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- Creators: Barrett, The Honors College
- Creators: Sanford School of Social and Family Dynamics
Description
The original-practices movement as a whole claims its authority from early modern theatrical conditions. Some practitioners claim Shakespeare in many ways as their co-creator; asserting that they perform the plays as Shakespeare intended. Other companies recognize the impossibility of an authorial text, and for them authority shifts to the Renaissance theatre apparatus as a whole. But the reality is that all of these companies necessarily produce modern theatre influenced by the 400 years since Shakespeare. Likewise, audiences do not come to these productions and forget the intervening centuries. This dissertation questions the new tradition created by using early modern performance practices, asking how original-practices theatre is situated and arguing that though the desire to rediscover the past fueled the movement, the productions actually presented are in negotiation with modernity. The dissertation begins by looking at the rhetoric surrounding the original-practices movement, then at the physical aspects of early modern performance recreated for modern stages and the desire for material authenticity. This project also explores the ways in which race and gender play key roles within Shakespearean texts presented on stage, and argues that while gender occasionally has attention called to it, race is nearly always ignored to the point of whitewashing. I argue that because these companies insist on the universality of Shakespeare, they need to examine and deal with the racism and sexism inherent within the plays. Finally, this project explores the influence original-practices productions exerts upon audiences, including aspects such as attendees' expectations, architectural spaces, and performance, and argues that together, these elements lead to a far more cohesive and responsive audience than that which is found at traditional theatre performances. This interactivity and group mentality can lead to thrilling theatre, but can also pose dangers in the form of positive responses to xenophobic, racist, or misogynist elements within the texts, acting as early-modern audiences did and reifying those negative stereotypes and prejudices. While original-practices theatre includes the danger of being something only of historical interest, it also presents opportunities for exciting, progressive theatre that reaches audiences who do not typically go to see Shakespeare or other performances.
ContributorsSteigerwalt, Jennifer L (Author) / Thompson, Ayanna (Thesis advisor) / Ryner, Brad (Committee member) / Fox, Cora (Committee member) / Arizona State University (Publisher)
Created2013
Description
Breast cancer affects hundreds of thousands of women a year in the United States, and kills tens of thousands. African-American women experience a lower incidence of breast cancer, yet they die at twice the rate of Caucasian women. This disparity demonstrates the ineffectiveness of mammography at decreasing mortality in women at higher risk of late stage diagnosis. In this paper I argue that the continued support of the predominating idea that the benefits of mammograms strictly outweigh their negative effects may be a factor in the continued racial disparity in breast cancer mortality between African-American and Caucasian women. In addition, I will argue that mammograms are less effective for African American women because they are predisposed to later stage diagnosis and the accompanying poorer mortality prognosis due to higher-risk environments caused by varied socio-political status. My claims are supported by studies of incidence rates, survivorship versus mortality rates, screening usage rates, late stage and early stage diagnosis rate, tumor type, and the effects of socioeconomic status on stage of diagnosis. In particular, mortality rates have not decreased parallel with increased mammogram usage, especially in African-American women. Although early stage diagnosis has drastically increased, late stage-diagnosis remains unchanged and higher in African-American women. Tumor types vary by race, and African American women tend to have tumors that are highly prolific and more likely to be metastatic. Socioeconomic factors are more of a marker for breast cancer disparities than race, however race and socio-political structures that embody racism are often intersected.
ContributorsHuper-Holmes, Chloe Lynn (Author) / Lynch, John (Thesis director) / Brian, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
Since Dylan Roof, a white supremacist, shot and killed nine members of a black church in Charleston on June 17, 2015, Confederate symbols have stood at the center of much controversy across the United States. Although the Confederate battle flag remains the most obvious example, the debate took a particular form in Tennessee, centering on the image of General Nathan Bedford Forrest. Born in 1822 to a poor family, he left school early to work. Although his work in the slave trade made him a millionaire, his later participation in the massacre of over 300 black soldiers at Fort Pillow in 1864 during the Civil War and association with the Ku Klux Klan cemented his reputation as a violent racist. Yet, many white Tennesseans praised him as a hero and memorialized him. This thesis examines Nathan Bedford Forrest State Park in Benton County and Forrest Park, now Health Sciences Park, in Memphis to examine what characteristics denote a controversial memorial. Specifically, I focus on the physical form, the location, and the demographics of the area, investigating how these components work together to give rise to controversy or acceptance of the memorial's image. Physical representations greatly impact the ideas associated with the memorial while racial demographics affect whether or not Forrest's representation as a hero speaks true to modern interpretations and opinions.
