Matching Items (8)
Description
The connection between Hollywood costume design and the films of the 007/James Bond franchise, especially in regards to the changing perspective of the “Bond Girl”, is an intricate relationship that has previously been little researched. In the most recent Bond films, in particular, the female characters have become more powerful than the early characters and their roles within the narratives have changed with their characters taking on stronger and more integral roles. This thesis seeks to examine the films of the 007/James Bond franchise and how the rhetoric of the franchise’s costume design affects the representation of femininity and power in regards to the Bond Girls. After an overview of Bond history and costume theory, two films are analyzed as case studies: Dr. No (1962) which marks the beginning of the film franchise and Casino Royale (2006), which marks the more recent turn the films have taken. This thesis examines how the representations of Bond Girls and the use of costume design for their characters have changed over the course of the franchise from the days of Sean Connery to the recent reboot of the franchise with Daniel Craig as 007 James Bond. In addition to an examination of Bond Girl costume design, this thesis considers the role and influence of the costume designers. A designer’s vision of a character is derived from both the writing and the physical features of the actresses before them. Here this thesis considers how the rhetorical choices made by designers have contributed to an understanding of the relationship between femininity and power. Finally it shows how the costumes effect the power of the female characters and how the Bond Girls of today (Casino Royale) compare and/or contrast to Bond Girls of the past (Dr. No). This thesis combines the areas of feminist film theory and costume theory to provide an original rhetorical analysis of the Bond series in relation to costume design and examines the rhetorical statements made by the costume designers in their designs for the characters and how those statements influence the representations of the characters.
ContributorsSeverson, Andrea (Author) / Goggin, Maureen (Thesis advisor) / Ore, Ersula (Committee member) / Lamp, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
Rhetorical theorist Kenneth Burke has asserted the significance of paying equal, if not more attention to, propagandist rhetoric, arguing that "there are other ways of burning books on the pyre-and the favorite method of the hasty reviewer is to deprive himself and his readers by inattention." Despite Burke's exhortation, attention to white supremacist discourse has been relatively meager. Historians Clive Webb and Charles Eagles have called for further research on white supremacy arguing that attention to white supremacist discourse is important both to fully understand and appreciate pro-civil rights rhetoric in context and to develop a more complex understanding of white supremacist rhetoric. This thesis provides a close examination of the literature and rhetoric of two white supremacist organizations: the Citizens' Council, an organization that sprang up in response to the 1954 landmark decision of Brown v. Board of Education and Stromfront.org, a global online forum community that hosts space for supporters of white supremacy. Memory scholars Barbie Zelizer, John Bodnar, and Stephen Brown note the usability of memory to shape social, political, and cultural aspects of society and the potential implications of such shaping. Drawing from this scholarship, the analysis of these texts focuses specifically on the rhetorical shaping of memory as a vehicle to promote white supremacy. Through an analysis of the Citizens' Council's use of historical events, national figures and cultural stereotypes, Chapter 1 explicates the organization's attempt to form a memorial narrative that worked to promote political goals, create a sense of solidarity through resistance, and indoctrinate the youth in the ideology of white supremacy. Chapter 2 examines the rhetorical use of memory on Stormfront and explains how the website capitalizes upon the wide reaching global impact of World War II to construct a memorial narrative that can be accessed by a global audience of white supremacists. Ultimately, this thesis offers a focused review of the rhetorical signatures of two white supremacist groups with the aim of combating contemporary instantiations of racist discourse.
