scholarly journals “Not That You’re a Savage”

1969 ◽  
Vol 5 (1) ◽  
pp. 45-62
Author(s):  
Michelle Johnson
Keyword(s):  
Native American ◽  
Indigenous Peoples ◽  
American Woman ◽  
Movement Analysis ◽  
Visual Anthropology ◽  
Dance Studies ◽  
Race And Gender ◽  
Historical Figure ◽  
Feature Based ◽  
And Gender

In 1995, Disney Studios released Pocahontas, its first animated feature based on a historical figure and featuring Indigenous characters. Amongst mixed reviews, the film provoked criticism regarding historical inaccuracy, cultural disrespect, and the sexualization of the titular Pocahontas as a Native American woman. Over the following years the studio has released a handful of films centered around Indigenous cultures, rooted in varying degrees of reality and fantasy. The metanarrative of these films suggests the company’s struggle with how to approach Indigenous storylines, with attempts that often read as appropriation more than representation. In response to overt and frequently hostile criticism, Disney over-compensates by creating fictional hybridized cultures that cannot definitively be attributed to any one people, so as to avoid backlash that tarnishes their reputation. Focusing on Pocahontas but also considering other Disney representations of Indigenous peoples, this paper incorporates Laban Movement Analysis to explore how the characters in these films serve as palimpsests for Disney ideologies of race and gender. The studio inscribes meanings onto animated bodies and movement, erasing and rewriting (or drawing) history to create a story with just enough Disney “sparkle.” Spanning the fields of popular culture, visual anthropology, and dance studies, this paper examines how Pocahontas and other characters are animated to absorb and embody popular understandings and misunderstandings of Indigeneity, native history, and transcultural exchange, and how subsequent films continue to add new layers to Disney’s attempts at negotiating diversity.

scholarly journals Graphic Reminders: Confronting Colonialism in Canada through Betty: The Helen Betty Osborne Story

2021 ◽  
pp. 17-21
Author(s):  
Raven Lovering
Keyword(s):  
Indigenous Peoples ◽  
Young Female ◽  
Indigenous Women ◽  
Graphic Novel ◽  
Race And Gender ◽  
Historical Figure ◽  
Wide Range ◽  
Political Impact ◽  
Indigenous Voice ◽  
And Gender

David Alexander Robertson’s 2015 graphic novel Betty: The Helen Betty Osborne Story connects non-Indigenous Canadians to the racial realities of Canada’s intentionally forgotten past. Robertson translates Helen Betty Osborne’s biography into the accessible format of the graphic novel which allows for a wide range of readers to connect present day racial injustices to the past, generating new understandings surrounding violence against Indigenous peoples in Canada. Helen Betty Osborne, a young female Cree student was abducted and murdered in 1971, targeted for her race and gender. The horrors Betty experienced reveal the connection between her story and the contemporary narrative of Missing and Murdered Indigenous Women in Canada. Betty: The Helen Betty Osborne Story deconstructs Betty’s life from the violence she is subjected to, personifying a historical figure. The graphic novel allows for a visual collision of past and present to express the cycle of colonial violence in Canada ignored by non-Indigenous Canadians despite its continued socio-economic and political impact on Indigenous peoples. As an Indigenous author, Robertson preserves the integrity of Indigenous voice and revives an integral gendered and racialized historical perspective that is necessary to teach. This close reading of Betty: The Helen Betty Osborne Story explores how Robertson uses the graphic novel to revive history and in doing so, demonstrates connections between past and present patterns of racial injustice against Indigenous women in Canada today. 

Existential Crisis of the Japanese American Woman: A Study of Post War Japanese American Fiction

Ensemble ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 51-56
Author(s):  
Nitusmita Bhattacharyya ◽  
Keyword(s):  
American Woman ◽  
The United States ◽  
Japanese Americans ◽  
Japanese American ◽  
Native Community ◽  
American Women ◽  
Race And Gender ◽  
Existential Crisis ◽  
And Gender ◽  
Post War

The Japanese American women, during the Second World War, suffered from subjugation at different levels of their existence. They had been subjected to marginalization based on their sexual identity within their native community. They were further made to experience discrimination on the basis of their racial status while living as a member of the Japanese diaspora in the United States during the War. The objectification and marginalization of the women had led them to the realization of their existence as a non -entity within and outside their community. However, the internment of Japanese Americans followed by the declaration of Executive Order 9066 by President Roosevelt and the consequent experience of living behind the barbed wire fences left them to struggle with questions raised on their claim to existence and their identity within a space where race and gender contested each other. In my research paper, I have made a humble attempt at studying the existential crisis of the Japanese American women in America during the War.

