This project studies the theological legacy of white evangelical purity culture (WEPC) and proposes a constructive Baptist practical theology of baptism in response. It foregrounds the activism and testimonies of Christian women to foment and intervene in white supremacist constructions of womanhood in the Female Moral Reform movement; to perpetuate and prevent racial violence in the lynching era through the deployment of a reimagined vision of sacred white womanhood; and to expand conceptions of the wounding legacies, persisting challenges, and alternative visions proposed by those harmed by WEPC. In the “afterlife” of white evangelical purity culture, baptism, conceived as a practice of solidarity, is a critical intervention to the persistent and problematic deformations of identity, salvation, and ecclesial formation. The project begins with analysis of the theopolitical history of WEPC and its founding frameworks and promises. It then turns to the Female Moral Reform movement, and particularly the activism and theological arguments of Sarah Grimké and a dissenting interlocutor in 1838, to illustrate how questions of womanhood, race, and women’s rights were forged in the context of institutional slavery. Next, this project engages the activism of Rebecca Felton, Ida B. Wells-Barnett, and the Association of Southern Women for the Prevention of Lynching, attends to the character de/formations deployed in women’s activism and rhetoric supportive of and against lynching, and argues that the uninterrogated sacred status of white womanhood prevents a full acknowledgement and dismantling of the regnant theological frameworks of WEPC. It then frames the online writing as testimonies to the wounding experiences in WEPC, offering an emergent tripartite framework of shame, misplaced blame, and silence to capture the impact of WEPC. Finally, drawing from the works of James Wm. McClendon, Jr., Ada María Isasi-Díaz and M. Shawn Copeland, it proposes a Baptist theology of baptism wherein baptism is revelatory rite that initiates solidarity in the service of a world that engenders the possibility of mutual liberation and human flourishing. This project contributes to the growing literature on WEPC by exposing the raced theological scaffolding that necessitate a transformation of core Christian practices. / 2022-12-09T00:00:00Z

This thesis explores and seeks to unsettle the tenacity of white settler privilege in child and youth care (CYC). I first acknowledge the significant leadership of Indigenous and nonwhite activist-scholars to address the ongoing overrepresentation of Indigenous families across colonial systems in which CYC practitioners work. This qualitative study interrogates how white settler CYC practitioners approach issues of colonial and systemic racialized violence targeting Indigenous children, youth, families, and communities. Experienced, politicized frontline practitioners working in the CYC field were invited to examine how they understand, name, reproduce, contest, and struggle with white settler privilege in their practice. My study findings are organized along four themes that attend to systemic issues and the difficulty of challenging dominant white norms and conventions in the CYC field: (1) working in colonial violence and racism; (2) white settler fragility; (3) power and privilege; and (4) troubling allyship in the CYC field. The findings explore the complex individual and collective ethical responsibilities of white settler CYC practitioners and formulate responsive, embodied ethics rooted in solidarity and an anticolonial, antiracist, intersectional praxis. / Graduate / 2020-09-04

My thesis argues that a shift has taken place in white supremacist rhetoric post September 11, 2001. I focus on the pre-9/11 rhetoric of Jared Taylor, the post 9/11 rhetoric of Patrick Buchanan, and identify the attacks of September 11th as a catalytic event in the history of white supremacist rhetoric. Through careful rhetorical analysis, I identify the 9/11 shift as a shift in placement vis-à-vis the political mainstream.

This thesis will investigate the accounts from Women’s Studies students regarding their experiences academically, emotionally and politically in feminist university classrooms. Through the lens of an anti-racist feminist and intersectional analysis, I seek to demonstrate the way in which Women’s Studies university classroom spaces are neither ‘innocent’ nor are they devoid of racism and/or white supremacy. These maladies are present in the student and teachers who enter the space, voices allowed to speak and knowledge being taught. This research is formed by my personal experience as an undergraduate in a Women and Gender Studies course at a local university. I will use auto-ethnography and interviews as method in and through anti-racist feminist research methodology. By highlighting anti-racism education as a call to action in attending to this disjuncture and also to erode superficial notions of sisterhood, I will demonstrate white feminist supremacy as an implication for the sociology of race.

