The thesis suggests the toy-like mask of a white man, ‘Hello, Mr. Gaijin,’ as a site of analysis where the culture of racisms is (re)produced in the specific context of contemporary Japan. Sold as a gig gift in Japan, the mask, consisting of two stickers for blue-eyes and a prominent plastic nose, embodies the popularized image of whiteness in Japan, and presents it as a source of fascination as well as ridicule and mockery. Approaching this mask as an analytical text, I ask: How is race manifested in the Japanese culture? C. W. Mills (1997) suggests that there exists a global system that privileges whites and normalizes their beneficial racial position. This trend is certainly omnipresent in contemporary Japan, where one observes the sense of superiority being affixed to the white body in the frequent use of white models in the media (Creighton, 1997). Yet, how is this theory of white supremacy significantly complicated by the particular representations of whiteness seen in the ‘Hello, Mr. Gaijin’ mask? Through mimicry, the power of whiteness is mocked and commodified into a sleazy toy mask. Critically engaging with these primary questions, the thesis situates the analysis of the ‘Hello, Mr. Gaijin’ mask within the particular history of racialization developed in Japan where the culture of whiteness holds its unique complexity and significance in the society. Drawing largely on the idea of ‘the culture of racisms’ that Goldberg (1993) suggests, the thesis argues that the seemingly contradictory sentiment towards whiteness embodied in the mask presents the key to the holistic understanding of Japan’s particular culture of racisms. Specifically, it analyzes three levels of transformation that the mask presents in embodying the particular culture of racisms: the discursive transformation of whites into gaijin; the temporal physical transformation of the user into Mr. Gaijin; the visual and material transformation of whites into the toy-mask. / Thesis (Master, Cultural Studies) -- Queen's University, 2012-08-15 23:36:21.157

As a popular culture subject, Taylor Swift is an example of a widely circulated image that adheres to the guidelines for “appropriate” girlhood, innocence, and feminine performance. The proliferation of Swift’s identity as a virginal, delicate girl makes Swift the successful pop music figure that can “save” the troubled young girl of today. This thesis grapples with Swift’s image as an artist and addresses the ways that she often stands in as the example for imagined “appropriate” femininity. Swift’s image relies on ideas about innocence and normativity that are directly linked to markers of whiteness without ever having to explicitly name it. Swift’s specific performance of normativity and the success she has achieved because of it is one example of how we can begin to complicate understandings of agency and where it can be located.

<p>My dissertation identifies and deconstructs the interracial codes of conduct produced and enacted by three distinct racial-ethnic communities in an integrated neighborhood. My analysis of Creekridge Park is based on data collected via in-depth interviews, a neighborhood survey, and participant observation. By addressing the particularities of an integrated neighborhood, this project augments traditional index-based studies of segregation research and examines how the concept of social distance can explain the quantity and quality of encounters between Black, White, and Latino/a residents. I also evaluate the social environment of an integrated neighborhood by documenting and questioning the attitudes, behaviors, and relationships of neighborhood residents. Finally, I analyze the data using modified grounded theory, an iterative process that uses data and existing theory to develop conceptual models. Overall, this project emphasizes the importance of race as a social marker of status, privilege, and marginalization; the limits of diversity as an emancipating ideology; and the importance of power as a conceptual tool in analyses of White and nonwhite experiences in integrated settings.</p> / Dissertation

There is a lack of critical Canadian scholarship addressing questions of racialization in early childhood education, and yet questions of identity and diversity are at the center of education with young children. Substantive engagement with issues surrounding processes of racialization in early childhood education is often stunted by assertions of childhood innocence, discourses that normalize whiteness, or responses entrenched in multicultural discourse. Using early childhood educators' engagements with racialization and whiteness as starting points, this research employs feminist poststructural, postcolonial and sociomaterial theories to reveal and engage with how whiteness and processes of racialization are negotiated in politically, socially, geographically and temporally located spaces. An exploration of the forces of discourse, affect and materiality in shaping and silencing race opens up new spaces for challenging whiteness and processes of racialization in early childhood education and beyond. / Graduate

This dissertation argues that a fantasy of white authority was articulated and disseminated through the representations of blackness and Aboriginality in nineteenth-century American and Australian theatre, and that this fantasy influenced the representation of Aboriginality in twentieth-century Australian culture. The fantasy of whiteness refers to the habitually enacted and environmentally entrenched assumption that white people can and should superintend the cultural representation of Otherness. This argument is presented in three parts. Part One examines the complex ways in which white anxieties and concerns were expressed through discourses of blackness in nineteenth-century American blackface entertainment. Part Two examines the various transnational discursive connections enabled by American and Australian blackface entertainments in Australia during the nineteenth century. Part Three examines the legacy of nineteenth-century blackface entertainment in twentieth-century Australian culture. Overall, this dissertation investigates some of the fragmentary histories and stories about Otherness that coalesce within Australian culture. This examination suggests that representations of Aboriginality in Australian culture are influenced and manipulated by whiteness in ways that seek to entrench and protect white cultural authority. Even today, a phantasmal whiteness is often present within cultural representations of Aboriginality.

