PhD, University of Cincinnati, 2001, Arts and Sciences : Spanish

One means which communities have of preserving and legitimizing their national identity is by creating a cultural space defined by the existence of a literature which provides individuals with a shared imagined community. This study analyzes how the authors of early modern Basque texts, beginning with the first print text by Etxepare, articulate and preserve a space for Basque national identity. Chapter one provides a synopsis of the history of the Basque Country. Although a Basque nation state has never existed, on two occasions a semi-political unification was achieved. Basque was not enforced as a national language resulting in dialectical diversity nevertheless, certain uniformity was achieved due to religious texts written in the vernacular. With the formation of the Spanish modern state in the fiftieth century, the Basque provinces became a marginal space within Castilian hegemonic space. Chapter two analyzes definitions of nation and nationalism, emphasizing Anderson's and Bhabha's theories of the role of language during community formation. Among the variables of geography, history and tradition, language is essential in order for individuals to share an imagined community. Chapter three evaluates the works of Etxepare, Leizarraga, y De Axular, among others, who have advocated the speaking and preservation of Basque. Most writers develop strategies to work through their marginalized position; only a few use their position within the hegemonic sphere to support the subordinate language. The last chapter examines the circumstances that prompted the creation of the modern Basque nationalist movement. I affirm that centuries before the ideology formulated by Arana Goiri, a distinct Basque ideology already existed. I analyze how this modern national ideology is not parallel with the ideology of early modern Basque texts. The study concludes that early pro-Basque authors relied frequently on using the text's marginal spaces such as prologues and introductions in o (open full item for complete abstract)

Bachelor of Arts, Wittenberg University, 2019, German

In understanding the causes of the concurrent development of national identity in Germany and Russia in the early 19th century, how can we better comprehend this development and its effect on our perception of national identity, nationalism, and national self-consciousness in the post-modern era? National political identity is a term often used to describe the codification of the cultural ethos, colloquial narrative, and collective vision of a people living within, but not exclusive to, a particular geographic sphere. Understanding this definition of national political identity and its role in the social construct of the modern “nation-state” is vital in gaining a deeper understanding of both the peoples and polities that have governed the modern age, and continue to direct its course. Moreover, comprehending the ideological origins of such national political identities, and the historical continuum upon which they waned or thrived, are of paramount importance to any serious study of post-modern society. One extraordinary example is the concurrent development of nationalism in both Germany and Russia within the early 19th century. While it may appear to have evolved internally and without external influence, the sociopolitical discourse regarding national self-identification within both Germany and Russia was consistently dominated by the persistent effects of Napoleon's France; likewise, the similarities and differences regarding religious, linguistic, and political national prerequisites between the German and Russian national consciousness provide pivotal insight into the cultural context of a national political disposition.

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Education plays a fundamental role in the identity formation of individuals. National identity has been at the heart of our understanding of our nation-states. Globalization has challenged long-lasting beliefs about various forms of identity. In recent years, a number of scholars have called for internationalizing teacher education. The movement for globalizing curriculum questions such concepts as national identity. Recent developments in education have heightened the need for conversation about the complex relationship between national identity and education. Some view national identity as a unifying force while others regard it as a divisive force. There are various areas in education where the role of national identity has been subject to considerable debate. In recent years, the majority of education research on American national identity has focused on students' perspectives. This dissertation is a qualitative study of reflections on American national identity, submitted starting Summer 2008 through Fall 2018 by 83 student teachers across all grade bands (K-12) and content areas (Language Arts, Social Studies, Science, Mathematics, Special Education and Modern Languages) who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching during their final undergraduate senior year. Thematic analysis was used as the data research method to identify themes across data. Despite the importance of overseas student teachers' (OSTs) perception of American national identity, this line of research has remained understudied. In this research study, the perspectives of 83 OSTs on American national identity as well as their perspectives on how citizens of their host countries perceived Americans upon completion of their overseas student teaching are described. The differences of OSTs' reflections across host countries are also analyzed in this dissertation. Therefore, this study contributes new findings to the (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2009, German

