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Dissertations / Theses on the topic 'Whiteness'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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1

Waddell, Amelie. "Breaking the shell of whiteness: naming whiteness in Quebec." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18681.

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Academic literature abounds with work on the objects of racism, and on the effects this system of domination has on racialized populations. Yet, this literature is limited when it comes to those who maintain and profit from racism. In Québec, literature about whiteness is almost absent in English, and inexistent in French. Historically, whiteness has been constructed as superior through the process of racialization, where racialized others are excluded from humanity. This exclusion becomes the justification for the exploitation of their labour, their resources, their land. Through the constant construction of otherness, whiteness remained -and remains- invisible. This thesis seeks to understand how whiteness was deployed in Québec as a system of domination. How do white Québécois understand the white identity, along with their relationship with racialized groups? White Québécois college students were interviewed about their interpretation of whiteness, of otherness, of racism and of their participation in the system of racism. Their interpretations were analysed in light of critical white studies, critical pedagogy, and post-colonial writers. This study reveals that not only whiteness has remained invisible in Québec, but that it shapes the vision whites have of racialized populations and of racism. Furthermore, this study illustrates how racism and white privilege are maintained at the core of Québecois/Canadian society.
La littérature académique abonde d'écrits portant sur les objets du racisme, ainsi que sur ses effets en tant que système de domination pour les populations racisées. Par contre, on retrouve peu de textes qui traitent des populations qui maintiennent le racisme et qui en profitent. Au Québec, les écrits sur la « blancheur » sont très rares en anglais et inexistants en français. Historiquement, la blancheur a été construite comme étant supérieure à travers un processus de racialisation, où l'autre racisé était exclu de toute humanité. Cette exclusion était justificative de l'exploitation de son labeur, de ses ressources et de sa terre. Dans sa construction constante de l'autre, la « blancheur » restait –et reste- invisible. Ce mémoire cherche à comprendre comment la « blancheur » s'est installée en tant que système de domination. Il tente de découvrir comment l'identité blanche est comprise au Québec et quelle est sa relation avec les populations racisées. Afin de répondre à ces questions, des cégépiens blancs ont été questionnés sur leur interprétation de la blancheur ainsi que sur leur participation au système du racisme. Leurs interprétations sont ensuite analysées à la lumière des études critiques de la « blancheur », de la pédagogie critique et des auteurs postcoloniaux. Cette étude révèle que non seulement la « blancheur » est restée invisible au sein de la société québécoise, mais qu'elle façonne la vision que nous avons des groupes racisés et du racisme. Cette étude démontre également que le racisme et les privilèges blancs sont au centre de la société québécoise/canadienne.
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2

Akbar, Jason. "Conceptualizing Japanese Whiteness." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275670527.

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3

Wilkinson, Martha L. "Bridging the digital divide : framing whiteness /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575047.pdf.

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4

Hancock, Janette Helen. "Catherine Helen Spence : unmasking the whiteness /." Title page, summary and contents only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arh234.pdf.

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5

Sumner, Karen E. "Whiteness and women's writing in the Caribbean." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0025/NQ32329.pdf.

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6

Rauwerda, Antje M. "Unsettling whiteness, Hulme, Ondaatje, Malouf and Carey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63446.pdf.

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7

Verwoerd, Wian Brandt. "Transforming Whiteness: Exploring Transformation at Stellenbosch University." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31296.

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As a historically Afrikaans university linked to the lingering legacies of Apartheid-era affiliation, Stellenbosch University (SU) faces harsh transformative realities. It has sought to tackle these realities through various policies and initiatives aimed at establishing (amongst others) diverse enrolment and racial inclusivity. Nevertheless, SU has consistently found itself embroiled in campus controversies over the past few years. More often than not, these controversies are ‘race’ related. As such, this thesis, by means of a theoretical case study, seeks to contextualise transformation at SU and questions its (in)efficacy thus far. The focus on transformation is divided into two levels: “institutional” and “relational”. The analysis of transformation in relation to these two levels is grounded in Critical Race Theory (CRT) and Critical Whiteness Studies (CWS), to try and illuminate novel areas of interest leading to nuanced, prospective, discussion. Using CRT, some of SU’s institutional attempts to transform are examined. A focus is placed on the Language Policy, given its central role in aiming to contribute to greater campus diversity. Amongst other findings, the lack of historical context contained within the various policy documents, in terms of highlighting Afrikaans’ stigmatic past, undermines the intent and efficacy of SU’s institutional transformation going forward. The Listen Live and Learn housing initiative is used as a starting point for a discussion on relational transformation. CWS is used as a lens to try and make sense of some of the individualised transformative shortcomings of the initiative. Whiteness, with a specific focus on Afrikaner whiteness, is established as a complex campus force that contains defensive elements in relation to transformation. These elements range from blatant resistance, to more latent elements such as fragility, guilt and shame. Often, these latent strategies come in discursive forms and are thus particularly unproductive in relation to transformation, as they serve to engender a lack of active and meaningful engagement. Nevertheless, elements of prospective transformative potential within whiteness are identified in relation to white fatigue. Finally, it is submitted that cautionary and effective engagement with whiteness offers a complimentary avenue on the road to achieving holistic transformation, in aiming to facilitate normative diversity on all fronts.
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8

Foste, Zak. "Narrative Constructions of Whiteness Among White Undergraduates." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492645306608684.

