博士(法学) / Doctor of Laws / 同志社大学 / Doshisha University

This exploratory study draws from six semi-structured interviews with multiracial Nikkei women living in Canada to investigate their experiences of mixed race belonging. After establishing belonging as intrinsic to the very nature of how multiraciality and Asianness have been historically constructed and are presently experienced in Canada, three areas relevant to how the interviewees experience mixed race belonging are then considered: multiracial name modification (MRNM), the nation and Canadianness, and Japaneseness in Canada. This study also considers how the recent racial climate of pandemic-related anti-Asian racism has potentially impacted how mixed race belonging is experienced by the interviewees, which reveals two additional areas of interest: the amplified experience of multiracial dysmorphia (MRD) during this time and the emergence of pan-Asianness in Canada as a potential new site of belonging. As captured, issues of mixed race belonging arise in various spheres of the interviewees' lives because of the very ways in which multiraciality and Asianness have been constructed and maintained in the Canadian social landscape. In doing so, this study hopes to drive home how issues of mixed race belonging speak more to the problematic nature of "race" itself than of mixed race people themselves.

The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students’ identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education. This study was limited to six faculty in a college of education (in educational leadership and teacher education graduate programs) at a college in Tennessee. This study provided a framework for additional studies that may assist with exploring how faculty pedagogical decisions in the classroom could be impacted by incorporating CRT/CRP in courses and across curricula in educational leadership and teacher education graduate programs. A total of four themes emerged following the analysis of findings from this study: 1) CRT and CRP in Curriculum involved participants expressing awareness for the need to address race-related issues, e.g., race, diversity, equity, and inclusion matters, in their course curricula. In addition, this awareness highlighted their concerns for departmentwide consistency across course curricula/programs and not just within their isolated courses. 2) CRT/CRP are Novel with Room to Improve was developed based on over half of the participants discussing aspects related to how CRT and CRP within the realm of teaching are nascent and only beginning to be implemented. 3) Faculty Conceptualization of CRT/CRP involved participants expressing an awareness of CRT/CRP but not a full conceptualization of the matter or how to incorporate it in the classroom to address race-related issues (diversity, equity, and inclusion matters) in their course curricula. Lastly, 4) Student Perspective and Composition was another common theme expressed. With race and diversity being the focus, many participants discussed student composition and student perspectives as being relational.

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This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., “Rising Scholars”) to provide qualitative context to a growing literature following the state’s promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the support staff. The narratives of the participants are offered as a counter-narrative to the quantitative neoliberal practice of justifying reentry programs based solely on reductions in recidivism rates. Recommendations include increasing trauma-informed pedagogy in TK-12 and Postsecondary education, recruiting and educating more allies for Rising Scholars on campus, ensuring that campus reentry support programs fully meet the needs of female Rising Scholars, and uplifting successes and scholarship by Rising Scholars to build lasting structural support for the Rising Scholars Network.