ContributorsLadenburg, Kenneth (Author) / Ore, Ersula (Thesis advisor) / Miller, Keith (Committee member) / Bebout, Lee (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT This dissertation focuses on Anne Moody's use of the autobiographical genre as an extension of her political activism. Noting consistent values and conventions that govern the writing of political activists, this study asserts that Moody's narrative is best situated in the genre of political autobiography--a term coined by Angela Davis. Using Margo V. Perkins' text as a base to define autobiography as activism, this dissertation illustrates the consistent values that characterize Moody's narrative as political autobiography, resistance literature, and ultimately Black Power literature. Building on the works of Joanne Braxton, Patricia Hill Collins, Angela Davis, Elizabeth Fox-Genovese, bell hooks, Margo V. Perkins, Assata Shakur, and Johnny Stover, this project demonstrates the use of Moody's autobiography as a collective form of resistance that is reflective of autobiography as activism. To frame its argument, this study theorizes how one comes into revolutionary consciousness, demonstrating the move toward activism as a process. Drawing on Sidonie Smith and Julia Watson's autobiographical theory that the "narrated I" is distinguished from the "narrating I," this study asserts, as Francoise Lionnet suggests, that the "narrating I" is the vehicle to deliver recollections relevant to the autobiographer's agenda. This study emphasizes that the early version of the self Moody creates is consciously linked to her role as a future activist, ultimately demonstrating her political evolution through the emphatic linking of the personal and political. Most importantly, this dissertation demonstrates that Moody's text represents a continuity--an autobiographical bridge--between representations of the Christian nonviolent civil rights movement and the Black Power movement of the late 1960's. This study argues that Moody's autobiography is ideologically poised at the intersection of civil rights and Black Power; therefore, it serves as both a civil rights autobiography and a Black Power autobiography. Coming of Age in Mississippi offers a unique contribution to the genre of Black Power autobiography for the way it facilitates unprecedented insight into the transition from non-violent civil rights ideology to revolutionary consciousness.
ContributorsFlanagan, Melissa A (Author) / Miller, Keith D. (Thesis advisor) / Stancliff, Michael (Committee member) / Anokye, Duku (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.
This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.
ContributorsCowell, Amber Nicole (Author) / Anokye, Duku (Thesis advisor) / Keahey, Jennifer (Committee member) / Elenes, Alejandra (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation examines racism as discourse and works to explicate, through the examination of historical and contemporary texts, the ways in which racism is maintained and perpetuated in the United States. The project critiques the use of generalized categories, such as alt-right, as an anti-racist tactic and notes that these rigid categories are problematic because they cannot account for the dynamic and rapidly changing nature of racist discourse. The dissertation argues that racist discourse that is categorized as mainstream and fringe both rely upon a fundamental framework of rhetorical strategies that have long been ingrained into the social and political fabric of the United States and are based on the foundational system of white supremacy. The project discusses two of these strategies—projection and stasis diffusion—in case studies that examine their use in texts throughout American history and in mainstream and fringe media. “Everyday White Supremacy” contributes to important academic and societal conversations concerning the how the academy and the public use category to address racism, anti-racist practices, and rhetorical understandings of racist discourse. The project argues for shift away from the use of categorical naming to identify racist groups and people towards the practice of identifying racism as discourse, particularly through its rhetorical strategies. This paradigm shift would encourage scholars, and the general population, to identify racism via the processes by which it is propagated rather than its existence within a person or group
ContributorsLadenburg, Kenneth James (Author) / Miller, Keith (Thesis advisor) / Ore, Ersula (Committee member) / Bebout, Lee (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study provides a rhetorical analysis of how Black nationalist protest rhetors have employed apocalyptic discourse in order to call into question the ideological underpinnings of the hegemonic white American nation building project and to imagine new alternatives to replace them. Previous studies by Howard-Pitney (2005), Harrell (2011), and Murphy (2009) have explored how African American abolitionist and civil rights jeremiahs such as Frederick Douglass and Martin Luther King, Jr. have employed appeals to American civil religion in order to mobilize their audiences to seek liberal reforms to racial injustices by appealing to established values and institutions. While apocalyptic rhetoric also constructs its audience as a chosen people, it tends to take a much more skeptical stance toward the established social order. African American apocalypticists such as David Walker, Malcolm X, and the Black Panther Party rejected the notion of American chosenness that underpins much Black and white American jeremiadic speech, and employed a Burkean perspective by incongruity in order to draw attention to the inaccuracy of white supremacist and American exceptionalist representations of the social world. The end result of this history is the nation's imminent destruction, which has been envisioned as a divine intervention in the case of traditional sacred apocalyptics, such as David Walker or the early Malcolm X, or as a revolutionary uprising of the oppressed, as in the secular apocalyptics of the later Malcolm X and the Black Panther Party. African American apocalyptic rhetoric is prophetic in that it invokes a vision of the national past, present, and future defined by a set of values that are at odds with those of the established social order. African American apocalypticism invites its audience to disidentify themselves from hegemonic white American formulations of Black and white identities and to identify themselves instead with radical alternatives. To the extent that an audience is persuaded by apocalyptic narratives of the American nation, new possibilities for action become available to their consciousness, typically involving either withdrawal from a corrupt society or militant resistance involving measures more radical than the nonviolent direct action and moral suasion advocated by liberal African American jeremiahs.