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9

DiAngelo, Robin J. "Whiteness in racial dialogue : a discourse analysis /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7867.

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10

Scott, Claire. "Whiteness and the narration of self: an exploration of whiteness in post-apartheid literary narratives by South African journalists." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8275_1354781434.

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Drawing on broader discussions that attempt to envision new ways of negotiating identity, nationalism and race in a post-colonial, post-apartheid South Africa, this thesis examines how whiteness is constructed and negotiated within the framework of literary-journalistic narratives. It is significant that so many established journalists have chosen a literary format, in which they use the structure, conventions, form and style of the novel, while clearly foregrounding their journalistic priorities, to re-imagine possibilities for narratives of identity and belonging for white South Africans. I argue that by working at the interstice of literature and journalism, writers are able to open new rhetorical spaces in which white South African identity can be interrogated.


This thesis examines the literary narratives of Rian Malan (My Traitor&rsquo
s Heart, 1991), Antjie Krog (Country of My Skull, 1998, and Begging to be Black, 2009), Kevin Bloom (Ways of Staying, 2009) and Jonny Steinberg (Midlands, 2002). These writers all seem to grapple with the recurring themes of &lsquo
history&rsquo
, &lsquo
narrative&rsquo
and &lsquo
identity&rsquo
, and in exploring the narratives of their personal and national history, they attempt to make sense of their current situation. The texts that this thesis examines exhibit an acute awareness of the necessity of bringing whiteness into conversation with &lsquo
other&rsquo
identities, and thus I explore both the ways in which that is attempted and the degree to which the texts succeed, in their respective projects. I also examine what literary genres offer these journalists in their engagement with issues of whiteness and white identity that conventional forms of journalism do not. These writers are challenging the conventions of genre &ndash
both literary and journalistic &ndash
during a period of social and political flux, and I argue that in attempting to limn new narrative forms, they are in fact outlining new possibilities for white identities and ways of belonging and speaking. However, a close reading of these literary-journalistic narratives reveals whiteness in post-apartheid South African to be a multifaceted and often contradictory construct and position. Despite the lingering privilege and structural advantage associated with whiteness, South African whiteness appears strongly characterised by a deep-seated anxiety that stems from a perpetual sense of &lsquo
un-belonging&rsquo
. However, while white skin remains a significant marker of identity, there does appear to be the possibility of moving beyond whiteness into positions of hybridity which offer interesting potential for &lsquo
becoming-other&rsquo
.

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11

Sarver, Rebecca S. "Awakening to a Performance of Whiteness in Leadership." Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10672391.

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12

Bedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.

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13

Campbell, A. I. "Virtual whiteness : an exploration of on-line newsgroups." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597268.

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This research inquiry centres on the interactive properties of the Internet, which enables users drawn together by a particular subject matter, to form through text-based conversations, virtual communities. The thesis concerns itself with two Internet communities, one forged on British identity, the other on skinhead identity. This ethnography is set in the context of discourse of identity; in particular national, ethnic and racial, which have come to be established as natural and legitimate sources for self-identification. In contemporary Britain cultural and institutional discourses commonly equate a British national identity with one that is perceived as being legitimately ethnically or racially ‘white’. The globalising medium of the Internet challenges this notion, de-stabilising the white/British equivalence, yet it can also be used as a means for the re-production of such claims. Through a ‘virtual ethnography’ of a British and a skinhead Internet community, the thesis explores how the participants in each group negotiate their British or Skinhead identity in relation to ethnicity. I focus on the everyday processes of identity formation in order to render visible the discursive modalities that are needed to sustain a British or skinhead identity. The approach reveals some of the exclusionary processes in operation as many of the participants secure their British or skinhead identity through explicit and implicit discourses of ‘whiteness’. My analysis also reveals the ways in which other participants in the groups contest the relationship between, respectively, British and skinhead identities and whiteness. The thesis examines the effectiveness of existing techniques used to challenge racist identifications, by focusing on the participants who contest them. This exposes multiple, fractured, positions in relation to British and skinhead identity and points to alternative ways in which the Internet might be used to promote an anti-racist effect in the future.
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14

Rife, Tyler. "Investigating the Intersection of Whiteness and Racial Allies." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1574.

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Through a critical qualitative approach, four focus groups of exclusively white or non-white participants were conducted in order to discover the ways in which individuals enact and navigate whiteness in discussions of racial allies. Further, this study attempted to capture how white and non-white individuals may differ in their approach to this subject matter and in their recommendations for racial allies. Findings revealed that eight themes defined these interactions: “Whiteness”, “Experience & Voice”, “Whitewashing Advocacy”, “Polite Protest”, “(Dis)Comfort”, “White Fragility”, and “The Complexity of Allyship”. The study finds that while whiteness is frequently perpetuated throughout this dialogue and white and non-white individuals often differ in their perceptions of privilege and racial allyship, discussions of this complex tension resulted in a dialogic nature across focus groups, heightening the need for these types of discussions in advocacy movements and future scholarship.
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15

Adams, Elliot C. "American Feminist Manifestos and the Rhetoric of Whiteness." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151349899.