As the most populous country and largest economy in Europe, Germany has always played a central role in post-World War II European and international politics. Legacies of World War II, the Third Reich and especially the Holocaust heavily influenced Germany's foreign policy during the second half of the twentieth century. The identity of Germany's foreign policy for much of the last decades has been characterized by multilateralism (EU, NATO, UN and other international organizations), diplomacy and civic power strategies within European, transatlantic and global institutional frameworks. However, geostrategic transformations in the last 15-20 years such as the end of the Cold War, new challenges such as international terrorism, and the shift from the second to the third postwar generation in Germany's political elite have resulted in a markedly new dynamic in German foreign and security policies that could lead to a “normalization” of these policies in the future. Germany has increasingly assumed leadership in international multilateral efforts and is solidifying itself as a major international political player. This project analyzes how German foreign policy has evolved since 1945, how this has impacted Germany's position in the international system, and what this means for future policies. The thesis focused on the cyclical interdependence of German foreign policy and national identity, and how they are impacted by international system changes. I applied three levels of analysis: individual/group, state, and systemic to better understand the cyclical relationship of identity and policy making. At the individual level I showed how German cultural and political elements are fused together in order to formulate policy. The state level highlighted Germany's bilateral relationships and its focus on mutually beneficial relations. Analysis at the systemic level highlighted Germany's continued commitment to multilateral and diplomatic solutions to world problems. Each of (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

“Buying the blueprints: Investing emotionally and materially in the icy ideologies of Disney's Frozen” uses a cultural studies framework to examine qualitative data collected from interviews with Norwegian children and families, observations of public engagement with the Frozen films both in Norway and at EPCOT's Norway pavilion, and narrative analysis of the Frozen films. Discussions of indigeneity, national/cultural identity, and gender as they are represented in Frozen are situated within the Disney Princess film tradition and examined as social blueprints (Dorfman, 1983) that contribute to audience's constructed schemas. Through these themes, I illuminate the Disney brand's reliance on audiences' emotional engagement with narratives to subdue critique and invite material investment in physical and digital merchandise. “Buying the blueprints” also offers suggestions for critical, creative engagement with the Frozen films, exploring play-based restorying (Wohlwend, 2009)(Thomas & Stornaiuolo, 2016) as a potential site for critical media literacy practice.

Master of Arts (MA), Bowling Green State University, 2015, Cross-Cultural, International Education

As the number of international students studying at American universities continues to grow (Institute of International Education, 2014), campuses are increasingly becoming social spaces where the local, national, and international meet. Even though students' identities may still be developing in college (Arnett, 2000) and their environment may influence their identity development (Erikson, 1968), little research has focused on the effects of this unique context on students' identity formation; therefore, this study investigated the change in international and American student roommates' ethnic, national, and cosmopolitan identities over the course of one semester at three mid-Western universities. An explanatory mixed-method design was used. On-line pre- and post-test surveys that quantitatively measured students' ethnic, national, and cosmopolitan identities were administered to international and American student roommates at the beginning and the end of the fall semester. Following the post-test survey, the researcher conducted semi-structured interviews to qualitatively investigate students' identity development. 2 x 2 mixed-model repeated measures ANOVAs found no significant change in students' ethnic, national, or cosmopolitan identities; however, students demonstrated that they were still grappling with their identities in different ways as they acted as discoverers, ambassadors, and negotiators. Furthermore, international students changed their ethnic self-labels, suggesting change in their ethnic identities. These findings support a contextual approach to studying identity development in college students while also recognizing the importance of students' personalities and experiences on this process.

Master of Arts (MA), Bowling Green State University, 2014, Cross-Cultural, International Education