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<p>  </p> <p>     When it comes to advisors in Arthurian legends, Merlin is likely the first name that quickly comes to mind. However, few have recognized that Merlin is more than a supplementary character. Far beyond simply giving counsel, the prophet-mage actually makes a huge contribution to creating and governing the so-called Arthurian world. This project aims to examine the creation and consolidation of the British Merlin’s identity in Arthurian literature (primarily from the twelfth to the fifteenth century), arguing that Merlin is more than a powerful counselor of King Arthur—the prophet-mage is occasionally depicted as a racial “Other” when contrasted with Arthur and his British subjects; at other times, he is a doppelgänger of the legendary monarch who rules the kingdom; and at still other times he is a prophetic builder constructing a future that he envisions in the name of God. The kaleidoscopic representations of Merlin and his identities in Arthurian literature during this period reflect how Others—racial and otherwise, especially those who make temporary appearances at the center of the power structure—are perceived, treated, and exploited to help the British audience establish their common identity as an independent social group living in Britain. This project analyzes and compares, primarily through the lens of critical race theory and analysis of identity construction (both individual and communal), Merlin-texts composed and circulated in Britain from the twelfth century to the fifteenth century. The findings are supported by textual evidence and analyses of contemporary historical, political, and cultural context.</p> <p>     The project begins with a review of current scholarship in Merlin studies and the application of critical race theory in medieval studies. It demonstrates that previous scholarship on Merlin has mostly focused on analyzing what his extraordinary powers represent in the texts and how his prophetic ability was used for various political purposes, such as uniting a fractured community and providing a hopeful outlook to people under oppression. However, no satisfactory attempt has been made to explain how and why such an important character as Merlin only makes limited appearances in Merlin-texts and how his importance is continuously—even more profoundly—felt after his early removal from such texts. The mage’s apparent characteristics of Otherness and his abrupt removal from many Merlin-texts have provided ample grounds for the application of critical race theory. This theoretical approach, though relatively new in medieval studies, allows us to recognize that Merlin, as a racial Other in the center of a power structure, is paradoxically crucial but undesirable for the dominant group that has always perceived him as an outsider.</p> <p>     To highlight Merlin-figures’ much overlooked identity as an outsider, Chapter 1 traces the identities of the pre-Galfridian Merlin-figures in two traditions: Merlinus Ambrosius and Merlinus Caledonius. It demonstrates that while these pre-Galfridian Merlin-figures make hopeful prophecies for a community, they are also estranged from that particular community in different aspects. Their varied outsider identities—like wild man in the forest, warrior in political exile, mad prophet, and mixed-raced child living in the margins of society—constitute fertile grounds for kaleidoscopic portrayals of Merlins to come.</p> <p>     Chapter 2 then focuses on the first Merlin(s) introduced by Geoffrey of Monmouth. Through the lens of critical race theory, this chapter argues that Geoffrey’s Merlin(s) is already racially nuanced in aspects like religion and social status. His newly acquired identity as the son of an incubus endows him and his clan with extraordinary qualities that gradually become essentialized traits marking their identity as racial Others. This paves the way for Merlin’s further alienation and dehumanization in later Merlin-texts in which the abstract quality of Otherness begins to be visually and physically apparent on Merlin’s body. </p> <p>     After establishing Merlin as a racial Other, Chapter 3 proceeds to read Merlin as a doppelgänger of King Arthur—mainly in the Vulgate <em>Estoire de Merlin</em>. Focusing on Merlin’s much debated roles of prophet and architect, this chapter explores how (unlike most prophets in Arthurian literature) Merlin is often heavily—and intimately—involved with the future that he foretells, which makes his prophetic words appear more like personal prophetic blueprints in which he envisions what his world <em>could</em> be like instead of what it <em>ought</em> to have been. Since Merlin and Arthur share almost all traits of their identity except their blood, and Arthur, in many Merlin-texts, could only rule by closely following Merlin’s instructions, texts featuring a powerful Merlin often function as commentaries concerning issues like kingship and political powers of racial Others who “officially” cannot be recognized as holding significant power in communities in which their identities construct them as marginal or secondary. This is manifest in episodes like the disaster of May babies in the Post-Vulgate <em>Suite du Merlin</em> and Thomas Malory’s <em>Morte</em>, in which Arthur takes the action but Merlin takes the blame.</p> <p>     Finally, Chapter 4 examines Thomas Malory’s consolidation of the identities of the English Merlin towards the end of the fifteenth century. Through comparing the different depictions of Merlin among Malory’s <em>Morte</em> and three Middle English Merlin-texts circulating in the English-speaking community during this period, this chapter argues that Malory’s omission of Merlin’s early history is a crucial factor that allows the author to make his Merlin more adaptable to the needs of his contemporary English audience. That is, Malory’s Merlin can be God’s mouthpiece, the son of a devil, a trusted mentor, and an incredulous dream-reader all in one text. By leaving out Merlin’s early history, Malory consolidates the various Merlins into a familiar yet foreign face in the English Arthuriad, a meme-like character that evolves each time we encounter him in the texts. </p>

This study aims to examin how the production of knowledge is intrinsic to the production of power in the New Materialist Process theology of Catherine Keller. The object of critical examination is the theology of Keller and her essay; ”Tingles of Matter, Tangles of Theology: Bodies of the New(ish) Materialism,” from her book Intercarnations: Exercises in Theological Posibility (2017). Keller’s essay will be analyzed through Linda Alcoffs, Alison Baileys and Sara Ahmeds epistemological critical theory of how power produces knowledge and vice versa.  Keller’s theology will be examined based on the study points of analysis on texts of Alcoff, Bailey and Ahmed: subjectivity, making of knowledge, epistemology, making of ignorance, power and authenticity/purity. The study shows that Keller’s notion of apophatic matter has the effect of producing knowledge practices about the object. When the object is obscured from the subject in Keller’s theology, a theological analysis of power and the subject’s position in producing knowledge through theology, is prohibited. By analyzing Keller's notion of entanglement through Ahmed’s thinking, it is shown that the subject is presupposed as free, white and independent. Entanglement among human beings exists as bodily physicality for Keller. Social and economic factors are, thus, made irrelevant for the existence of knowledge and relations between humans. Life situations that are, for example, violent or in position of dependence are incompatible with the reality constituted in entanglement. The subject’s knowledge as socially situated and possibly part of structural power, is also made irrelevant in entanglement-thinking. Thus, the study shows that through the reading of Alcoff, Bailey and Ahmed, theology has the ability to constitute knowledge making practices, that forms the subject’s production of knowledge and ignorance.

The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields. / Doctor of Philosophy / The need for diversity and inclusion within agriculture, natural resources, and STEM-related fields is critical and imperative as the demographics of the United States are changing. The shortage of minority individuals within agriculture, natural resources, and STEM-based fields impede the ultimate success and potential within these areas. The utilization of underrepresented minority (URM) individuals within these spaces ensure proper diversity and inclusion methods within these environments. The minimal efforts of diversity and inclusion within these environments are likely to promote feelings of an imposter within these URM individuals which would likely hinder success and motivation. The imposter phenomenon and imposter syndrome are particular feelings in which persons who have achieved some level of success possibly feel like fakes or imposters. This study examines the perceptions of URM students that have perhaps experienced feelings related to this phenomenon in less diverse and inclusive settings. The researcher examines critical race theory and racial identity development by interviewing ten participants about their perceptions of diversity and inclusion and the imposter phenomenon and imposter syndrome within the agricultural, natural resource, and STEM-related majors and fields.