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16

TROMMER, BERND. "WALKING DOWN RACE STREET: WHITENESS IN ANTEBELLUM CINCINNATI." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022861741.

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17

Yamauchi, Ryo. "William Faulkner's Fiction and Questions of Southern Whiteness." Kyoto University, 2009. http://hdl.handle.net/2433/123931.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第14716号
人博第452号
新制||人||110(附属図書館)
20||人博||452(吉田南総合図書館)
UT51-2009-D428
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 福岡 和子, 教授 水野 尚之, 教授 廣野 由美子
学位規則第4条第1項該当
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18

Cabrera, Nolan L. "Invisible racism male, hegemonic whiteness in higher education /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835828091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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19

Mueller, Ulrike Anne. "White Germanness, German whiteness : race, nation and identity /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095265.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 254-273). Also available for download via the World Wide Web; free to University of Oregon users.
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20

Reitman, Meredith Adrienne. "Race in the workplace : meritocracy, whiteness and belonging /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5661.

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21

Morrissey, Tara Suzanne. "Hip-hop and whiteness in post-race America." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13300.

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This thesis argues, as its point of departure, that the pre-emptive characterization of America as ‘post-race’ has become an increasingly naturalized ethos through which to impede anti-racist dialogue and, as such, sustain the normative privilege of whiteness. An extension of the rhetoric of color-blindness that upholds white privilege by reimagining race as an elective identity, the post-race seeks to historicize and hence contain race and racism as struggles now overcome. With attention to the critical race and whiteness theory that challenges post-race ideology, this dissertation focuses on the role of hip-hop, a culture resolutely invested in questions of race and positionality, for the ways in which it problematizes post-race politics. Grounded in an understanding of the particular role of positionality in hip-hop’s uneasy relationship to questions of authenticity and realness, I interrogate the ways in which white rappers and other performers mobilize hip-hop in twenty-first-century America, and contend that hip-hop’s unique capacity to present whiteness as visible and its sustained investment in the performative critique of race and gender positionalities are invaluable to the broader anti-racist project of critical whiteness studies. Existing scholarship on the relationship of whiteness and hip-hop has focused overwhelmingly on the phenomenon of white male hip-hoppers and their particular attractions to hip-hop culture. While I recognize the significance of masculinity to hip-hop’s interconnected investments in blackness and ‘realness’ – concerns to which I dedicate Chapters One and Two – I am also interested in the seldom-considered ways in which white women mobilize hip-hop. In this way, my dissertation presents both an update to whiteness and hip-hop discourse in the so-called post-race Obama era, and an important intervention into the existing literature, in its attention to not only hip-hop masculinities, but female artists and their various engagements with black female sexuality through hip-hop.
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22

Murray, Hannah Lauren. "Inexplicable voices : liminal whiteness in Antebellum American fiction." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42179/.

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This thesis examines the repeated appearance of liminal white voices in antebellum American fiction. It identifies a number of white characters who inhabit the boundary between life and death and produce inexplicable voices: talking corpses, ghosts, ventriloquists, spiritualist mediums and non-human bodies. It argues that Charles Brockden Brown, Washington Irving, Robert Montgomery Bird, Edgar Allan Poe, Nathaniel Hawthorne and Herman Melville continually associate dead, dying and supernatural white figures with African Americans and Native Americans to amplify these white characters own marginal positions within their communities. While existing criticism classifies the non-white and female body as a site of otherness, this thesis identifies marginality within the white male citizen himself. The six chapters examine how authors articulate liminal whiteness in different vocal contexts: ventriloquism in Brown, storytelling in Irving, blackface minstrelsy in Bird, medical discourse in Poe, enchanting speech in Hawthorne, and wordlessness in Melville. Across these texts, the liminal figure’s voice disturbs essentialist racial ideologies and challenges prescriptions of citizenship in the antebellum period. Inexplicable voices act as powerful articulations of liminal whiteness that question, contest or negate antebellum ideals of the autonomous, rational, industrious, social and respectable white citizen. This thesis demonstrates that antebellum authors employ liminal white voices across the border of life and death to both explore and attempt to contain threats and anxieties of fragile or negated white citizenship. In doing so, this thesis contributes to a growing body of scholarship concerned with the cultural construction of whiteness and citizenship in the antebellum period.
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23

Stivers, Melanie Jane. "Capturing Critical Whiteness: Portraits of White Antiracist Professors." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1019.