This phenomenological case study applies an inductive method to discover and interpret the common experiences and reactions of Azeri and Kurdish students and teachers to the monolingual educational policy in Iran’s multilingual society. Interviews with nine students, seven teachers and two experts provided the explanation and interpretation that participants have given about the monolingual policy in education, their daily life and ideas about ethnic and national identity. Moreover, the inclusion of two educational and linguistic experts as participants in the study has helped me to have a more in-depth analysis of the phenomenon. Students and teachers as participants were selected for participation from two Kurdish and two Azeri cities in Iran by snowball sampling using deliberate criterion. This study is intended to address the following questions: 1. How do Azeri- and Kurdish-speaking Iranians use their mother language in daily life, particularly in social interactions, and in the cultural products they consume? a. How do Kurds and Azeris in Iran conceptualize the role of language in their identities? b. How do Kurds and Azeris evaluate the status of their mother tongues in Iranian society? 2. What relationship, if any, is there between mother-tongue instruction (in Azeri or Kurdish) and academic success and future job opportunities in Iran? 3. In what ways do Kurds and Azeris in Iran navigate their national (Iranian) and ethnic (Kurdish and Azeri) identities? a. In what ways do Azeri and Kurdish speakers experience the dominance of Persian language in their daily lives? 4. What policy and/or structural changes are possible to expand multilingual education in Iran? a. How did monolingualism become hegemonic in Iran? b. What are the connections between nationalism and opposition to multilingual education? Moreover, for addressing of these questions, the study applies Foucault’s theory on truth, discourse and their relation to power and also Bourd (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2014, Interdisciplinary Arts (Fine Arts)

Berni Searle is an artist based in Cape Town, South Africa who uses her body in performance and photographic works. In this dissertation, articulations of identity within the context of Searle's work are examined in their social-historical relationships. Searle, in her art, both uses her body to illustrate constructions of identity and reclaims her body (and by extension, other similar bodies). These performances of articulated identity considered through the rubric of reprendre will elucidate the construction of Coloured identity in the South African body politic. These performances will also allow a consideration of counter-spaces for discussing political agency. Since the collapse of apartheid in South Africa in 1994 the citizens of the new, non-racial state have had to contend with lasting effects of the violence and racism that founded much of South African history. Coloured identity emerged as a distinct one early in the development of South African nationhood. Problematically, Colouredness has been associated with absence and socio-political marginalization that tended to undermine this community's agency during the apartheid era and after. The trend can lead to contesting racial tropes of national belonging that only serves to increase disenfranchisement in a new democracy. Berni Searle, as a Coloured woman, engages such histories in insightful ways by embodying the shifting paradigms of Coloured identity. In so doing, Searle also participates in important discourses in the African contemporary art community. Using Searle's work as a lens through which to examine issues of identity, body and enfranchisement, this dissertation demonstrates how her works open up spaces to discuss political agency and racial identity in the post-apartheid era. Such considerations carry important theoretical weight for discourses in South Africa regarding the importance of racial identity in the new nation. In addition to Coloured identity, Searle's works also engages with (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2010, French and Italian

This dissertation is an exploration of regional identity and regional activism, primarily in the context of Brittany. It begins with a background discussion of the Third Republic and opposing political views on the regional languages and cultures of France that emerged during this period. The formation of regional consciousness and the evolution of the Breton language are two issues whose exploration will contribute to an understanding of contemporary Breton regional activism. Analyses of migratory movements, regional stereotypes, and symbolic regional cultural activities will provide a framework by which to explore the formation of regional consciousness. An examination of the vitality, or lack thereof, of the Breton language in France will follow, aided by a comparison of its status with that of other Celtic languages in the United Kingdom and Ireland. A discussion of the ethnic minority group of individuals of North African origins living in France will provide a unique comparison with the regional minority of Brittany. Additionally, an exploration of current political reactions to the immigrant presence in France will reveal that the question of regional identity has resurfaced in an emerging political movement of the extreme right. This dissertation will illustrate that regionalism in France today has a direct impact on the cultural, linguistic, and political landscape of France and that the study of French regionalism provides insight into the preciously guarded values and institutions of the Republic. Broad themes that will guide this analysis will be the effects of nation-building on the peoples of France; the influence of minority groups on French national identity and the tension between Republican “universalism” and minority rights; and the education system as a microcosm of French society regarding these issues.

Master of Arts (MA), Ohio University, 2010, Political Science (Arts and Sciences)

Despite increases in globalization and multiculturalism, national identities acutely influence politics on both domestic and international levels. Through a qualitative analysis of Welsh identity, I examine how contemporary phenomena such as supra-state institutions influence national identities. Instrumental, political identity has increased in the Welsh case in part as a result of involvement in the European Union and of devolution. The Welsh case shows trends in modern nationalism, with many national identities becoming increasingly instrumental and decreasingly cultural.

