Olive or White? The colour of Italians in Australia. (by Helen Andreoni, Journal of Australian Studies, 2003, 77:81)
"This is the story of how the colour olive, first linked to Italian immigrant workers in the later part of the nineteenth century, has changed from being a derogatory label to an ethnicity marker for those Australian Italians who do not want to be assimilated. Those seeking to assimilate have repackaged their Italianness to present themselves as ‘white’ or at the very least as Italians from what are seen to be the more prestigious parts of central and northern Italy. Those not wanting to assimilate have used the olive label to challenge the society of which they are a part. This article will look at how Italians came to be labelled as the ‘Dago Menace’, the ‘Olive Peril’, the ‘Greasy Wog’ and the ‘Olive Trash’, and will consider also the reactions of Italians and Australian Italians to these stereotypes."
Showing posts with label Best academic article title. Show all posts
Showing posts with label Best academic article title. Show all posts
Sunday, October 17, 2010
Saturday, June 26, 2010
Best academic article title(s)
Selling Canada to Canadians: collective memory, national identity, and popular culture (by Emily West, Critical Studies in Media Communication, 2002, 19:2: 212-229)
abstract: Two media endeavours, the Heritage Minutes and the CBC documentary Canada: A People's History , hope to serve as a corrective to Canadians' lack of interest in their history and to bolster national identity. However, the producers do not want to appear propagandistic in a country where there is conflict about what the shape of the nation should be. They accomplish this by appealing to the "on the spot" authority of journalistic representation and the emotional immediacy of dramatic story-telling. They also emphasize the multi-cultural and multi-perspectival nature of Canada's past. Ultimately these efforts exist within a larger narrative about the "story of Canada," where events of the past are framed in terms of their contribution or relevance to the present shape of the nation-state. In this way, these programs reveal their purpose and, as collective memory scholars might predict, press the past into the service of present aims.
Planting the nation: Tree planting art and the endurance of Canadian nationalism (by Michael Ekers, Space and Culture, 2010, 13:1: 95-120)
abstract: Planting trees under a piece-rate wage scheme is widely recognized in Canada as a veritable national "rite of passage" for young,White, middle-class university students and travelers. Canadian artists Sarah Ann Johnson, Lorraine Gilbert, and Althea Thauberger have received popular and critical acclaim for their artistic representations of the "tree planting experience" in Canada. In this article, the authors critically examine tree planting art—and its reception—and argue that it constitutes the most recent incarnation of art that links nature and nationalism together in the Canadian context. Following Catriona Sandilands incisive reflections on nature and nationalism in Canada, it is argued that the artists in question, and their various commentators, enshrine tree planting as an obligatory passage point through which White middle-class subjects can access both the "pioneering" moments of the nation and the promised greener tomorrow of Canada’s future. The connections made by the artists between nature and the nation are by no means innocent, as the authors aim to suggest, but rather, rely on a liberal-individualist account of labor in which the social dynamics of gender, class, and race are erased.
abstract: Two media endeavours, the Heritage Minutes and the CBC documentary Canada: A People's History , hope to serve as a corrective to Canadians' lack of interest in their history and to bolster national identity. However, the producers do not want to appear propagandistic in a country where there is conflict about what the shape of the nation should be. They accomplish this by appealing to the "on the spot" authority of journalistic representation and the emotional immediacy of dramatic story-telling. They also emphasize the multi-cultural and multi-perspectival nature of Canada's past. Ultimately these efforts exist within a larger narrative about the "story of Canada," where events of the past are framed in terms of their contribution or relevance to the present shape of the nation-state. In this way, these programs reveal their purpose and, as collective memory scholars might predict, press the past into the service of present aims.
Planting the nation: Tree planting art and the endurance of Canadian nationalism (by Michael Ekers, Space and Culture, 2010, 13:1: 95-120)
abstract: Planting trees under a piece-rate wage scheme is widely recognized in Canada as a veritable national "rite of passage" for young,White, middle-class university students and travelers. Canadian artists Sarah Ann Johnson, Lorraine Gilbert, and Althea Thauberger have received popular and critical acclaim for their artistic representations of the "tree planting experience" in Canada. In this article, the authors critically examine tree planting art—and its reception—and argue that it constitutes the most recent incarnation of art that links nature and nationalism together in the Canadian context. Following Catriona Sandilands incisive reflections on nature and nationalism in Canada, it is argued that the artists in question, and their various commentators, enshrine tree planting as an obligatory passage point through which White middle-class subjects can access both the "pioneering" moments of the nation and the promised greener tomorrow of Canada’s future. The connections made by the artists between nature and the nation are by no means innocent, as the authors aim to suggest, but rather, rely on a liberal-individualist account of labor in which the social dynamics of gender, class, and race are erased.
Thursday, May 6, 2010
best academic article title(s)
Tiffany, friend of people of color: White investments in antiracism (by Audrey Thompson, Qualitative Studies in Education, 2003, 16:1: 7-29)
abstract: Whites have long designated people of color as “good” when they were “friends of the white man.” In a reverse move, some antiracist whites now identify themselves as “good” whites –as friends of people of color. (. . . ) Although less likely than students to aspire to the status of friend of people of color, progressive white professors, too, insofar as they pride themselves on “getting” race issues, congratulate themselves on being exceptional whites. Both forms of white exceptionalism rely on an indispensable “anti” status: antiracist whites are invited to see themselves as not that kind of white and to embrace only those aspects of whiteness that can be construed as positive. This paper argues that progressive whites must interrogate the very ways of being good that white identity theory offers to protect, for the moral framing that gives whites credit for being antiracist is parasitic on the racism that it is meant to challenge. In order to move towards new conceptions of white antiracism, the paper argues, we need to adopt emergent approaches to both cross-race and intrarace relations.