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This study contains qualitative portraits based on the stories of three white university professors who are nominated by their students as white allies. Through the thick description of setting and context, white privilege is named as the researcher's experience and that of each of the participants. The researcher examines ways in which each participant strives to disrupt racism. Using a lens of critical theory applied through critical pedagogy and critical whiteness philosophies, the researcher highlights the following themes as they emerge: education, exposure, empathy, and engagement. This study contributes to the literature by providing examples of white professors challenging racism in a university setting.
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24

Georg, Stacey. "Reflections on whiteness: one person's path to action." Thesis, Boston University, 2001. https://hdl.handle.net/2144/27653.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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25

Parsons, Anne. "Toward a psychosocial framework of organisational learning of whiteness : revealing whiteness as an active component of race dynamics in the workplace." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543989.

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26

Gibson, Helen Margaret. "The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education." Thesis, University of Canterbury. Education, 2006. http://hdl.handle.net/10092/1050.

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This thesis asks two central questions. First, what is the range of racialised discourses that constitute the subjectivities of some Pakeha ('white'/European) women? Second, can an examination of racialised discourses be useful for present social justice and antiracist pedagogy? The research examines and analyses a range of discourses of Whiteness that contribute to the constitution of contemporary Pakeha women as racialised subjects. Central to the thesis is an analysis of dominant discourses and the contemporary challenges that analyses of racism and aspects of identification present in Aotearoa/New Zealand. The study is qualitative and draws on insights from discourse analysis theory, critical Whiteness theory and feminist approaches to theories on racism and 'white' supremacy. The analysis is located in the historicised context of contemporary Aotearoa/New Zealand where a Treaty, Te Tiriti O Waitangi, which was signed by some hapu, the tangata whenua of Aotearoa, and representatives of the British Crown in 1840, underpins current socio-cultural politics of biculturalism. The thesis argues/contends that racialised discourses, in particular various discourses of Whiteness are available to contemporary Pakeha women. The analysis is grounded in both a preliminary focus group and individual interviews of 28 Pakeha women ranging in age from 24 to 86 years, the majority of whom were aged between 40 and 55 years. With few exceptions, participants revealed that they were constituted within discourses of Whiteness through their communication choices and discursive strategies in the interviews in two distinct ways: firstly in their perceptions expressed in their narratives and recollections, and secondly in the discursive forms used in participants' interactions during the focus group and interviews. These 28 women, some of whom had participated in antiracist education such as Treaty of Waitangi workshops, utilised discourses that exposed the pervasiveness and significance of racialised discourses as they attempted express how they learned to be 'white'. Participants maintained and reproduced discourses of Whiteness that had gendered and some class influences contained in their perceptions, talk and significantly in their silences. The analysis shows how remnants of essentialist ideologies of 'race' based in the nineteenth century imperialism are constantly reworked and are seemingly invisible to those constituted within these racialised discourses, apparently giving these outdated representations no chance to fade away. Based on the analysis, critical pedagogies of Whiteness in education that incorporate an epistemic approach are suggested, which have the potential to facilitate Pakeha women's ability to conceptualise their racialised discursive location. As an outcome of this understanding, the thesis maintains that Pakeha will have the capability to strategically reconceptualise their discursive constitution in order to address the complex forms of identity, understanding of difference and representation. Furthermore, these reconceptualisations have the potential to reveal the central relationship between dominant discursive formulations and social norms and structures, a vital constituent in contemporary social justice education.
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27

Northrup, Jenny Lee. "Constructing Whiteness: Voices from the Gentrified Old West End." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271180818.

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Thesis (M.A.)--University of Toledo, 2010.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in Sociology." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 118-127.
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28

Gustafsson, Coppel Ludovic. "Whiteness and Fluorescence in Paper : Perception and Optical Modelling." Licentiate thesis, Mittuniversitetet, Institutionen för naturvetenskap, teknik och matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-12143.

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This thesis is about modelling and predicting the perceived whiteness of plain paper from the paper composition, including fluorescent whitening agents. This includes psycho-physical modelling of perceived whiteness from measurable light reflectance properties, and physical modelling of light scattering and fluorescence from the paper composition. Existing models are first tested and improvements are suggested and evaluated. The standardised and widely used CIE whiteness equation is first tested on commercial office papers with visual evaluations by different panels of observers, and improved models are validated. Simultaneous contrast effects, known to affect the appearance of coloured surfaces depending on the surrounding colour, are shown to significantly affect the perceived whiteness. A colour appearance model including simultaneous contrast effects  (CIECAM02-m2), earlier tested on coloured surfaces, is successfully applied to perceived whiteness. A recently proposed extension of the Kubelka-Munk light scattering model including fluorescence for turbid media of finite thickness is successfully tested for the first time on real papers. It is shown that the linear CIE whiteness equation fails to predict the perceived whiteness of highly white papers with distinct bluish tint. This equation is applicable only in a defined region of the colour space, a condition that is shown to be not fulfilled by many commercial office papers, although they appear white to most observers. The proposed non-linear whiteness equations give to these papers a whiteness value that correlates with their perceived whiteness, while application of the CIE whiteness equation outside its region of validity overestimates perceived whiteness. It is shown that the quantum efficiency of two different fluorescent whitening agents (FWA) in plain paper is rather constant with FWA type, FWA concentration, filler content, and fibre type. Hence, the fluorescence efficiency is essentially dependent only on the ability of the FWA to absorb light in its absorption band.  Increased FWA concentration leads accordingly to increased whiteness. However, since FWA absorbs light in the violet-blue region of the electromagnetic spectrum, the reflectance factor decreases in that region with increasing FWA amount. This violet-blue absorption tends to give a greener shade to the paper and explains most of the observed greening and whiteness saturation at larger FWA concentrations. A red-ward shift of the quantum efficiency is observed with increasing FWA concentration, but this is shown to have a negligible effect on the whiteness value. The results are directly applicable to industrial applications for better instrumental measurement of whiteness and thereby optimising the use of FWA with the goal to improve the perceived whiteness. In addition, a modular Monte Carlo simulation tool, Open PaperOpt, is developed to allow future spatial- and angle-resolved particle level light scattering simulation.
PaperOpt
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29