ContributorsFish, Caroline Rose (Author) / Longley, Rodney (Thesis director) / Suk, Mina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Multiracial individuals are the fastest growing demographic group in the United States. In order to explore and gain insight into how mixed-race individuals understand and negotiate their identity, this project includes a documentary of compiled interviews with multiracial individuals. These interviews seek to address both positive and problematic notions associated with identifying as mixed race/multi-ethnic, including issues that these individuals encounter if, and when, the dominant culture rejects their blended racial heritage. The video format allows individuals to convey the complicated nature of belonging to different groups of people that are hierarchically divided in the United States.
ContributorsCavazos, Amanda Catherine (Author) / Elenes, C. Alejandra (Thesis director) / Gruber, Diane (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This paper will explore the themes of performing race in hip-hop music. Through the genesis of the hip-hop industry in the Bronx in the 1970s, rap music has become aligned with afrocentric themes. The music spoke to inner cities and often held themes of economic abandonment, racism, and poverty. Today, non-black hip-hop artists are entering the rap scene. However, the mainstream hip-hop industry is still dominated by black artists. We explore the idea of performing race, specifically performing blackness. Non-black artists do this by dressing a certain way, speaking a certain way, and moving a certain way. We have chosen to identify three case studies to help us explore these ideas and understand how race is still important in the hip-hop industry today. Our case studies include Mellow Man Ace, Jin, and Brother Ali. While success is a complex term, we have discovered that race still follows a predictive outcome in monetary success and fame. The hip-hop industry is always in dynamic change. Our paper attempts to open the dialogue for talking about race and hip-hop music.
ContributorsKoyama, Curtis (Co-author) / Chiu, Carissa (Co-author) / Bhattacharjya, Nilanjana (Thesis director) / Montesano, Mark (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
Latino/Hispanic students in public high schools are demonstratively underrepresented in music programs throughout the United States. The following literature review synthesizes research that attempts to identify the most significant determinants of participation and explores how such factors can affect students of Latino/Hispanic descent. The study applies an anti-racist perspective to the discussion of determinants by discussing the specific presence of Latino/Hispanic community in the United States and the various ways in which the music education system may fail to represent the ethnic group in the curriculum. The review also studies research that has found ways to better represent and recruit in music programs the largest minority ethnic group in the United States. Key words: Latino, Hispanic, music education, multiculturalism, anti-racism, race, ethnicity, participation gap.
ContributorsEstrada, Patricia (Author) / Hudson, James G (Thesis director) / Miller, Keith (Committee member) / Virdee, Basant (Committee member) / Barrett, The Honors College (Contributor)
Created2013-05
Description
International adoption is always changing, influenced by global politics and social norms. This thesis looks specifically at Russian and Eastern European adoption and reasons why parents choose these countries from which to adopt. I then interviewed eight people who had either adopted or been adopted from this region to examine the idea of "culture-keeping" and what factors influence a parent's decision to encourage culture-keeping or not.
ContributorsAllison, Amber Chari (Author) / Bodman, Denise (Thesis director) / Sadowski-Smith, Claudia (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
This project is focused on slavery in the medieval Islamic world. The aim of the study is to understand in more depth the way in which race and color were incorporated into understandings of slavery by medieval Islamic writers, and also who was able to be enslaved from their perspective. A genre of slave buying manuals will be analyzed in order to gain a greater understanding of these concepts. Research focused primarily on three authors. These authors were Ibn Al-Akfani who lived most of his life in Cairo during the 14th century, Ibn Butlan who lived in the 11th century in Baghdad, and Al-Saqati who lived in the 13th century in Málaga. I argue that there are clearly ideas of race and racial constructions within the medieval Islamic context as evidenced by these texts, but that there is not enough evidence to support a connection between these ideas of race and ideas of color or enslaveability. Additionally, I argue that there is no connection between color and enslaveability during this period as reflected in these texts.
ContributorsRobinaugh, Joshua D (Author) / Barker, Hannah (Thesis director) / El Hamel, Chouki (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Video games are packed full of endless potential. They are the telling of impossible narratives with something for every type of person. So then why has the industry historically been one of the worst for representations of race and gender? In this thesis, I define "good" media representation and engage in the analysis of both Overwatch (2016) and Detroit Become Human (2018) to observe the ways these two video games, which so outwardly market their diversity, have failed marginalized groups. Accompanying the research paper is a video game poster representing a woman of color designed by the author which is meant to learn from the mistakes of its predecessors.
ContributorsBateman, Phoebe Jasmine (Author) / Dove-Viebahn, Aviva (Thesis director) / Holmes, Jeffrey (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05