Women’s Studies students’ accounts of their experiences academically, emotionally and politically in feminist university classrooms will be investigated in this thesis. Central to my work, through an anti-racist feminist and intersectional analysis, is to demonstrate the way in which Women’s Studies university classroom spaces are neither ‘innocent’ nor are they devoid of racism/white supremacy as it is present in the bodies who are allowed to enter the space, voices allowed to speak and knowledge being taught. As this research is informed by a personal experience in an undergraduate Women and Gender Studies course at a local university, I will use both auto-ethnography and interviews as method in and through anti-racist feminist research methodology. Highlighting the importance of anti-racism education as a call to action in attending to this disjuncture and also to erode superficial notions of sisterhood will demonstrate white feminist supremacy as an implication for the sociology of race.

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Joan Morris. Includes bibliographical references (p. 49-54).

This study employs an eclectic rhetorical-critical approach to examine the Website of the National Alliance, a prominent White-supremacist organization. This study is guided by research questions that ask what rhetorical strategies the National Alliance uses on its Website, and how these strategies might inform how politically-extreme Internet communities socialize new members into their belief systems. The critical analysis shows that the National Alliance desires its audience to become identified with the goals and program of the organization, redefine their notions of "responsibility" to only encompass the White race, and obsessively endeavor to build the foundation for a new White society. This study concludes by defining "socialization value," a proposed rhetorical-critical construct with special relevance to Internet texts. The National Alliance Website possesses a high socialization value, meaning that it is likely to assist the National Alliance in expanding the size of its Internet community. / Department of Communication Studies

Women’s Studies students’ accounts of their experiences academically, emotionally and politically in feminist university classrooms will be investigated in this thesis. Central to my work, through an anti-racist feminist and intersectional analysis, is to demonstrate the ways in which Women’s Studies university classroom spaces are neither ‘innocent’ nor are they devoid of racism/white supremacy as it is present in the bodies who are allowed to enter the space, voices allowed to speak and knowledge being taught. As this research is informed by a personal experience in an undergraduate Women and Gender Studies course at a local university, I will use both auto-ethnography and interviews as method in and through anti-racist feminist research methodology. Highlighting the importance of anti-racism education as a call to action in attending to this disjuncture and also to erode superficial notions of sisterhood will demonstrate white feminist supremacy as an implication for the sociology of race.

Women’s Studies students’ accounts of their experiences academically, emotionally and politically in feminist university classrooms will be investigated in this thesis. Central to my work, through an anti-racist feminist and intersectional analysis, is to demonstrate the ways in which Women’s Studies university classroom spaces are neither ‘innocent’ nor are they devoid of racism/white supremacy as it is present in the bodies who are allowed to enter the space, voices allowed to speak and knowledge being taught. As this research is informed by a personal experience in an undergraduate Women and Gender Studies course at a local university, I will use both auto-ethnography and interviews as method in and through anti-racist feminist research methodology. Highlighting the importance of anti-racism education as a call to action in attending to this disjuncture and also to erode superficial notions of sisterhood will demonstrate white feminist supremacy as an implication for the sociology of race.

The aim of this thesis is to see how dark skinned people separate in two movies from the early 19th century. I am also going to analyze the movies from analysis questions that can be founded under the chapter called Analys. The movies I have been watching to analyze are The Birth of a Nation from year 1915 and Tarzan the Ape man from year 1932. The first movie from year 1915 is a reflection from 1860 but booth movies are reflections about the relationships between white westerner and black people from Africa in the beginning of the 1900th century. What the movies gave me as a receiver is that black people in the USA and South Africa shouldn’t be active in politics or even get the power to rule at all and it is very clear to see during the movies. According to the movies black people aren’t capable to rule in USA or in their own country in the continent Africa. The movies also show that black people should work with the cleaning and to please white people. I am going to use social representation theory in this thesis. The method that is used here is to watch the movies, write what they are about and then compare them in nine analyzing questions that is presented in the thesis.