ContributorsEstabrooks, Samuel (Author) / Miller, Keith (Thesis advisor) / Ore, Ersula (Committee member) / Anokye, Duku (Committee member) / Arizona State University (Publisher)
Created2016
Description
Some say that science fiction becomes science. If science fiction eventually becomes science and technology, then US-American science and technology surrounding robots are rooted in white supremacy. Scholarship has previously highlighted the way that films and stories about robots are exclusionary towards Black people and persons of color. These texts, while aptly making the connection between race, Blackness, and technology, do not sufficiently address the embedded design of anti-Blackness in cultural artifacts in the early twentieth century and the anti-Black logics that, to this day, continue to inform how stories about robots are told. Further, these analyses do not consider the connection between cultural artifacts and the material development of emerging technologies; how these embedded racist narratives drive and shape how the technologies are then constructed. In this dissertation, I aim to link how anti-Black scientific popular culture has informed academic scholarship and engineering related to robots in the United States. Stories are an inherently spatial project. Stories about robots are a spatial project intended to create “Cartographies of Subordination.” I contend from 1922 to 1942, US-American robots were mapped into and onto the world; in just twenty short years, I argue a Cartography of Subordination was established. I apply a spatial lens to critique the impact of embedding stories about robots with anti-Blackness. These stories would develop into narratives with material consequences and maintain lasting ties and allegiance to a world invested in white supremacy. I outline how popular culture and stories are transfigured into narratives that have a direct impact on how futures are built. I expose the loop between popular culture and scholarship to unmask how research and development in robotics are based on white-informed futures. My dissertation makes an original geographical contribution to the fields of Human and Cultural Geography by asserting that narrative and popular culture about robots serves to remake Cartographies of Subordination in both science fiction and science and technology broadly. If science fiction has the potential to become real scientific outcomes, I connect culture, geography, and legacies of power in an otherwise overlooked space.
ContributorsMayberry, Nicole K. (Author) / Maynard, Andrew (Thesis advisor) / Shabazz, Rashad (Thesis advisor) / Ore, Ersula (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2022
Description
Community advocates, scholars, and global social justice activists often undervalue the knowledge produced in marginalized, minoritized, and subjugated subaltern communities, diminishing the efficacy of equity-focused interventions and inhibiting collective work. This thesis articulates and theorizes the concept of community wisdom as an uncharted technology of knowledge production. Similarly, the literature review illuminates comparable concepts noted as subjugated and resistant knowledges which are distinctive to those oppressed by societal structures of power and privilege. As such, an argument locates resilience, agency, and resistance as constitutive attributes essential to how marginality intuitively devises strategies to survive and sometimes thrive as outsiders, sometimes referenced as deviants, in Western society. Hence, Hotter Than July: The Radical Promise of Community Wisdom and Black Queer Worldmaking in Detroit centers on the lived experiences and survival praxis of Black queer-identified people in Detroit by employing grounded theory methodology to examine and identify its point(s) of resonance. Thus, this research seeks to theorize the concept of community wisdom, identify where the technology is located within Detroit’s Black queer community; and articulate its relevance to critical social and justice theories; and applicability with the local to global social justice movement. By examining these inquiries, community wisdom provides an opportunity to renovate long-standing organizing archetypes by increasing recognition and respect for the capacity of subjugated knowledges to generate radical possibilities and promises from the margins.
ContributorsJenkins, Jr., Johnny L. (Author) / Ward, Mako (Thesis advisor) / Ore, Ersula (Committee member) / Bailey, Marlon M (Committee member) / Arizona State University (Publisher)
Created2023