Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Ronald L. Strickland (chair), Jonathan M. Rosenthal, Cecil Giscombe. Includes bibliographical references (leaves 203-208) and abstract. Also available in print.

Orientador: Marianna Francisca Martins Monteiro / Banca: Maria Antonieta Martines Antonacci / Banca: Nadir Nóbrega Oliveira / Banca: Helena Tânia Katz / Banca: Yaskara Donizeti Manzini / Resumo: Este trabalho tem como objetivo examinar as dinâmicas e trânsitos existentes entre a produção da dança negra estadunidense e a produção artística das danças afro-brasileiras, tomando como eixo a produção de artistas que realizaram intercâmbios entre os dois países. Deseja-se, a partir dos estudos sobre a diáspora negra, investigar como essa atuação, em espaços e períodos específicos, pôde deixar rastros que permitam afirmar influências mútuas no cenário artístico desses países, assim como identificar as especificidades presentes nesses contatos. A partir de análise histórica e etnográfica intenta-se avaliar como esses coreógrafos abordam conceitos sobre a tradição afro descendente, agenciando elementos da cultura popular brasileira e da identidade negra em suas criações. Pretende-se averiguar como esses criadores, localizados a partir das suas formações artísticas, objetivos profissionais, vínculos institucionais, engajamentos políticos e elos identitários reinventam suas práticas coreográficas inserindo-se nos processos contemporâneos de produção de dança. / Abstract: This work aims to examine the existing exchange between the production of American black dance and the artistic production of African-Brazilian dances, taking into consideration the production of artists from both countries who have been in contact. By examining the studies about the Black Diaspora in specific spaces and times, the author seeks to investigate how the exchange between Brazil and the US has left traces that enable the identification of mutual influences in the dance field of these two countries. The study also aims to identify the specificities within this intercultural contact. Using historical and ethnographic analysis, the study intends to evaluate how these choreographers approach concepts about African traditional forms by intentionally appropriating elements of the Brazilian popular culture and of black identity in their creations. In this research the author is also interested in understand how these artists have reinvented their choreographic practices by identifying themselves as makers of contemporary dance - based on their artistic background, professional goals, institutional links, political engagement and identity bonds. / Doutor

Orientador: Marcos Jorge / Banca: Vitor Machado / Banca: Alfeu Garcia Junior / Resumo: Este trabalho resulta de minha vivência como professora de Geografia na rede pública do Estado de São Paulo, e do meu envolvimento com a África como membro do projeto educacional Brasil-Angola, desenvolvido pela Faculdade de Agudos. O objetivo principal deste trabalho é apresentar uma proposta de prática pedagógica para atender à lei 10639/2003 utilizando a informática educacional como recurso para o ensino das religiões brasileiras de matriz africana nos conteúdos da disciplina de Geografia no ensino fundamental. Compreendendo a relação entre racismo e educação, o ensino de Geografia deve desconstruir o preconceito racial que se relaciona à diáspora africana. Este problema afeta a comunidade na qual a escola está inserida, composta majoritariamente de afro-descendentes sem identidade étnica, manifestando preconceito acerca das religiões brasileiras de matriz africana. Visto que esta representação negativa do Candomblé foi construída pela elite colonial para legitimar seu domínio sobre os africanos escravizados, a educação étnico-racial deve desconstruir esta visão eurocêntrica. Como metodologia do trabalho, foi realizada uma pesquisa bibliográfica acerca das temáticas: História e cultura da África e dos afro-brasileiros; políticas públicas; educação; ensino da Geografia; lei 10.639/2003; informática educacional e Candomblé. Utilizamos como referência os conceitos estruturantes do saber geográfico (lugar, espaço, território, região, paisagem) para introduzir nos alunos as bas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study results from my professional experience as a teacher of Geography in public schools of the State of São Paulo, Brazil, and also from my involvement with Africa as a member of the educational project Brazil-Angola, developed by the College of Agudos. This study aims to present a proposal for pedagogical practice to assure the fulfilment of the Brazilian Law 10,639/2003, using educational information technology as a resource for the teaching of Brazilian religions originated in Africa, as a content of Geography, within elementary school. Understanding the relation between racism and education, the teaching of Geography must deconstruct racial prejudice, related to the African diáspora. Such bias affects the community in which the school is inserted, whose composition reveals massive presence of African descendants without ethnic identity, expressing prejudice about Brazilian religions of African origin. As this negative representation of Candomblé was built by the colonial elite, in order to legitimize their power over a mass of enslaved Africans, racial ethnic education has to deconstruct this Eurocentric view. The methodology includes the bibliographical research of the themes: African History and culture and Brazilian Afro-descendants, public policies, education, Geography teaching, the Brazilian Law 10.639/2003, educational information technology and Candomblé. We also used as reference the structuring concepts of geographic knowledge (place, space, territory, r... (Complete abstract click electronic access below) / Mestre