This is home, or is It?: Disrupting grand narratives of home as physical or institutional space (by Claudio Moreira, Cultural Studies ↔ Critical Methodologies, 2010, 10:1: 78 –83)
abstract: In this article, as suggest by the subtitle, I try to expose a kind of hidden homelessness. One that is not worse than others but important to bring to light. One where narratives are missing. One that goes against the essentializing of home as a middle-class heterosexual construction while not negating the desire for a home by the ones that have none. This is a textual performance about the idea of linking traditional notions of home with how academic knowledge is constructed about the homeless—by disrupting grand narratives of home as physical or institutional space. It is a decolonizing performance autoethnography exposing homelessness that returns its gaze into the process of knowledge production in the hope that by reflecting on how knowledge is produced, troubling the Western concept of home, we academics may create narratives that help more people feel housed.
* Moreira’s article was exceptionally moving.
abstract: Whites have long designated people of color as “good” when they were “friends of the white man.” In a reverse move, some antiracist whites now identify themselves as “good” whites –as friends of people of color. (. . . ) Although less likely than students to aspire to the status of friend of people of color, progressive white professors, too, insofar as they pride themselves on “getting” race issues, congratulate themselves on being exceptional whites. Both forms of white exceptionalism rely on an indispensable “anti” status: antiracist whites are invited to see themselves as not that kind of white and to embrace only those aspects of whiteness that can be construed as positive. This paper argues that progressive whites must interrogate the very ways of being good that white identity theory offers to protect, for the moral framing that gives whites credit for being antiracist is parasitic on the racism that it is meant to challenge. In order to move towards new conceptions of white antiracism, the paper argues, we need to adopt emergent approaches to both cross-race and intrarace relations.
This is home, or is It?: Disrupting grand narratives of home as physical or institutional space (by Claudio Moreira, Cultural Studies ↔ Critical Methodologies, 2010, 10:1: 78 –83)
abstract: In this article, as suggest by the subtitle, I try to expose a kind of hidden homelessness. One that is not worse than others but important to bring to light. One where narratives are missing. One that goes against the essentializing of home as a middle-class heterosexual construction while not negating the desire for a home by the ones that have none. This is a textual performance about the idea of linking traditional notions of home with how academic knowledge is constructed about the homeless—by disrupting grand narratives of home as physical or institutional space. It is a decolonizing performance autoethnography exposing homelessness that returns its gaze into the process of knowledge production in the hope that by reflecting on how knowledge is produced, troubling the Western concept of home, we academics may create narratives that help more people feel housed.
* Moreira’s article was exceptionally moving.
Sunday, April 18, 2010
Best academic article title(s)
So much of my time is spent reading journal articles. So, what better way to amuse myself than to maintain a list of best article titles. The following two either made me smile or made me laugh, which motivated me to read on.
1. 'Ah, but the whiteys love to talk about themselves': discomfort as a pedagogy for change. (by Brenda Leibowitz, Vivienne Bozalek, Poul Rohleder, Ronelle Carolissen, and Leslie Swartz. Race Ethnicity and Education, 13 (2010): 1, 83-100)
abridged abstract: This article reports on an interdisciplinary and collaborative educational module prepared for fourth-year Psychology and Social Work students at two higher education institutions in the Western Cape, South Africa. The aim of the module was to provide students with the opportunity to experience learning across the boundaries of institution, discipline, language, race and class, and to provide the team with data to enhance understanding of how students grapple with issues of difference.
2. What women and men should be, shouldn’t be, are allowed to be, and don’t have to be: the contents of prescriptive gender stereotypes. (by Deborah A. Prentice and Erica Carranza, Psychology of Women Quarterly, 26 (2002): 269-281)
abridged abstract: This article presents a four–category framework to characterize the contents of prescriptive gender stereotypes. The framework distinguishes between prescriptions and proscriptions that are intensified by virtue of one’s gender, and those that are relaxed by virtue of one’s gender.
1. 'Ah, but the whiteys love to talk about themselves': discomfort as a pedagogy for change. (by Brenda Leibowitz, Vivienne Bozalek, Poul Rohleder, Ronelle Carolissen, and Leslie Swartz. Race Ethnicity and Education, 13 (2010): 1, 83-100)
abridged abstract: This article reports on an interdisciplinary and collaborative educational module prepared for fourth-year Psychology and Social Work students at two higher education institutions in the Western Cape, South Africa. The aim of the module was to provide students with the opportunity to experience learning across the boundaries of institution, discipline, language, race and class, and to provide the team with data to enhance understanding of how students grapple with issues of difference.
2. What women and men should be, shouldn’t be, are allowed to be, and don’t have to be: the contents of prescriptive gender stereotypes. (by Deborah A. Prentice and Erica Carranza, Psychology of Women Quarterly, 26 (2002): 269-281)
abridged abstract: This article presents a four–category framework to characterize the contents of prescriptive gender stereotypes. The framework distinguishes between prescriptions and proscriptions that are intensified by virtue of one’s gender, and those that are relaxed by virtue of one’s gender.
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