Master of Arts (M.A.), University of Dayton, 2012, English

Much work has been done to study the writings of Walt Whitman and Allen Ginsberg. Existing scholarship on these two poets aligns them in various ways (radicalism, form, prophecy, etc.), but most extensively through their homosexuality. While a vast majority of the scholarship produced on these writers falls under queer theory, none acknowledges their connection through the theme of my research—American identity. Ideas of Americanism, its representation, and what it means to be an American are issues that span both Whitman and Ginsberg's work. The way these issues are addressed and reconciled by Ginsberg is vastly different from how Whitman interacts with the subject: a significant departure due to the nature of their relationship. Ginsberg has cited Whitman as an influence on his work, and other scholars have commented on the appearance of this influence. The clear evidence of connection makes their different handling of similar subject matter a doorway into deeper analysis of the interworking of these two iconic American writers.

Master of Arts (MA), Bowling Green State University, 2012, Cross-Cultural, International Education

Much of the research on Islam and democracy has focused on the macro-level, and fails to detail a qualitative account of the experience of Muslim citizens of democracies (Cesari, 2004; Said, 1978; Said, 1981; Al-Azmeh, 1993; Esposito, 1995; Khan, 2006; Huntington, 1996; Adib-Moghaddem, 2008; Barber, 1996; Fukuyama, 1992). The neglect of the Muslim individual experience in the dominant discourse on Islam and democracy has stifled the voices of members of this marginalized population, thereby limiting their self-representation. This is especially true for Muslim Americans, who, in the aftermath of 9/11 and current surge of revolutions in North Africa and the Middle East, are either demonized or forgotten altogether, despite the significance of their every day navigation of both Islamic and democratic values and unique efforts toward identity construction. The purpose of this study was to address these gaps in the literature and, through the use of a phenomenological framework and Shi-xu¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿s (2005) cultural approach to Critical Discourse Analysis, complicate the dominant discourse on Islam and democracy by providing insight into the lived experience of seven Muslim American university students as well as supplemental perspectives from their university professors and local Imams. The findings of this study encapsulate the lived experience of the seven Muslim American student participants. These participants, along with professors and local Imams, constructed an alternative discourse that positioned the Islamic and democratic values of equality, respect, freedom, and education as compatible, with the exception of some complications such as Eurocentrism and a heavy reliance on unbridled capitalism. The study concludes with suggestions for all participants to better their understanding and/or enactment of Islamic and democratic values, including attaining education, engaging in civic participation, and developing empathy.

Doctor of Philosophy, University of Akron, 2024, History

This dissertation centers Ministry of Information and Broadcasting Publications in post-independence India from 1947 to 1965, analyzing this corpus of texts as national identity construction as well as the epistemological origin of contemporary Hindu nationalism. While much of the scholarship on India after independence views the nation-state as adhering to the Nehruvian consensus of secularism, socialism, democracy, I argue that Hinduism informed the national identity construction promoted by the MIB based on Prime Minister Jawaharlal Nehru and Congress' goal of uniting the population. I challenge the notion that India was a secular nation-state following independence and maintain that the presence of Hindu themes and terminology within the Ministry's publications provided the scaffolding for Hindu nationalists to capture the political and cultural discourse in the subcontinent. Hindus represented the largest subsection of the Indian population amid religious, linguistic, caste, and class diversity, and Nehru, Congress, and the MIB invoked and appealed to Hindu religion to promote national unity despite the official commitment to secularism. The Ministry frequently referenced the concept of dharma, the dispassionate performance of duty couched in religious morality, and promoted an upper class, upper caste, Hindu interpretation of Indian history throughout its publications that marginalized non-Hindus, particularly the Muslim minority. The MIB issued publications throughout the tenures of Nehru and Lal Bahadur Shastri responding to external conflicts, promoting development efforts, selling the subcontinent as a tourist destination, and producing new works on Indian history, defining Indian national identity to the foreign and domestic audience. Critical analysis of Ministry publications reveals a continuity of discourse and national identity construction between Congress following independence and Hindu nationalists of today, with the national identity constr (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2023, Art History (Fine Arts)