MENDONÇA, Francisco Weslay Oliveira. Implicações psicossociais do preconceito e do racismo em estudantes africanos da Universidade da Integração Internacional da Lusofonia Afro-Brasileira. 2017. 171f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-07-18T12:04:41Z No. of bitstreams: 1 2017_dis_fwomendonca.pdf: 2609767 bytes, checksum: 0f5f74db29739a2428627d1ad6d8ffba (MD5) / Rejected by Gustavo Daher (gdaherufc@hotmail.com), reason: aguardar substituir arquivo on 2017-07-20T16:28:45Z (GMT) / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-07-21T13:02:56Z No. of bitstreams: 1 2017_dis_fwomendonca.pdf: 1775017 bytes, checksum: 2993d5d1c9dc6b62d37fadef32133297 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-07-25T11:14:17Z (GMT) No. of bitstreams: 1 2017_dis_fwomendonca.pdf: 1775017 bytes, checksum: 2993d5d1c9dc6b62d37fadef32133297 (MD5) / Made available in DSpace on 2017-07-25T11:14:17Z (GMT). No. of bitstreams: 1 2017_dis_fwomendonca.pdf: 1775017 bytes, checksum: 2993d5d1c9dc6b62d37fadef32133297 (MD5) Previous issue date: 2017 / The immigration process of Africans to Brazil and Ceará for the purpose of studying has been straightening in the last decades, especially since 2012, after the first selection processes for the Universidade da Integração Internacional da Lusofonia Afro-brasileira (UNILAB). These young people have suffered the daily experience of prejudice and racism, related to their condition of belonging to a social minority, being the psychosocial implication the research problem of this dissertation. The general objective, then, was to analyze the psychosocial implications of the prejudice and racism in the UNILAB Africans students; and the specific objectives are to identify the demonstrations of prejudice and racism from the reports about the experience of immigration for the purpose of studying, to analyze the psychosocial implications - such as thoughts, actions and feelings from these demonstrations and to describe strategies developed by African students at UNILAB in order to face prejudice and racism. This investigation has a qualitative approach, being fourteen the interviewed students, belonging to different African nationalities of Portuguese as official language (Angola, Cape Verde, Guinea Bissau, Mozambique, São Tomé and Príncipe). All of them are students at UNILAB, living in Ceará as beneficiaries of social programs for student assistance. The data were run through Content Analysis with software Atlas Ti. Our main results describe different exclusion practices, as much as individual, institutional and cultural manifestations of racism, predominantly understood as cordial racism. These practices are related to processes of social categorization and stigmatization, which, by its turn, result in the assignment of social stereotypes, as well as processes of social discrimination and social suffering (shame, humiliation, fear, rejection). As a way to face this reality, we observe the importance of assertion policies for black and african identity by these young people, as much as support offered by established social networks and collective organization in search of acknowledgment and respect. We conclude that racism suffered by these young people in Brazil is enhanced by processes of distinction between Brazilian and African groups, which have a strong impact upon the psychosocial experience of migration for educational purposes. / O processo imigratório ao Brasil e ao Ceará de jovens africanos para fins estudantis vem se fortalecendo nas últimas décadas, contexto que ganha força maior a partir de 2012, após os primeiros processos seletivos da Universidade da Integração Internacional da Lusofonia Afro-brasileira (UNILAB). Estes jovens sofrem a cotidiana experiência do preconceito e do racismo, relacionados à sua condição de pertencentes a uma minoria social, sendo nosso problema de pesquisa as suas implicações psicossociais. Nosso objetivo geral, assim, foi analisar as implicações psicossociais do preconceito e do racismo nos estudantes africanos da UNILAB; e nossos objetivos específicos: identificar as manifestações de preconceito e racismo a partir dos relatos sobre a experiência de imigração para fins estudantis; analisar as implicações psicossociais – pensamentos, ações e sentimentos provenientes destas manifestações; descrever estratégias desenvolvidas pelos estudantes africanos da UNILAB para o enfrentamento do preconceito e do racismo. Esta investigação possuiu caráter qualitativo, onde foram entrevistados quatorze estudantes de diferentes nacionalidades africanas de língua oficial portuguesa (Angola, Cabo-verde, Guiné-Bissau, Moçambique, São Tomé e Príncipe). Todos os participantes são estudantes da UNILAB no Ceará e beneficiários de programa de assistência estudantil. Os dados foram trabalhados através de Análise de Conteúdo, com auxílio do software Atlas Ti. Nossos resultados principais descrevem diferentes práticas de exclusão, além de manifestações individuais, institucionais e culturais de racismo, predominantemente compreendidas a partir do racismo cordial. Estas práticas relacionam-se aos processos de categorização social e estigmatização, que, por sua vez, resultam na atribuição de estereótipos sociais, em processos de discriminação social e em sofrimentos sociais (vergonha, humilhação, medo, rejeição). Como forma de lidar com esta realidade, observamos a importância de estratégias de afirmação da identidade negra e africana por parte destes jovens, assim como o apoio prestado pelas redes sociais estabelecidas e a organização coletiva em busca de reconhecimento e respeito. Concluímos que o racismo sofrido por estes jovens no Brasil é potencializado pelos processos de distinção entre os grupos “os/as brasileiros” e “os/as africanos”, impactando sobremaneira na experiência psicossocial de imigração para fins estudantis.

