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Articles 1 - 3 of 3
Full-Text Articles in Arts and Humanities
Color-Blind Stancetaking In Racialized Discourse, Abigail Christine Tobias-Lauerman
Color-Blind Stancetaking In Racialized Discourse, Abigail Christine Tobias-Lauerman
Masters Theses
In this thesis, I examine how language constructs and constrains racialized discourse in post-Jim Crow contemporary America. Drawing on rhetorical and sociolinguistic work set forth by Booth, Shotwell, Bonilla-Silva, Omi and Winant, and others, it is apparent that racial organization— and racial identities and categorization— in the US is reliant upon specific markers that signify racial meaning. Such markers are assimilated into wider, unconscious discourse through what Shotwell and Booth describe as seemingly inherent— yet ultimately constructed— matters of “common sense,” and are expressed through evaluative stance acts. I explore the origins and construction of these markers and the relationship …
Laughing At Ourselves: Music And Identity In Comedic Performance, Peter Trigg
Laughing At Ourselves: Music And Identity In Comedic Performance, Peter Trigg
Masters Theses
Standup comedy actively performs and engages with constructions of self and social identity, especially in terms of ethnic difference and the negotiation of American race relations. Musical comedy, wherein standup comedians perform song onstage, represents one facet of this expression that configures musical texts and expectations in the service of cultural observation and critique. Bo Burnham and Reggie Watts characterize two disparate approaches to the practice based on their aesthetic tastes, existential anxieties, and racial experiences. The two present their respective identities onstage in relation to a changing American political landscape of the early 21st century that has seen widespread …
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Theory and Practice in Teacher Education Publications and Other Works
Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.