Black Mourning: Readings of Loss, Desire and Racial Identification explores a diverse archive of African American literary and cultural texts in order to reveal loss as a necessary condition of racial identification. To support this assertion, this study broaches a theoretical gap that persists between black literary and cultural studies and revisionist approaches to psychoanalytic theory. Using the lens of trauma theory, Black Mourning reframes cultural memory and black subjectivity in ways that supplant performances of racial authenticity with an affective politics. Black expressive culture and performance aesthetics undergird this critical model. Chapter One "Jean Toomer's Cane and the Erotics of Mourning" configures cultural memory in relation to the formation of modern blackness. Chapter Two "'Nobody Knows My Name': Ann Petry's The Street and Black Women’s Blues Protest" uses a blues aesthetic to access hidden texts of black female sexual trauma. Chapter Three "The Queerness of Blackness: Marlon Riggs's Black Is … Black Ain't" looks at embodied trauma as an a foundation for reimagining black collectivity. The fourth chapter "Archiving Blackness: Danzy Senna's Caucasia and Post-Soul Aesthetics" moves beyond fixed narratives of race to conceptualize innovative ways of archiving blackness. / text

abstract: The overarching goal of this dissertation was to contribute to the field’s understanding of young children’s development of ethnic-racial identification. In particular, Study 1 presented the adaptation of three measures that are developmentally appropriate for assessing young children’s ethnic-racial attitudes, ethnic-racial centrality, and ethnic-racial knowledge, and tested the psychometric properties of each measure. Findings from Study 1 provided limited initial support for the construct validity and reliability of the measures; importantly, there were many differences in the descriptives and measurement properties based on the language in which children completed the measures. In addition to measurement of ethnic-racial identification, Study 2 used the measures developed in Study 1 and tested whether Mexican-origin mothers’ adaptive cultural characteristics (i.e., ERI affirmation, ethnic-racial centrality, and involvement in Mexican culture) when children were 3 years of age predicted greater cultural socialization efforts with children at 4 years of age and, in turn, children’s ethnic-racial identification (i.e., children’s ethnic-racial attitudes, ethnic-racial centrality, ethnic-racial knowledge, and identification as Mexican) at 5 years of age. Furthermore, children’s characteristics (i.e., gender and skin tone) were tested as moderators of these processes. Findings supported expected processes from mothers’ adaptive cultural characteristics to children’s ethnic-racial identification via mothers’ cultural socialization across boys and girls, however, relations varied by children’s skin tone. Findings highlight the important role of children’s individual characteristics in cultural socialization and young children’s developing ethnic-racial identification over time. Overall, given the paucity of studies that have examined ethnic-racial identification among young children, the results from Study 1 and Study 2 have the potential to stimulate growth of knowledge in this area. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2016