Montgomery, Kenneth Edward. "The imagined Canadian, representations of whiteness in Flashback Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38757.pdf.

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30

Gray, Claire Frances. "White Privilege: Exploring the (in)visibility of Pakeha whiteness." Thesis, University of Canterbury. School of Social & Political Sciences, 2012. http://hdl.handle.net/10092/7328.

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Drawing upon critical whiteness theory I examine whiteness and privilege within a New Zealand context, specifically with 15 men and women who self identify as Pakeha. Through in-depth interviews I explore the proposition that the adoption of this identity may preclude an understanding of the ways that whiteness and privilege operate. Employing thematic and discourse analysis, four major themes were identified within the data. The functionality and organisation of language is considered in order to examine participants’ detachment from dominant white culture. The thesis illustrates that the assumption of a Pakeha self identity may allow the bearer to discursively obscure both the cultural capital that whiteness provides and the privileges afforded by this capital. Ultimately, this research draws attention to the intersection of privilege and whiteness within New Zealand, in order to offer one explanation for the persistence of white hegemony.
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31

Madriaga, Manuel. "Symbols and ideals of American national identity and whiteness." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419588.

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32

Kane, Annemarie. "White Atlantics : the imagination of transatlantic whiteness in film." Thesis, University of Winchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548204.

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The purpose of the project is to investigate the politics of hegemonic white Atlantics in film. Case studies were selected as paradigmatic of specific historical moments in the development of white Atlanticist discourses. The focus of analysis in each case was the representation of racialised whiteness in a context of its gradual decentring and a concomitant emergence of transnational identities in a post-national discursive paradigm. The argument presented here is that the white Atlantic is a political construct variously both resisted and produced in hegemonic and counter-hegemonic paradigms of racialised transatlantic whiteness. As such it is capable of mutation and inflection as it is deployed in the mobilisation of power. A range of textual analysis techniques and tools, including semiotics, genre and narrative analysis, were applied to the selected case studies. The methodology employed was derived from post-structuralist accounts of discourse as both constitutive and productive of identities, in which film may be understood as part of the cultural repertoire of signifiers of 'what is on the mind' of the producers and readers of white Atlanticist discourse. The project is limited by its substantive scope and methodological approach. Substantively, its scope is limited to film. Interrogation of other expressive forms would enlarge the scope to readings. The methodology also leads to an emphasis on a reading of the text, while the audience is assumed. An ethnographic methodology may offer different results. Most significantly, the project is limited by its case study scope. A fuller interpretation of the development of the white Atlantic in film requires a considerably more substantive transatlantic genealogy to interrogate its polyvalence in different times and locations. The project extends the academic study of racialised whiteness which has mainly been focused within national boundaries. It also extends the contemporary development of work on transatlantic whiteness of which the substantive research has been mainly of a historical nature. In extending the range of research in these ways, the project identifies and offers a reading of contemporary white Atlanticist discourses and their development. The case study readings suggest that, in the context of the progressive decentring of whiteness, polyvalent discourses of racialised transatlantic whiteness have emerged, articulated, in particular, via available tropes of romance and masculinity.
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Jayne, Ann M. "Female teachers, whiteness, and the quest for cultural proficiency." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/864.

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Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th grade teachers is predominately white and middle class, theorists recommend the self-discovery process of striving for cultural proficiency as a solution. Teacher cultural proficiency is a series of characteristics that are learned, honed, and constantly evolving to create a classroom that is culturally aware and culturally sensitive for all students. Although there is ample literature regarding multicultural education, there is limited research discussing teachers' perceptions and experiences with cultural proficiency, especially white women, who represent the largest population of teachers in California. The purpose of this study was to further investigate teacher stories along their journey on the cultural proficiency continuum. This study includes interviews with three teachers who have reputations for being culturally proficient and who work in elementary schools in a California Central Valley district serving large populations of students of color. The purpose of the interviews was to further explore the teachers' experiences striving for cultural proficiency and implementing culturally aware practices in their classrooms. The results of this study suggest that the continued journey to cultural proficiency mirrors cultural proficiency theory but lacks one key component: self-reflection in regard to whiteness. The interviewed teachers struggled with the theoretical foundations of critical whiteness theory and cultural proficiency, but they believed that the goal of cultural proficiency was one in which they would constantly be striving. The findings of this study address some of the culturally proficient themes of self-discovery, curiosity, experience, and travel that contribute to these teachers' culturally proficient reputations, and they add to scholarship by suggesting an additional tenet to cultural proficiency, that of being intimately aware of one's own whiteness and privilege.
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Brojakowski, Benjamin. "Digital Whiteness Imperialism: Redefining Caucasian Identity Post-Boston Bombing." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499383965589843.