This thesis examines the misappropriation of the sculpture of Classical Antiquity by modern, white supremacist groups to propagate their concept of a superior “white race.” The purpose of this thesis is to contextualize historically Classical sculpture, specifically the Apollo Belvedere and Myron's Discobolus, and to examine how their public reception over time contributed to their use in white supremacist propaganda. This thesis demonstrates how sculptures from Classical Antiquity were originally largely polychromatic, which differs from their current state of whiteness. Along with contextualizing their original visual characteristics, this thesis examines their original cultural purpose. A broad understanding of the concept of race and how it would have been understood in Classical Antiquity is thus provided. Furthermore, this thesis provides a historiographic examination of scholarship on Classical sculpture in the modern era to demonstrate how it contributed to these sculptures being connected to the superiority of the “white race.” After establishing the connection between sculptures from Classical Antiquity and the “white race,” this thesis examines specific examples of recent white supremacy propaganda in the USA to uncover their lack of firm historical understanding.

PhD, University of Cincinnati, 2023, College-Conservatory of Music: Music (Musicology)

In the late nineteenth century, the flow of people, material, and ideas between Europe and the United States brought many values and practices from one culture to another, contributing to various ideas surrounding the articulation of U.S. national identity. Through the convergence of the international prominence of Shakespeare, the transatlantic discourse of musical style and taste, and the unique perspectives of Shakespeare and music embodied in five contemporary Hamlet compositions, this dissertation tells novel and significant stories about the intercultural dynamics at play in the efforts to articulate a distinct U.S. national cultural identity in the late nineteenth century. Each case study of Hamlet music employs the methodology of cultural transfer to parse the exchange of aesthetics and patterns of musical thought operating through each composition and performance as they participate in broader trends of defining U.S. national identity. The first two case studies feature New York performances of programmatic Hamlet music: Theodore Thomas's 1873 world premiere of Franz Liszt's symphonic poem, Hamlet, and Frank Van der Stucken's 1887 American Festival featuring a performance of Edward MacDowell's symphonic poem, Hamlet. Ophelia. Zwei Gedichte fur grosses Orchester, in the festival's first concert. The next case study turns to opera, examining the 1884 performance of Ambroise Thomas's Hamlet by Henry Abbey's Metropolitan Opera company in Cincinnati's Fourth Opera Festival. The final two case studies explore incidental music accompanying theatrical settings of Hamlet and their concert hall adaptations manifesting as overtures and orchestral suites: Walter Damrosch's 1891 performance of Pyotr Ilyich Tchaikovsky's Hamlet overture at the New York Symphony Society's inaugural concert at Music Hall (present-day Carnegie Hall) and George Henschel's 1892 performance of his own Suite from the Music to Shakespeare's “Hamlet” with the Boston Symphony Orchestra. (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2022, Film Studies (Fine Arts)

The thesis considers the transnationalism of cinema's last thirty years and its disruption of the previous ways for conceiving of isolated national cinemas. The work of filmmakers Olivier Assayas and Tsai Ming-liang are examined for their dealings with national identity, both of whom resist the label of national filmmaker and instead embrace the international cultural exchanges that reflect the 21st century's globalization. I argue that by confronting cinema's past and its relationship to nation, these filmmakers posit a cinematic identity unbounded by borders. Specifically, I analyze Assayas's work as an instrument to capture the crisis of both national cinema and national identity, while for Tsai a cinematic lineage dating back to mid-century art cinema supplants identity for the transnational filmmaker.

PhD, University of Cincinnati, 2022, College-Conservatory of Music: Music (Musicology)

Canada's military maintains a permanent detail of about twelve hundred enlisted trained musicians. Central to raising morale and promoting esprit-de-corps, music has always played a role in the Canadian military, but it rarely draws any sort of critical attention. I explore the practical and social functions of military musicians within the part-time military context of the Canadian Armed Forces Reserve Force, and consider how musicians reconcile music-making with the goals and objectives of a combat-driven organization. Adopting an ethnographic approach, this dissertation offers an on-the-ground analysis of how musicians belonging to three bands in the city of Toronto create distinctive musical pathways traversing aesthetic enjoyment, social interaction, and soldierly ethos. Broadly, this study probes the connection between martial and musical performance, and reveals what kind of impact soldiering has on music and musicians, and how music helps to shape a military environment that reflects Canadian national identity.