This document is based on a recent study on the relation between ethnicity, culture, «race» and ancestry among Afro-Peruvians. Findings show that while construction of the «black» or Afrodescendant identity in Peru holds the cultural dimension as a central component, it mainly - and fundamentally- revolves around the idea of the existence of a «black race». According to these «racialized» identity criteria, the boundaries of an Afro-descendant «we» cover only those with certain phenotypic markers that Afro-Peruvians themselves consider as defining membership in the «black race». The phenotypical «evidence» of «blackness» thus appears as a kind of «necessary condition» for the «black»/Afro- Peruvian identity. This form of self-identification poses a threat to the political discourses and projects of Afro-Peruvian organizations seeking to build a «de-racialized» Afrodescendant identity, one that is linked to a historical memory of the African diaspora which, nonetheless, seems to hold a weak presence among our country’s people of African descent. / El documento se basa en una reciente investigación sobre la relación entre etnia, cultura, «raza» y ancestralidad entre los afroperuanos. Los resultados permiten concluir que si bien la construcción de la identidad «negra» o afrodescendiente en el Perú tiene como un eje centra la dimensión cultural, principalmente —y de modo fundamental— gira en torno a la idea de la existencia de una «raza negra». Según estos criterios identitarios «racializados», las fronteras de un «nosotros» conformado por los afrodescendientes sólo abarcan a aquellas personas que tienen ciertos marcadores fenotípicos considerados —por los propios afroperuanos— como definitorios de la pertenencia a la «raza negra». La «evidencia» fenotípica de la «negritud» aparece así como una suerte de «condición necesaria» para la identidad «negra»/afroperuana. Esta forma de autoidentificación representa un desafío para los discursos y proyectos políticos de las organizaciones afroperuanas que procuran construir una identidad afrodescendiente «des-racializada» y vinculada a la memoria histórica de la diáspora africana —la cual,sin embargo, parece tener una débil referencia entre los afrodescendientes de nuestro país—.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-28T19:23:30Z No. of bitstreams: 1 TeseLJLC.pdf: 7164750 bytes, checksum: 6eb04f3f50f51c41870eb7495bf9e2fa (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T13:23:20Z (GMT) No. of bitstreams: 1 TeseLJLC.pdf: 7164750 bytes, checksum: 6eb04f3f50f51c41870eb7495bf9e2fa (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T13:23:31Z (GMT) No. of bitstreams: 1 TeseLJLC.pdf: 7164750 bytes, checksum: 6eb04f3f50f51c41870eb7495bf9e2fa (MD5) / Made available in DSpace on 2018-01-24T13:23:41Z (GMT). No. of bitstreams: 1 TeseLJLC.pdf: 7164750 bytes, checksum: 6eb04f3f50f51c41870eb7495bf9e2fa (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research aims to analyze ethnic-racial relations among children aged three to six years. The research aims to identify: (i) how small children understand ethnic-racial identification; (Ii) what moment they begin to have a "notion" about racial belonging; (Iii) their impressions on race relations and (iv) how they self-professed. As methodological procedures, we performed field research at a kindergarten institution in Campinas, SP. Different procedures were used to collect the data: interviews with the children, "test" with the dolls, photographic record made by the children, drawings of the children, informal conversations and the conversational wheels. The interviews consisted of conversations with the children about their color and race. In interviews we collected general information about their ages, color / race; We perform the "tests" with the dolls of different shades of colors; We sought to present the children's statements about their color and race, as well as data on the color and race of their relatives. In the research with young children, we intend to verify in school how small children subjectivate, tell and talk about the racial theme. For in the same way that one learns to be a girl or a boy one learns to be black and to be white. It is a real, relational social structure and the children's agency that needs to be diagrammed. These are questions of our doctoral research. The challenge of the research was to dialogue with the children about their color and race. How they build their identification process. We intend to analyze racial relations among young children, seeking to make explicit the perspective of children on racial belonging from a discussion about the concept of children and childhood present in the sociology of childhood. Research becomes relevant to study how children perceive ethnic-racial diversity in everyday life from an early age. We hope that the result of this study will contribute to the deepening of the knowledge of the field of Education about ethnic-racial relations from the perception of the young children. We emphasize that the research is part of the OBEDUC-2013 project of "Municipal Public Policies of Early Childhood Education: Diagnosis and Research". / Esta pesquisa pretende analisar as relações étnicorraciais entre crianças de três a seis anos. A pesquisa tem como objetivos identificar: (i) de que maneira as crianças pequenas compreendem a identificação étnicorracial; (ii) em qual momento começam a ter “noção” sobre o pertencimento racial; (iii) as suas impressões sobre as relações raciais e (iv) como se autodeclaram. Como procedimento metodológico realizou-se a pesquisa de campo em uma instituição de educação infantil na cidade de Campinas (SP). Foram utilizados diferentes procedimentos para a coleta dos dados: entrevista com as crianças, “teste” com as bonecas/os, registro fotográfico realizado pelas crianças, desenhos das crianças, conversas informais e as rodas de conversas. As entrevistas se constituíram em conversas com as crianças sobre sua cor e raça. Nas entrevistas coletamos informações gerais sobre suas idades, cor/raça; realizamos os “testes” com as bonecas/os de diferentes tonalidades; buscamos apresentar as “falas” das crianças sobre sua cor e raça, além de colher dados sobre a cor e raça de seus familiares. Na pesquisa com crianças pequenas verificamos na escola como as crianças pequenas subjetivam, contam e falam sobre a temática racial. Pois, da mesma forma que se aprende a ser menina ou menino se aprende a ser negro e a ser branco. Trata-se de uma estrutura social real, relacional e da agência das crianças que necessita ser diagramada. Estas são questões de nossa pesquisa de doutorado. O desafio da pesquisa foi dialogar com as crianças sobre a sua cor e raça. Como constroem seu processo de identificação. Analisamos as relações raciais entre crianças pequenas, buscando explicitar a perspectiva das crianças sobre o pertencimento racial a partir de discussão sobre conceito de criança e infância presente na sociologia da infância. A pesquisa se torna relevante para estudarmos como as crianças percebem a diversidade étnicorracial no cotidiano desde a tenra idade. Esperamos que o resultado deste estudo contribua para o aprofundamento do conhecimento do campo da Educação sobre as relações étnicorraciais a partir da percepção das crianças pequenas. Destacamos que a pesquisa faz parte do projeto OBEDUC-2013 de “Políticas Públicas Municipais de Educação Infantil: diagnóstico e pesquisa”.

