Women, Politics, and Protest

Author(s):  
Lynn Dumenil

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.

Ensemble ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 51-56
Author(s):  
Nitusmita Bhattacharyya ◽  

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.


2008 ◽  
Vol 6 (4) ◽  
pp. 799-800
Author(s):  
Jeffrey C. Isaac

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.


Author(s):  
Pamela E. Scott-Johnson ◽  
Pamela M. Leggett-Robinson

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.


Author(s):  
Michelle Johnson

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.


Author(s):  
Christina M. Knopf

This final chapter shows us how a strong female lead might resist monstrosity in the pursuit of political power. As an abused, divorced, Mexican-American woman, Arcadia Alvarado, is solidly situated in the margins of the fictional US society depicted in Saucer Country. Despite being marked as monstrous because of her race and gender, Alvarado finds her strength in resisting the monstrous political norms that dominate her U.S. context, rather than embracing them. I In this science-fictional world (which reveals the real intersectional failings of the American political world), Alvarado transgresses her assigned role as marginalized “other” by powerfully performing as a political leader without becoming a monster.


Author(s):  
Charlie Keil

The study of early American cinema was both the beneficiary and the instigator of a wave of revisionist historiography that gained momentum from the mid-1970s onward. While previous accounts of American cinema prior to the advent of features had concentrated on those artistic achievements that led “inevitably” to the mature work of the Hollywood studio system, isolating the contributions of Porter, Ince, and Griffith, the first wave of revisionist efforts, ushered in largely by the findings of scholars still in graduate school, redefined the early cinema landscape. Aided by archivists, who provided them access to large swaths of previously unwatched or underregarded films, and prepared to wade through untold issues of contemporaneous trade journals recorded on microfilm, these young scholars reclaimed the terrain of early American cinema with a historiographically sophisticated fervor. Much of this work did not always distinguish American filmmaking from that of other nations, acknowledging perhaps the porous boundaries of global film exchange, particularly prior to World War I; more often than not, however, emphasis gravitated toward the United States. Most significantly, scholarship in this burgeoning subfield marked off the years prior to 1915 as important in their own right, distinctive for their formal features, audience address, patterns of industrial development, and intertextual references. As the study of early American cinema developed over the next several decades, attention shifted from insightful studies of the films’ formal patterns and groundbreaking examinations of early exhibition and production to consideration of how early American cinema engaged with a host of issues: the dynamics of race and gender, the concurrent emergence of the culture of modernity, audiences in a variety of settings and locales, and the institutional and intermedial contexts for cinema’s emergence during the crucial years before features took hold.


2020 ◽  
Vol 14 (3) ◽  
pp. 308-336
Author(s):  
LUCY CAPLAN

AbstractThis article examines the music criticism of Nora Douglas Holt, an African American woman who wrote a classical music column for the Chicago Defender (1917–1923) and published a monthly magazine, Music and Poetry (1921–1922). I make two claims regarding the force and impact of Holt's ideas. First, by writing about classical music in the black press, Holt advanced a model of embodied listening that rejected racist attempts to keep African Americans out of the concert hall and embraced a communal approach to knowledge production. Second, Holt was a black feminist intellectual who refuted dominant notions of classical music's putative race- and gender-transcending universalism; instead, she acknowledged the generative possibilities of racial difference in general and blackness in particular. I analyze Holt's intellectual commitments by situating her ideas within the context of early twentieth-century black feminist thought; analyzing the principal themes of her writing in the Chicago Defender and Music and Poetry; and assessing her engagement with a single musical work, Tchaikovsky's Symphony No. 4 in F Minor, op. 36. Ultimately, Holt's criticism offers new insight into how race, gender, and musical activity intersected in the Jim Crow era and invites a more nuanced and capacious understanding of black women's manifold contributions to US musical culture.


2019 ◽  
Vol 52 (4) ◽  
pp. 590-618
Author(s):  
Stacy Olitsky

To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.


2017 ◽  
Vol 52 (2) ◽  
pp. 474-502
Author(s):  
JENNY WOODLEY

The Bethune Memorial, in Washington, DC's Lincoln Park, was erected to celebrate the life and achievements of civil rights leader and educator Mary McLeod Bethune. When it was dedicated in 1974 it became the first monument to an African American, and the first to a woman, on federal land in the capital. This article interprets the monument and its accompanying discourses. It examines how race and gender are constructed in the memorial, and what this suggests about the creation of a collective memory and identity. Bethune was remembered as an American, a black American, and a black American woman. The article explores the racial and gendered tensions in the commemoration, and how the statue both reinforced and challenged a national American memory.


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