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Rodriguez, D. Maria Angelica. "Performing Whiteness: An Interdisciplinary Analysis of Racism in Ballet." Thesis, Linköpings universitet, Avdelningen för migration, etnicitet och samhälle (REMESO), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177980.

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This thesis is a study of race and ethnicity in culture and the arts. It discusses whiteness and racism in ballet and addresses a gap in the literature for both disciplines Ballet and Race and Ethnic Studies. Even if ballet is a privileged art form that for centuries has served statecraft, survived revolutions, and political instability the problem of race in ballet is jeopardizing its validity and acceptance in the contemporary world. I ask if racism in ballet is more than behaviors, if it designates ideology, or if it is a matter of visuality and aesthetics. I do this to provide insight into how race is projected in and through the art form in question. The need to transcend the scope of a single discipline brought me to adopt interdisciplinary research to analyze ballet right at the intersection with crossing perspectives linked to the body, aesthetics, performance, privilege, race, and gender. The thesis shows that ballet gives material expression to whiteness as ideology and is compliant with an exclusive approach to an idea of the body and beauty that presupposes racist attitudes and behaviors. At the institutional level, the experience of ballet is whiteness -unnamed, unmarked, universal. But for those bodies outside the constructs of whiteness, the experience is marked by racism and objective barriers. The study informs that an exclusive discourse of the body, often disguised as aesthetic discourse, translates into limited access to ballet education, body shaming, harassment, and fewer job opportunities. However, ballet is an art form, it is more than whiteness or racism. It creates beauty in the body of the dancer which is both instrument and object of art. Ballet dancers invest their lives learning and performing an art form that some other people cherish, but how come a space of whiteness and racism is perceived as beautiful? The thesis elucidates the importance of this reflection also.
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Polizzi, Allessandria. "Working Whiteness: Performing And Transgressing Cultural Identity Through Work." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3121/.

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Early in Richard Wright's Native Son, we see Bigger and his friend Gus “playing white.” Taking on the role of “J. P. Morgan,” the two young black men give orders and act powerful, thus performing their perceived role of whiteness. This scene is more than an ironic comment on the characters' distance from the lifestyle of the J. P. Morgans of the world; their acts of whiteness are a representation of how whiteness is constructed. Such an analysis is similar to my own focus in this dissertation. I argue that whiteness is a culturally constructed identity and that work serves as a performative space for defining and transgressing whiteness. To this end, I examine work and its influence on the performance of middle class and working class whiteness, as well as how those outside the definitions of whiteness attempt to “play white,” as Bigger does. Work enables me to explore the codes of whiteness and how they are performed, understood, and transgressed by providing a locus of cultural performance. Furthermore, by looking at novels written in the early twentieth century, I am able to analyze characters at a historical moment in which work was of great import. With the labor movement at its peak, these novels, particularly those which specifically address socialism, participate in an understanding of work as a performative act more than a means to end. Within the context of this history and using the language of whiteness studies, I look at how gendered whiteness is transgressed and reinforced through the inverted job-roles of the Knapps in Dorothy Canfield's The Home-Maker, how work can cause those who possess the physical attributes of whiteness to transgress this cultural identity, as the Joads in The Grapes of Wrath demonstrate, and how the ascribed identities as non-white for Sara in The Bread Givers, Jurgis in The Jungle, and Bigger in Native Son are by far more compelling than their performative acts.
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Coetzee, Paulette June. "Performing whiteness; representing otherness : Hugh Tracey and African music." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1016502.

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This thesis provides a critical study of texts associated with Hugh Tracey (1903–1977). Tracey is well-known for his work in African music studies, particularly for his major contribution to the recorded archive of musical sound in sub-Saharan Africa and his founding of the International Library of African Music (ILAM) in 1954. My reading of him is informed by a postcolonial perspective, whiteness studies and African scholarship on ways in which constructions of African identity and tradition have been shaped by the colonial archive. In my view, Tracey was part of a mid-twentieth century movement which sought to marshal positive representations of traditional African culture in the interest of maintaining and strengthening colonial rule. While his recording project may have fostered inclusion through creating spaces for indigenous musicians to be heard, it also functioned to promote racist exclusion in the manner of its production, distribution and claims to expertise. Moreover, his initial strategy for ILAM’s sustainability targeted colonial government and industry as primary clients, with the promise that promoting traditional music as a means of entertainment and self-expression for black subjects and workers would ease administration and reduce conflict. I believe that it is important to acknowledge and interrogate the problematic racial attitudes and practices associated with the history of Tracey’s archive – not to undermine its significance in any way but to allow it to be better understood and used more productively in the future.
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MacMullan, Terrance. "Dewey and Dubois : the meaning of race and whiteness /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061956.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 286-296). Also available for download via the World Wide Web; free to University of Oregon users.
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Smit, Sonja. "Challenging desire : performing whiteness in post-apartheid South Africa." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016358.