Master of Arts (MA), Bowling Green State University, 2022, History

Hockey holds a central place in Canadian national identity. Despite the traditional dominance of Canadian teams in the pre-war and immediately post-war years, European nations such as the USSR, Sweden, and Czechoslovakia developed their hockey programs quickly in the post-war years, challenging Canadian dominance, and thus jeopardizing, in the eyes of Canadians, one of the most central aspects of their national culture. This loss of hockey supremacy compounded an already challenging period in which Canadians struggled to define what it meant to be Canadian in the US-led Cold War world. This thesis examines the Canadian cultural dynamics of Canadian participation in international hockey competitions during the 1960s and 1970s. These tournaments and exhibition tours played against foreign teams were commonly detailed by the Canadian press using no uncertain terms to express their contempt for their opponents. This thesis suggests the public focus on international hockey during this period reflects the uncertainty of Canadian culture and politics at home. Faced with trouble defining Canadian national identity in the Cold War world, Canadians looked to their national sport as a means of reaffirming their identity, rooted in northern masculine toughness and “Canadianness.” This work uses sports periodicals from the period between 1955 and 1975, to assess the shifting attitudes towards Canadian hockey in international competitions, and how Canadians viewed themselves in relation to the wider Cold War world when confronted with a domestic cultural crisis. This work expands on the diligent work of scholars of Canadian culture and those in the expanding subfield of hockey studies by providing a look at the thoughts of Canadians, and how their attitudes towards hockey reflect their attitudes towards Canadian culture.

Doctor of Philosophy (PhD), Ohio University, 2020, Mass Communication (Communication)

Doctor Who is a long-running TV series produced in Britain by the BBC and broadcast around the world. The show is one of the BBC's biggest global exports, and significant as a creator and arbiter of British national identity. This ethnographic study conceptualizes the field as the global mediascape in which Doctor Who is broadcast. Included in the mediascape are dialogic communication fragments between fans online, the text in the NuWho (post 2005) era, and the perspectives of American Doctor Who fans from the Midwest. The rhizomatic method is used to explore the web of connections, entry points, and ideologies linking the creators to their national and global contexts.Fans and their fandom are considered ritualistically both digitally and in the material world, enabling the mediascape to be understood through the lived experience of those traversing it. American fans and their commitment to Doctor Who and British content are framed as Anglophiles, and Doctor Who as content that is decoded as “quality” as a contrast to the majority of American broadcasting. Ideological shifts in the NuWho era, from an ideology of erasure and whiteness to inclusion, are observed. In the early 21st century, Doctor Who and the BBC have taken the lead on representational diversity. This study explores the consequences of the ideology of inclusion as they relate to British and American audiences.

PHD, Kent State University, 2020, College of Arts and Sciences / Department of Geography

In migration studies, sending state institutions now function to unite migrants as diaspora by tapping migrant skills and embracing lost citizens through a variety of strategies and policies broadly known as diaspora engagement. Over half of all United Nations member states now have diaspora engagement institutions, and it is generally agreed upon that the state remains the focus of diaspora engagement studies, yet the sub-state and individual effects of these policies are little understood. Individual connection to a territory is often strongest at the most local scale. Be that village, city, municipality, or region, people connect personal experiences and cultural practice to territory in a nested and scalar manner. While emigrant groups are lumped into categories of state of origin, personal connection may be much stronger based on the locality from which they hail. Building on an awareness of the inadequacy of state-centric diaspora and migration research, this dissertation aims to investigate diaspora engagement and its microfoundations at the sub-state scale. How do origin and emigre regions utilize diaspora institutions to their benefit, and how do these institutions affect national identity both in points of origin and in points of arrival? This central issue is explored through the relationship between the sub-state regions of Galicia, Spain, and the Autonomous City of Buenos Aires, Argentina. This study uses a mixed methods approach, including content analysis, expert and individual interviews, and participant observation over the course a four and a half month transnational field study. Findings suggest that Galician diaspora are being tapped for return to Galicia through targeted incentives which work to exclude non-Spaniards and Europeans from the immigration narrative in Spain. In Buenos Aires, minority European groups like Galicians are utilized to simultaneously promote diversity in the city and to maintain the hegemony of a Europ (open full item for complete abstract)