This dissertation argues that a fantasy of white authority was articulated and disseminated through the representations of blackness and Aboriginality in nineteenth-century American and Australian theatre, and that this fantasy influenced the representation of Aboriginality in twentieth-century Australian culture. The fantasy of whiteness refers to the habitually enacted and environmentally entrenched assumption that white people can and should superintend the cultural representation of Otherness. This argument is presented in three parts. Part One examines the complex ways in which white anxieties and concerns were expressed through discourses of blackness in nineteenth-century American blackface entertainment. Part Two examines the various transnational discursive connections enabled by American and Australian blackface entertainments in Australia during the nineteenth century. Part Three examines the legacy of nineteenth-century blackface entertainment in twentieth-century Australian culture. Overall, this dissertation investigates some of the fragmentary histories and stories about Otherness that coalesce within Australian culture. This examination suggests that representations of Aboriginality in Australian culture are influenced and manipulated by whiteness in ways that seek to entrench and protect white cultural authority. Even today, a phantasmal whiteness is often present within cultural representations of Aboriginality.

This project documents the complex and interwoven relationship between mediated representations and lived experiences of white working-class people—a task inspired by the author’s experiences growing up in a white working-class family and neighborhood and how she came to understand herself through watching films and television shows. Theoretically guided by Foucault’s recognition that people are constituted in and through discourse, the author specifically analyzes how reality television articulates certain ideas about white working-class people and how those who identify as members of this population, including the author, negotiate such articulations. A focus on white working-class people is important considering their increasing presence in reality television and the ways in which they are frequently ridiculed in U.S. cultural discourse. Through a combination of qualitative methods, including critical autoethnography, interviews, interactive focus groups, and close textual analysis, the author focuses on three findings: (1) the lived experiences of white working-class people are complex and can be used to challenge essentializing stereotypes about this population prevalent in the media; (2) films and television shows are polysemic as evidenced by the varied responses of white working-class people; and (3) listening to those who are implicated in media sites can render more complex the analyses and critiques scholars provide as well as contribute to the recent increase of media studies that speak across multiple methods and boundaries.

In Canada, nursing education and practice are enacted in the context of a white settler nation-state. As part of their mandates, nursing schools uphold concepts such as multiculturalism, equity, and diversity; however, studies in North America reflect that the reality contradicts these directives and suggest that nursing schools are hegemonic white spaces. This study challenges this white hegemony through the gaze of racialized nurses. Through in-depth interviews, ten self-identified racialized nurses shared narratives looking back at their experiences in nursing school, and their accounts indicate how they faced the complexities of learning within environments where systemic racism is enacted. Using a women of colour feminist approach, this study asked the following question: What are the experiences of racialized nurses in nursing education programs in Canada? Intersectional analysis was used to examine and address the multiplicity of experiences that emerged from the interviews. Racialized nurses’ narratives reveal complex experiences with the following prevailing themes: Othering, the white gaze, navigating white spaces, accent as marker, always proving myself, and racism impacting health. Beyond racism, participants’ experiences were also affected by the intersection with other markers of difference while in nursing school, such as gender, religion, class, and age. Participants identified that they were seen through a white gaze while in nursing school and engaged with this study as an opportunity to challenge and resist the systemic structures of racism they encountered. The findings point to the reality that nursing schools are permeated by systemic structures of white privilege and racism, due to a legacy of colonialism and imperialism, and those structures have a severe impact on racialized students. Furthermore, this study indicates the need for critical evaluations of nursing schools, and to challenge the enactment and maintenance of racist practices of exclusion and marginalization of racialized students. / Graduate / 2019-04-19

This masters’ thesis is a case study using an antiracist methodology and critical discourse analysis to analyze a popular blog, ‘Stuff White People Like’ and asks the main research question: How is whiteness represented and understood in the satirical blog, ‘Stuff White People Like’? Grounded in theories of representation, discourse, myth and racialization, the thesis looks at two posts, “#1 Coffee” and “#92 Book Deals” and their user comments to investigate the ways whiteness is defined, understood, produced and negotiated. The blog and the comments reveal important discussions of knowledge production strategies of racialization and racism in popular media. Specifically, these negotiations expose three major registers of whiteness that are continually enacted within the discourses of the blog and the comments. These registers encompass understandings of whiteness as biological superiority and heritage; defining whiteness as a performance of privilege; and whiteness as an enactment of dominance and oppression. Sites of antiracist educational pedagogy are also discussed within this study to reveal the importance of investigating everyday discourses and understandings of race for the future.

The literature on migration has typically described those who have migrated out of necessity as being in some form of exile, longing to return to their homeland. Traditionally, it has been applied to first-generation immigrants who strongly identify with their homeland and feel like an “outsider” in their country of settlement. However, there has been little attention paid to generation 1.5 immigrants, those who migrated during childhood or early adolescence. This thesis seeks to explore the settlement experiences of 10 generation 1.5 Afghans. I argue these individuals engage in homemaking strategies as a way to negotiate their identity and belonging in Canada, while also challenging the boundaries of belonging in order to gain full citizenship.