Black on Red: Late-Nineteenth and Early-Twentieth-Century New World Black Interpretative Uses of Native American Political Experience

2019 ◽  
Vol 4 (2) ◽  
pp. 324-351 ◽  
Author(s):  
Jane Anna Gordon ◽  
Keisha Lindsay
Keyword(s):  
Native American ◽  
Native Americans ◽  
New World ◽  
Black Writers ◽  
The Political ◽  
Shared Experience ◽  
Race And Gender ◽  
Political Experience ◽  
Political Implications ◽  
And Gender

AbstractIn an effort to address the dearth of literature regarding how African American political theorists have historically interpreted the meaning of Native political experience to make sense of their own, we chart what four influential New World Black writers, from the nineteenth and early-twentieth centuries, say about Native Americans. While there is some diversity among the particular interpretive foci of these historical works, each generally invokes Native Americans as having a shared experience of oppression with Blacks that warrants resistance; being crushed by circumstances in which African-descended people have survived and thrived; exemplifying oppression that has no redemptive power; providing evidence of the ongoing possibility of Black extinction; and as racially inferior to Blacks and thus in need of Black ladies’ supposedly civilizing qualities. This paper uses these historical Africana perspectives on Indigenous and Black relations to explore the political implications of forging individual and shared identities at the intersection of race and gender.

scholarly journals Beyond Symptoms: Race and Gender Predict Anxiety Disorder Diagnosis

2018 ◽  
Vol 9 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Jennifer Vanderminden ◽  
Jennifer J. Esala
Keyword(s):  
Native American ◽  
Anxiety Disorder ◽  
Social Groups ◽  
Anxiety Symptoms ◽  
Adult Health ◽  
Unequal Distribution ◽  
Race And Gender ◽  
Sociology Of Diagnosis ◽  
And Gender ◽  
To Receive

Research shows an unequal distribution of anxiety disorder symptoms and diagnoses across social groups. Bridging stress process theory and the sociology of diagnosis and drawing on the National Longitudinal Study of Adolescent to Adult Health, we examine inequity in the prevalence of anxiety symptoms versus diagnosis across social groups (the “symptom-to-diagnoses gap”). Bivariate findings suggest that while several disadvantaged groups are more likely to experience symptoms of anxiety, they are not more likely to receive a diagnosis. Multivariate results indicate that after controlling for anxiety symptoms: (1) Being female still predicts an anxiety disorder diagnosis, and (2) Native American, white, and Hispanic/Latino respondents are more likely than black respondents to receive an anxiety disorder diagnosis. We conclude by reflecting on the implications of race and gender bias in diagnosis and the health trajectories for persons with undiagnosed anxiety disorders.

Race and Gender in Culturally Situated Design Tools

2011 ◽  
pp. 1054-1061
Author(s):  
Ron Eglash
Keyword(s):  
Native American ◽  
Academic Success ◽  
Low Income ◽  
Minority Groups ◽  
Minority Student ◽  
Preliminary Evaluation ◽  
Design Tools ◽  
Race And Gender ◽  
Economic Class ◽  
And Gender

In theer study of equity issues in information technology (IT), researchers concerned with workforce diversity often utilize the metaphor of a “career pipeline.” In this metaphor a population full of gender and race diversity enters the pipeline in kindergarten, but its delivery at the pipeline outflow in the form of software engineers and other IT workers is disproportionately white and male. While we might question the metaphor—its lack of attention to economic class or social construction, its illusion of rigid boundaries, etc.—the phenomenon it describes is well established by a broad number of statistical measures. For example, the U.S. Bureau of Labor Statistics’ Current Population Surveys shows that between 1996 and 2002 the percentage of women in the overall IT workforce fell from 41% to 34.9%; during the same period the percentage of African Americans fell from 9.1% to 8.2%. Not only are women and certain minority groups under-represented, but the gap is in some cases getting worse. Returning to the pipeline, we might ask what barriers are encountered by women and minorities that act as impediments to this flow. Some of these barriers can be attributed to economic status; in particular the impact that poor educational resources have on low-income minority student academic success (Payne & Biddle, 1999). But other barriers appear to be more about cultural identity, including both race and gender identity. This essay describes Culturally Situated Design Tools (CSDTs), a suite of Web-based interactive applets that allow students and teachers to explore mathematics through the simulation of cultural artifacts, including Native American beadwork, African American cornrows, ancient Mayan temples, urban Graffiti, and Latin percussion rhythms (see http://www.rpi.edu/~eglash/csdt.html). Our preliminary evaluation indicates that some of the identity barriers preventing women and minorities from participating in IT careers can be mitigated by the use CSDTs in classroom and out of class learning environments.

cSELF (Computer Science Education from Life)