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The central argument of this thesis asserts that in the process of challenging dominant subject positions, such as whiteness, performance creates the possibilities for new or alternative arrangements of desire. It examines how the creative process of desire is forestalled (reified) by habitual representations of whiteness as a privileged position, and proposes that performance can be a valid form of resistance to static conceptions of race and subjectivity. The discussion takes into account how the privilege of whiteness finds representation through forms of neo-liberalism and neo-colonialism in the post apartheid context. The analysis focuses on the work of white South African artists whose work offers a critique from within the privileged “centre” of whiteness. The research is situated within the inter-disciplinary field of performance studies entailing a reading and application of critical texts to the analysis. Alongside this qualitative methodology surfaces a subjective dialogue with the information presented on whiteness. Part Two includes an analysis of Steven Cohen’s The Cradle of Humankind (2011), Brett Bailey’s Exhibit A (2011) and Michael MacGarry’s LHR-JNB (2010). Each section examines the way in which the respective works engage in a questioning of whiteness through performance. Part Three investigates South African rap-rave duo, Die Antwoord and how their appropriation of Zef interrogates desires for an essential authenticity. Part Four focuses on my own performance practice and the proposed value of engaging with a form of practice-led research. This is particularly relevant in relation to critical race studies that require a level of self-reflexivity from the researcher. It presents an analysis of the work entitled Villain (2012) as a disturbance of theatrical desire through a process of ‘becoming’. This notion of meaning and identity as ‘becoming’ is argued as a strategy to challenge prevailing modes of perception which can possibly restore the production of desire to the viewer. The thesis concludes with the notion that performance can offer a mode of immanent ethics which is significant in creating both vulnerable and critical forms of whiteness.
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Scal, Joshua. "White Skin, Black Masks: Jewish Minstrelsy and Performing Whiteness." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2163.

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This work traces the relationship of Jews to African-Americans in the process of Jews attaining whiteness in the 20th century. Specific attention is paid to blackface performance in The Jazz Singer and the process of identification with suffering. Theoretically this work brings together psychoanalytic theories of projection, repression and masochism with afro-pessimist notions of the libidinal economy of white supremacy. Ultimately, I argue that in its enjoyment and its masochism, The Jazz Singer empathizes with blackness both as a way to assimilate into white America and express doubt at this very act.
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Curry, Meaghan. "Communicating whiteness : the changing rhetoric of the Ku Klux Klan /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1426053.

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Scholtz, Brink. "A psychosocial reading of novice clinical psychologists’ talk about whiteness." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60212.

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This research presents a case study report of interview encounters with two novice white South African clinical psychologists. A psychosocial research methodology is employed to examine the discursive strategies that participants engage in when speaking about whiteness in the context of their professional identity and practice, as well as to examine the ways in which these discursive strategies support or constrain ‘mentalizing’ in relation to raced experience. One case study highlights an individualistic discourse of ‘racial innocence’, which constructs the speaker as being free of racial enculturation and consciousness, eliding a broader social context. I argue that this discourse closes down mentalizing in relation to more difficult, intractable aspects of raced experience in clinical work, relating to differences in positionality as well as issues of inequality. I also propose that this discourse may be understood in terms of a ‘pretend’ mode of thought, where aspects of the wider social context and of race in particular are experienced as being unrelated to intimate personal experience. The other case study highlights a discourse of ‘uneasy whiteness’ that involves awareness of white positionality, and that is grounded in a constructionist sensibility. This positions the speaker as being inevitably implicated in white privilege and racism in ways that she may be ignorant of. I argue that the discourse facilitates a particular type of mentalizing that is sensitive to the interpellation of intimate personal experience with a wider social context that encompasses a range of discourses and practices. It closes down mentalizing, however, in so far as it allows a reified construction of whiteness. I find the concept of psychic equivalence, which equates external (concrete, factual) reality and internal (subjective, symbolic) reality, useful in terms of understanding this reification. Overall the research highlights the tension between constructionist and individualistic modes of thinking within clinical psychology research and practice in the South African context. At the level of methodology, it presents an example of how these modes may be integrated within research. At the level of content, it explores differences between constructionist and individualistic talk in relation to race and psychological practice.
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Kellington, Stephanie. "Looking at the invisible, young white women's subjectivities of whiteness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/MQ51374.pdf.

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Andrucki, Max Jacob. "Circuits of whiteness : transnational practices in post-apartheid South Africa." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540553.

