Brewing Behind Barbed Wire: An Archaeology of Saké at Amache

After the Japanese attack at Pearl Harbor on December 7, 1941, approximately 120,000 people of Japanese ancestry living on the west coast of the United States were forcibly removed from their home communities. These people were designated as "evacuees" by the U.S. Government and were incarcerated within a network of federal government facilities the largest of which were internment centers operated by the War Relocation Authority that held mostly U.S. citizens. The Granada Relocation Center (Amache) was the smallest of these internment centers. The presence of saké at Amache indicates that Japanese Americans continued important practices of daily life despite restrictions under confinement. This thesis investigates the practices of saké production and consumption at Amache and examines the importance of these practices in Japanese American daily life. In order to understand these practices, this research draws on multiple lines of evidence. This includes investigations of an assemblage of the material culture associated with saké, research into the history and methods of production and consumption, collection of oral histories, review of archival data, and the application of practice theory. These data provide insight into practices that are not well understood by researchers of Japanese American internment due to their illicit nature. This research endeavors to characterize how saké was produced and used at Amache and provides a way to understand how cultural practices maintain aspects of everyday life in ways that may have little to do with intentional resistance.

Translating and Subtitling Humor Through Theory and Practice

This project assesses translating and subtitling humor in Italian and Spanish language films subtitled into English. Humor in film is problematic to translate when subtitling: visual humor may need no assistance to be delivered to a target audience, but verbal humor requires thorough analysis to be constructed effectively in the target language. To keep humor alive in target language translations, translators must understand the structure and function of humor. This project researches humor theory, translation and subtitling. It analyzes humor function through humor theory and applies this knowledge to translating audiovisual mediums. An understanding of joke structure and humor function can serve as a guide for translators to recognize, devise and evaluate equivalent translations of humor in film.

Restrictive and Expansive Views of Equality: A Grounded Theory Study that Explores the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom

Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.