of the characters to experience relief from or rid themselves of their poverty. The implications of "whiteness" are evident on various levels in the novels and also imbue some "white" characters with the illusion that they should act as the rescuers of "black" characters. / Die representasie van "wit" armoede in Afrikaanse jeugliteratuur tussen 1990 en 2009 word in hierdie studie ondersoek. Die romans wat bestudeer word, is Droomwa (1990) deur Barrie Hough, Die optog van die aftjoppers (1994) deur George Weideman, Vaselinetjie (2004) deur Anoeschka von Meck, Roepman (2004) deur Jan van Tonder, Lien se lankstaanskoene (2008) deur Derick van der Walt en Lammervanger (2009) deur Frans van Rensburg. Kritiese witheidstudies is die oorkoepelende teoretiese raamwerk waarbinne die romans ontleed word. Die merkers van die "wit" karakters se armoede word ten opsigte van beskrywing, dialoog, optrede, ruimte en vertelling geïdentifiseer met die doel om vas te stel hoe en hoekom "wit" armoede in die tekste gerepresenteer word. Die prominentste merker van die karakters se armoede is die ruimte waarin hulle bly. Ander merkers is voorkoms, besittings, dialoog en optrede. In geen van die romans word die karakters se armoede eksplisiet deur die vertelinstansie aangedui nie. Die karakters se "witheid" word grotendeels in die ses romans as vanselfsprekend aangebied. Tesame met hierdie vanselfsprekendheid is daar besliste elemente van "wit" bevoorregting in die uitbeelding van "wit" armoede in die tekste teenwoordig. Die relatiwiteit van die "wit" karakters se armoede word duidelik deur die geleenthede waartoe hulle ten spyte van hul armoede toegang het; hierdie geleenthede stel meeste van die karakters in staat om hul armoede te verlig of daarvan verlos te word aan die einde van die romans. Die implikasies van "witheid" is op verskillende vlakke in die romans waarneembaar en verleen ook aan die karakters die illusie dat hulle, in meeste van die romans, tot die "swart" karakters se redding moet kom. Sleutelterme / Dissertation (MA)--University of Pretoria, 2017. / Afrikaans / MA / Unrestricted

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In this thesis I interview three Swedish-born or raised racialized gay and bisexual individuals. The purpose is to examine the interviewees' experiences of being racialized and gay/bisexual in Sweden, and how they handle their experiences on an individual level. To do so I use queer theory and Sara Ahmed's phenomenology.I find that whiteness plays a crucial role in the interviewees' lives. Due to a homonationalistic logic, the interviewees are often assumed to be heterosexual. At the same time, a homonationalistic logic leads them closer to whiteness and sometimes enables them to pass as white when “coming out” as gay or bisexual. Furthermore, I find that dating white can serve both as a protection against racism and generate benefits, while it also comes with a risk in form of racism, fear of racism or lack of support when exposed to racism. These experiences have led some of the interviewees to date mainly racialized people as a form of resistance. The thesis also shows that the interviewees often feel excluded in LGBTQ gatherings and places due to being racialized, but at the same time feel safe in relation to their sexuality. All interviewees raise antiracist organization as a way of handling the feeling of being out of place in white LGBTQ-contexts.

In this qualitative study, the author explored the perceptions of 10 middle-class, teachers regarding the socioeconomic class of both impoverished and advantaged students with whom they worked. Teachers in two public elementary schools from one Intermountain West school district participated; one school generally served children living in poverty and the other generally served affluent children. Through analysis of surveys, interviews, teacher journals, and researcher journal, the complex and often times contradictory feelings these teachers have about the socioeconomic class of students were revealed. Literature in class, socioeconomic class, deficit thinking, race and whiteness, and identity and multiple identities, situated the study. The author, who grew up in poverty herself, weaved in her own complex and often time contradictory memories and feelings about poverty throughout the manuscript. The work revealed that teacher’s positionality led them to a belief of “normal.” All teachers expressed the belief that parents were instrumental in determining their child’s academic success. Teachers had also not recognized that their perceptions contributed to student learning. Perceptions were based on teacher’s upbringing, belief system, gender, race, and class. Students at high socioeconomic schools were perceived to be leaders, well-dressed, supported by families, and in constant need of enrichment. In contrast, students at low socioeconomic schools were perceived to need discipline and structure, opportunities to gather background knowledge, and support from parents. Teacher’s felt student behavior was connected to their backgrounds, role models, race, class, and gender. Rarely did teachers feel students could attribute success or failure to their own actions. The final overarching theme was referred to as “SES-blind” in which teachers stated they did not notice the socioeconomic status (SES) of the students, or they felt all of their students were the same. The author noted there was much overlap between the literature on White teacher perceptions of children of color and teacher perceptions of children living in poverty.

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In 1966 Sweden ratified the international Convention on the Elimination of All Forms of Racial Discrimination therefore they have undertaken a number of obligations. To this day, however, they have not fully fulfilled those obligations. According to numerous media reports and scientific research, Sweden is still troubled by institutional discrimination and institutional racism. This institutional discrimination and institutional racism develop conditions in which injustice and inequality can thrive. There is nevertheless not much research done on how this can be understood in relation to different forms of oppression and whiteness in Sweden. The purpose and ambition of this study is thus to unravel the institutional discrimination and racism in Sweden today, conclude how it can differ depending on what form of oppression that is manifested, and how the whiteness norms affect the institutional structures. To be able to conclude how oppression and whiteness is manifested today the study applies a descriptive method and determines that the institutional discrimination and institutional racism is still very present. The whiteness and the different forms of oppression continue to operate implicitly and shape the framework that the Swedish society lives within, upholding the conditions in which injustice and inequality can thrive.