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Goodman, Stephanie. "Talking about whiteness: The Stories of Novice white Female Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/903.

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In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially diverse students creating a persistent dissonance and disconnect between the culture of the white teacher and their students. In this study, I sought to discover how the racial identity development of novice white female educators evolved, given their common participation in the Teach for America program. Using the conceptual frameworks of critical race theory, critical feminist theory, and the body of scholarship in critical whiteness studies, I conducted a critical narrative inquiry of eight novice white female educators. From the participants’ stories, three themes emerged: (a) relationships matter; (b) the privilege to want something different; and (c) intersection of whiteness and power. Further analysis was conducted to address the ideas of race-consciousness building through defining moments and sustained connection, and white dominance through an ascription of power and an analysis of gender. This study represents an effort to address the phenomenon of white teacher dominance by listening to the voices of white educators who experienced race-based development. Ultimately, this study aimed to contribute to the scholarship that informs how white educators develop their own racial identities so as to not do additional harm and trauma to racialized communities.
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Mann, Dawn L. "Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

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Harris, Lawrence David. "A comparison of paper whiteness rankings : visual vs. instrument generated /." Online version of thesis, 1993. http://hdl.handle.net/1850/11730.

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Bush, Melanie E. L. "Breaking the code of good intentions : everyday forms of whiteness." Ann Arbor, Mich. : ProQuest Information and Learning, 2005. http://gateway.proquest.com/openurl?res_dat=xri:ssbe&url_ver=Z39.88-2004&rft_dat=xri:ssbe:ft:keyresource:Sweet_Diss_05.

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Vogel, Todd William. "Staging race and sabotaging whiteness : marginalized writers redirect the mainstream /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Baker, Raquel Lisette. "Undoing Whiteness: postcolonial identity and the unfinished project of decolonization." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6542.

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In my dissertation project, I engage in a discursive analysis of whiteness to examine how it influences postcolonial modes of self-styling. Critical whiteness studies often focuses on representations of whiteness in the West as well as on whiteness as physical—as white bodies and white people. I focus on representations and functions of whiteness outside of the West, particularly in relation to issues of belonging and modes of postcolonial identification. I examine Anglophone African literary representations of whiteness from the twentieth and twenty-first centuries to query how whiteness both enables and undermines anticolonial consciousness. A central question I examine is, How does whiteness as a symbolic manifestation function to constitute postcolonial African identification? Scholarship on the topic of subjectivity and liberation needs to explicitly examine how whiteness intersects with key notions of modernity, such as race, class, progress, and self-determination. Through an examination of postcolonial African literary representations of whiteness, I aim to examine the aspirations, unpacked stereotypes, and fears that move us as readers and hail us as human subjects. Ultimately, through this work, I grapple with the question of identification, understood as the system of desires, judgments, images, and performances that constitute our experiences of being human. I begin by looking backward at the satirical play, “The Blinkards,” written in 1915 in the context of British colonization of the Gold Coast in West Africa (present-day Ghana), to develop an understanding of postcolonial identification that includes an examination of the artistic expression of a writer conceptualizing liberation through notions of cultural nationalism. I go on to examine a selection postcolonial African literatures to develop an understanding of how racialized socio-cultural realities constitute forms of self-hood in post-independence contexts. I hope to use my argument about representations of whiteness in African literatures to open up questions fundamental to contemporary theories of identification in postcolonial contexts, as well as to make a philosophical argument about the ethics of whiteness as it undergirds transnational modes of modernity. One main point I make in relation to postcolonial theories of subjectivity is that notions of identification are tied up in local, regional, and global circuits of capital and cultural production. In chapter 2, I look at an early (Grain of Wheat 1967) and recent novel (Wizard of the Crow 2006) by Ngũgĩ wa Thiong’o (Kenya), who locates African postcolonial subjectivity as deeply embedded in local traditions, myths, and storytelling circuits. By fluidly mixing the contexts of the local, the national, and the global, Ngũgĩ astutely challenges naturalized conventions that position black identities and blackness as always inferior to whiteness. Ngũgĩ represents postcolonial consciousness as a space whose local relationships are deeply informed by global structures of race, economics, and politics. Situating African postcolonial identification within global circuits of migration, capitalism, and colonialism, Ngũgĩ engages the pervasive significance of whiteness through representations of sickness and desire, suggesting that postcolonial identification is performed through beliefs and practices that are situated within a global racial hierarchy. From there I go on to analyze a contemporary short story cycle by post-apartheid generation South African writer Siphiwo Mahala. Through his work, I continue to explore the issue of performative identification constituted through desire and aspirational notions in which whiteness works as a moving signifier of cultural and social capital. The main question I address in this chapter is, What is the meaning of whiteness in post-apartheid South Africa? Through this examination, I use my analysis of representations of whiteness to reflect on the politics of entanglement as a way to move beyond racialized and geographic modes of identification, to challenge conceptual boundaries that undergird modernity, and theoretical possibilities of a politics of entanglement in relation to broader issues of identification and belonging in postcolonial contexts.
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