While college and university students have long been associated with newfound independence, alcohol and unrest, the phenomenon of celebratory rioting, which combines these key elements of student culture, is relatively new. While incidents have occurred since 1985, their recent escalation in size, frequency, and property damages continues to raise public concern in many college and university towns across North America. Research indicates that celebratory riots result from large non-protest related assemblies of mostly students where alcohol is consumed freely, participants spontaneously engage in unruly behaviour, and police intervention invites resistant and aggressive responses from crowd members. However, such outbursts are often difficult to predict since they may emerge from a myriad of possible trigger events. In order to further interpret celebratory rioting, this thesis examines a number of individual-centred and event-centred crowd theories to determine what is known about crowd behaviour. This study concludes that the analysis of a celebratory riot event requires a process-rooted approach, such as the Value-Added model, to account for the situational factors which shape the event’s precursors, transactions and aftermath. This thesis focuses analytical attention on the annual Queen’s Homecoming Aberdeen street party in Kingston, Ontario which became riotous in 2005. This case study comprised an extensive media content analysis, Queen’s archival research, and direct observation at a number of student focus groups, committee meetings and student gatherings. This study, which concludes with an analysis of the non-riotous Homecoming celebrations of 2006, revealed that the riot of 2005 was hardly unique; instead, it followed decades of intermittent student disturbances in the Queen’s student neighbourhood. Furthermore, the 2005 Aberdeen Street riot ultimately parallels the story of so many celebratory riots which have recently occurred and continue to emerge in a number of college and university towns across North America. / Thesis (Master, Sociology) -- Queen's University, 2010-02-23 08:18:16.333

Silence around ideas of racial diversity in public settings has become normative. Colourmuteness allows for the culture of Whiteness to remain unchallenged, and reinforces attitudes of assimilation and tolerance. This culture manifests itself in institutions of higher learning, and positions these places as sites of cultural domination, such as Queen’s University, site of the current study. The purpose of this thesis was to offer insight into the educational experiences of four female self-identified racialized students at Queen’s University. Together these participants contributed their stories about their thoughts, motivations, and experiences at Queen’s University, and their experiences as members of the student body. The inductive process was used as an analytical framework to allow the experiences of the participants to be the main focus of the work, and the voices of the participants were used as a guide for analysis. Results of this study indicated that the exploration of identity is a complex and layered phenomenon, and that interrelations between different aspects of identity make categorization of individual experience problematic. Each participant presented her personal story of her experiences as a racialized student within the Queen’s context, and together these stories revealed a need for open dialogue around constructions of difference, rather than a silencing of diversity. / Thesis (Master, Education) -- Queen's University, 2010-09-29 19:37:52.329

This thesis addresses the perennial difficulties faced by Queen’s University’s administration in its failings to recognize the importance of an adequate contemporary First Nations presence within any twenty-first century Canadian institution of higher learning. Paying attention to the requests and demands of the immediate First Nations campus and community population over the last twenty years, I re-visit university attempts to manage issues of ‘equity’ and ‘diversity’ through non-organic solutions. Using Edward Soja’s theory of Thirdspace, and his concept of a ‘trialectics of space’ I analyze a range of historical and contemporary cultural practices that include macro and micro governance and policy issues. I review the how the space of Queen’s is perceived; I follow how space is conceived in recommendations and requests made to Queen’s administration by First Nations university and community members; and finally I write about how transformations of lived space can bring about institutional change. By pairing feminist and Indigenous methodologies, I suggest that until the Thirdspace is recognized as part of an important cycle of educational and cultural change, the University space will remain inaccessible for many First Nations students, staff and faculty. I also include a background of legislation in Canada; the Royal Proclamation of 1763, the Indian Act of 1876, and the Canadian Multiculturalism Act of 1988. These legal documents each served to define, restrict or contain the space in which First Nations live and work, and they need to be included as further background to what Toby Miller refers to as the structural limits of legislating difference in cultural-capitalist nation-state spaces. / Thesis (Master, Cultural Studies) -- Queen's University, 2012-02-03 11:23:13.403

Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found that the university suffers from a 'culture of whiteness'. Moreover, I also wished to conduct this study at Queen's with racialized female faculty specifically because of the difficulties the university has in retaining these women, due to their experiences with racism on campus. From the interviews, I was able to conclude that racialized female faculty experience both racial and sexual discrimination at Queen's. Moreover, I was also able to conlude that this university still suffers from a 'culture of whiteness' and racism, and needs to make greater efforts to confront these issues or continue to have difficulties retaining racialized female faculty. / Thesis (Master, Sociology) -- Queen's University, 2009-05-21 12:54:47.649