abstract: This dissertation takes the material culture of New Orleans’ Spiritual Churches as its point of the construction and application of academic categories in studies of religions of the African diaspora. Because I am interested in what emic explanations reveal about scholarly categories and methods, a dialogic approach in which I consult practitioners’ explanations to test the appropriateness of academic categories is central to this work. Thus, this study is grounded in an ethnographic study of the Voodoo Spiritual Temple, which was founded and is operated by Priestess Miriam Chamani, a bishop in the Spiritual Churches. The Spiritual Churches first emerged in the early twentieth century under the leadership of Mother Leafy Anderson. Voodoo, Pentecostalism, Spiritualism, and Roman Catholicism have been acknowledged as their primary tributary traditions. This study examines the material culture, such as statues and mojo bags, at the Voodoo Spiritual Temple as it reflects and reveals aspects of Temple attendees’ world views. In particular, material culture begins to illuminate attendees’ understandings of non-human beings, such as Spirit and spirits of the dead, as they are embodied in a variety of ways. Conceptions of Spirit and spirits are revealed to be interconnected with views on physical and spiritual well-being. Additionally, despite previous scholarly treatments of the Spiritual Churches as geographically, socially, and culturally isolated, the material culture of the Voodoo Spiritual Temple reveals them to be embedded in transnational and translocal cultural networks. / Dissertation/Thesis / Doctoral Dissertation Religious Studies 2016