2013 ◽  
Vol 8 (4) ◽  
pp. 34-49 ◽  
Author(s):  
Audrey Bennett ◽  
Ron Eglash
Keyword(s):  
Science Education ◽  
Native American ◽  
Computer Science ◽  
Gender Gap ◽  
Computer Science Education ◽  
Cultural Knowledge ◽  
Science And Engineering ◽  
Race And Gender ◽  
Broadening Participation ◽  
And Gender

The phrase “broadening participation” is often used to describe efforts to decrease the race and gender gap in science and engineering education, and in this paper the authors describe an educational program focused on addressing the lower achievement rates and career interests of underrepresented ethnic groups (African American, Native American, and Latino students). However “broadening participation” can also describe the more general problem of a narrow, decontextualized form of education that can alienate all demographics. Broadening the scope of computing education can not only help address disparities in different social groups, but also make technical education more attractive to all individuals, and help us create a generation of science and engineering professionals who can better incorporate an understanding of the world into their technical work. The program the authors report on, Computer Science Education from Life (cSELF) takes a modest step in this direction. Using the concept of “design agency” the authors describe how this merging of abstract formal structures, material creative practice, and cultural knowledge can improve underrepresented student engagement, and foster learning practices in computing that offer broader forms of social expression for all students.

Review Editor's Introduction

2008 ◽  
Vol 6 (4) ◽  
pp. 799-800
Author(s):  
Jeffrey C. Isaac
Keyword(s):  
African American ◽  
American Woman ◽  
Vice President ◽  
Political Life ◽  
Race And Gender ◽  
Presidential Politics ◽  
Sarah Palin ◽  
Politics Of Race ◽  
And Gender ◽  
The U.S

As I write this Introduction the 2008 Republican National Convention is drawing to a close. John McCain's selection of little-known Alaska Governor Sarah Palin has taken the pundits by surprise, injecting new dynamics into the Presidential contest, and furnishing proof that political life is riddled with contingency. At the same time, the selection further accentuates, and perhaps even reduces to absurdity, a theme that has been at the heart of this campaign season largely due to the Democratic party primaries and their down-to-the-wire contest between Barack Obama and Hillary Clinton—the politics of difference. If the Democratic contest demonstrated that the politics of race and gender are central not simply to the Democrats but to the U.S. as a whole, the Republican convention has made it all but inevitable that for the first time in the history of the U.S. an African-American has broken the color line in Presidential politics, a woman has broken the gender line in Republican Presidential politics, and come January 2009 there will be either an African-American man or an (Alaskan American) woman in the White House as either President or Vice-President. This is extraordinary. At the same time, before this contest plays out to its conclusion—long after this introduction goes to print, and before it reaches you—there will no doubt be much tortuous discussion—and also posturing and denunciation—of the politics of race and gender and of the ways that these identities intersect with broader claims of citizenship.

Women, Politics, and Protest

2017 ◽  
Author(s):  
Lynn Dumenil
Keyword(s):  
World War I ◽  
American Woman ◽  
Women And Politics ◽  
Race And Gender ◽  
Jane Addams ◽  
Women's Equality ◽  
National Woman's Party ◽  
War Effort ◽  
And Gender ◽  
Emma Goldman

This chapter on American women and politics during World War I explores African American women’s wartime activism and efforts of such women as Nannie Burroughs, Madame C. J. Walker, and Ida Wells-Barnett to transcend barriers of race and gender. It examines pacifist (such as Jane Addams) and radical (such as Emma Goldman) women who resisted war as well as those who called for war "preparedness." Finally it compares the approach of the National American Woman Suffrage Association led by Carrie Chapman Catt with that of Alice Paul's National Woman's Party in using the war effort to further the suffrage cause and women's equality.

A Journey Worth Traveling

2020 ◽  
pp. 116-140
Author(s):  
Pamela E. Scott-Johnson ◽  
Pamela M. Leggett-Robinson
Keyword(s):  
African American ◽  
African American Women ◽  
African American Woman ◽  
American Woman ◽  
Women In Science ◽  
African American Female ◽  
Race And Gender ◽  
Professional Experiences ◽  
And Gender ◽  
The Times

Women of color have historically been underrepresented across the sciences. Neuroscience is no exception. Unfortunately, few studies have examined or shed light on how the dual presence of race and gender affects the educational and professional experiences of African American women in science. This chapter will reflect upon the journey of being an African American woman of science (psychology and neuroscience) in the academy and the blessings not abundantly clear. Through a critical lens, recognizing how the journey would have been more difficult without the supportive network of individual and the critical importance of Historically Black Colleges and Universities. Understanding the context of the times and the need to develop networks that facilitate success of future generations of African American female scholars is crucial.

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