No description available.

This thesis is not structured as a conventional empirical study (theoretical background, method, results, discussion), but instead consists of an iterative series of attempts at making sense of same-race prejudice – hopefully systematically homing in on a richer and more acute understanding of the phenomenon. The chapters are grouped together in pairs or triplets – each grouping addressing different but related perspectives on the problem. Chapters 1 and 2 are contextual, setting the scene historically and conceptually. Chapters 3, 4 and 5 introduce three different perspectives on using phenomenology as a means of approaching the issue of same-race prejudice. Chapters 6 and 7 are dedicated to looking at the themes of same-race prejudice, a critical interrogation of the themes from the interview discussions, the literature and how same-race prejudice is experienced, played out and sustained. Chapter 8 links back to Chapter 1 by casting another look at sensitivity and responsiveness to same-race prejudice by organisations whose work is supposedly on prejudice eradication. The chapter further links with both Chapters 3 and 4 by calling upon a phenomenological understanding to humanity as what can bring a liveable change to humanity regarding same-race prejudice. Chapter 9 serves as a summary of all the chapters, what each individually and collectively hoped to achieve, and the general findings and statements about same-race prejudice from the chapters’ theoretical discussions, research interviews, and critical interrogation of both the mundane and theoretical understanding. / Psychology / D. Phil. (Psychology)

The Wechsler Memory Scale –iii is the newest version of a six-decade old neuropsychological inventory. Since its conception, the Wechsler Memory Scale has been highly utilized by practitioners to accurately assess various memory functions in adult subjects. Revisions made within this inventory include the Faces I subtest, a facial recognition scale, which was added in order to strengthen the instrument’s accuracy at measuring episodic memory. Facial recognition, both cross-race and within-race, has been researched extensively and consistent biases have been found between race of test taker and cross-racial identification. Theories of exposure/contextual interaction (environment) and biological foundations have been the subject of study in the past in order to determine from where these racial identification deficits stem. The current study focuses on revealing bias in the Faces I subtest, regarding to an unequal distribution of racially representative faces in the testing materials. Eighty-eight college students were recruited to view forty-eight pictured faces from the Faces I subtest and determine the racial category to which the pictured face belonged. The subjects’ categorical responses were the basis for calculating a percent agreement score for racial category of each face. It was determined, using the results of subjects’ responses, that the Faces I subtest contained an unequal distribution of racially representative faces in both the Target and Interference testing material. This confirmed the presence of an inherent bias within the subscale. The implications of memory accuracy for the WMS-iii are discussed as it relates to different fields of study, but none more directly than the criminal justice system. Eyewitness testimony is a pivotal evidentiary tool in the criminal justice system, and ramifications of cross-racial identification deficits and biases in the tools to accurately assess memory are increasingly bringing this once heavily relied upon tool into question.