Made available in DSpace on 2016-08-18T18:55:04Z (GMT). No. of bitstreams: 1 DISSERTACAO_ANSO DA SILVA.pdf: 1530157 bytes, checksum: 67bd5ad6d120efc344074318c77e61e3 (MD5) Previous issue date: 2015-03-24 / This work analyses the immigration process of young African students to Brazil. It took as a reference the migratory process, at first temporary , of students of different countries of Africa to study in Brazilian universities because of bilateral agreement signed between developing countries and Brazil. It analyses this migration connected to the implementation process of student policies involving foreign students and the socialization process of these students inside Maranhão Federal University (UFMA), establishing a short comparison with the same dynamic inside MatoGrosso do Sul Federal University (UFMS). It assumes that this is a temporary migration and motivated by bilateral agreements between the States and performed within certain parameters. It articulates the African Diaspora in UFMA with the racial question. It seeks to understand the motivations and the conditions which leaded the migration of the Africans to study in Maranhão but mainly the conditions of life in the destined countries and the ways of articulation of the migrants with their countries. It takes as empirical field the experiences of some young African students,who come from different countries, in Maranhão and the way policies for foreign student are being developed ( PEC-G covenant) in the latter State. / Este trabalho analisou o processo da imigração de jovens estudantes africanos para o Brasil. Tomou como referência o processo migratório, em princípio temporário , de estudantes de diferentes países da África, para estudar em universidades brasileiras, a partir de acordos bilaterais firmados entre países em desenvolvimento e o estado brasileiro. Analisa essa migração articulada ao processo de implementação de políticas estudantis envolvendo alunos estrangeiros e os processos de socialização desses alunos na Universidade Federal do Maranhão, estabelecendo uma breve comparação com a mesma dinâmica na Universidade Federal do Mato Grosso do Sul. Parte do pressuposto de que se trata de uma migração temporária e incentivada pelos acordos bilaterais entre os Estados e realizada dentro de determinados parâmetros. Articula a diáspora africana na UFMA com a questão racial. Buscou compreender as motivações e as condições que conduziram a migração de africanos para estudar no Maranhão mas, principalmente, as condições de vida no país de destino e as formas de articulação dos migrantes com seus países de origem.Toma como campo empírico as experiências de jovens estudantes africanos, oriundos de diferentes países, no Maranhão e a forma como está sendo desenvolvida a política para estudantes estrangeiros (o Convênio PEC-G) no mesmo Estado.

This dissertation is a comparative analysis of the uses of tropes of marginality in American, Caribbean, British, and African fiction that engages with the aftermaths of the trans-Atlantic slave trade and slavery. This study begins by exploring the utility of the frame of Paul Gilroy's concept of the "black Atlantic" as a heuristic model for understanding encounters with slavery and the slave trade as phases of an emerging capitalist modernity. I suggest that, within this heuristic framework, marginality is always variable, contingent and changing. Several positions of marginality might even emerge in conflict with each other, since the ideological deployments of slavery in the U.S., the Caribbean, and in African countries are not always in concert. In fact, it is through the study of conflicts and tensions between such seemingly unified marginalities that their differences become discernible. As a result, the common theme in the texts I examine is the need to create communities of listeners who can discern the transformations of the colonising moment in the disparate sites of the diaspora. The practice of listening is a step in apprehending the forms of marginalisation and occlusions of the violence of colonisation that continue at different sites. In the five chapters of this dissertation, I read stories by Edgar Allan Poe and Herman Melville, and novels by Richard Wright, Toni Morrison, Caryl Phillips, Maryse Conde, Joseph Conrad, Ayi Kwei Armah, Amos Tutuola, Yaw Boateng, and Syl Cheney- Coker. I focus, particularly, on the use of animals, spatial boundaries, literacy, orality, and tropes of listening in the selected texts. I show that these authors use the opposition of visual and aural metaphors to draw attention to the limits of their characters' knowledge in order to highlight the situatedness of each character in processes of marginalisation that continue to unfold. Further, as much as these narratives excavate the afterlives of slavery, they are also engaged in the task of differentiating them in order to identify the necessary site-specific tasks of reparation or repair. / Arts, Faculty of / English, Department of / Graduate

The Black population in the United States is undergoing a significant transformation. Over the last four decades, the African immigrant population has increased from 130,000 to 2 million, making them one of the fastest growing groups in the United States. Yet, notably absent from much of the discourse on how immigration is changing our society is a serious engagement with the dynamic changes happening within the country’s Black population. This dissertation examines how these demographic realities are experienced in young people’s daily lives. I use the case of low-income, adolescent children of West African immigrants to understand how processes of immigrant integration and racialization unfold generationally across racial and ethnic lines. I focus specifically on their identity-work and acculturation in the context of families, local institutions, and transnational social fields. Methodologically, I draw on ethnographic observations and interviews with 71 second-generation West African teenagers in three New York City public high schools. The dissertation consists of five substantive chapters. Chapters 1 and 2 examine the ethnic and racial identifications of second-generation West Africans, some of the meanings they make around these identities, and begins to delve into the contextual mechanisms shaping these identities, namely their families, neighborhoods and law enforcement. Chapters 3 and 4 respectively analyze the role of transnational visits to parent home countries and religion on acculturation and understandings of Blackness and Africanness, among other identities. The final chapter, Chapter 5, explores three mechanisms shaping the selective acculturation of African immigrant youth: adoption of American cultural features, maintenance of ethnically distinct features, and the introduction of African cultural forms. My research makes three contributions. First, by placing adolescent children at the center of my analysis, I show how these young people are both making and made by a unique sociohistorical and political context that has significant consequences for their racial and ethnic identity-work. Second, it contributes to understandings about the relationship between socioeconomic status and second-generation immigrant integration. Contrary to arguments that second-generation identification and acculturation are patterned by class, I find that low-income African immigrant youth selectively acculturate into American society and maintain strong ethnic identities similar to their middle-class counterparts. The third contribution provides evidence that as immigrants, their children and their host communities continually interact through institutions like schools and neighborhoods, a mutual cultural reconstitution process occurs that fundamentally transforms both immigrants and the cultural landscape from which communities in the host society fashion an “American” identity. Taken together, in shedding light on second-generation Black immigrant racialization processes, this dissertation challenges assumptions about low-income Black youth and offers a dynamic, agentic and relational understanding of immigrant integration. It also highlights how broader meanings of immigrant integration and Blackness in the United States are fundamentally changing.

Noticeably, there is little to no cross-cultural analysis of Black queer women artists of the African diaspora in Diaspora, Literary and Theatre and Performance studies. These disciplines tend to focus on geographic locations with an emphasis on the United States, the Caribbean islands and Europe in relation to the African continent. In addition, the work of Black men artists holds precedence in discussions of blackness, diaspora, and performance. Overwhelmingly, the contributions of Black women artists in the diaspora pales in comparison to their male counterparts, especially in number. More drastically, the voices of Black queer women artists actually published are few. Because of these discrepancies within scholarship and practice, I follow the footsteps of the late scholar Gay Wilentz to advocate a diaspora literacy of Black women writers across the diaspora. I employ a transnational feminist approach to survey the work of Sharon Bridgforth and Trey Anthony, two Black queer women artists who explore intersectionality in regards to race, ethnicity, gender, sexuality and nationality. I also curated and produced Black/Queer/Diaspora/Womyn Festival, a festival of staged readings and panel discussions that placed both artists at the center. This thesis fully details the planning and execution of the festival, an evaluation of the successes and pitfalls of the festival, and then draws conclusions on how both scholars and practitioners can further engage in a diaspora literacy for Black queer women artists.

Happiness, ritual, and sovereignty are artists’ persistent aspirations in the African- and Afro-Asian diasporas. “The Cinema of Social Dreamers” explores why the dreamscape is increasingly becoming the creative form for the expression of these social ambitions. This dissertation particularly spotlights the award-winning films and new media projects that exploit the dreamscape aesthetic in contemporary Caribbean and diasporic art. My analysis focuses on this tropical region, as well as its transnational impact in Canada, Mexico, France, the United Kingdom, and the United States. Central to this manuscript are the artists Mariette Monpierre, Michelle Mohabeer, and Minia Biabiany. I specifically engage their questions of happiness, spirituality, sexuality, and sovereignty in the wake of colonialism. The range of the narrative media these artists employ—from installation art and new media to sensational melodramas—also evidences the richness of the contemporary moment. While their award-winning works have flourished in niche film festivals and at fine art institutions, “The Cinema of Social Dreamers” is the first to present them as the subject of deep comparative analysis. By placing the Caribbean archipelago at the center of my work, I also highlight that the economy of art-making (and art history) remains a complex interdisciplinary, multilingual, and transnational project.