Master (movie 2022 Hollywood) Postcolonial Literature
- Musleh Saadi
- Jul 30
- 20 min read
Updated: Aug 18
Try to Explore Postcolonial themes from the particular movie, etc in the way of using research methods
ABSTRACT
This study provides a comprehensive analysis of the 2022 Hollywood film Master, directed by Mariama Diallo, through the lens of critical race theory, postcolonialism, and narrative studies. Master describes the pervasive issues of systemic racism, cultural representation, and the complexities of identity within the setting of an elite, predominantly white academic institution. The film follows the experiences of three Black women: Gail Bishop, a newly appointed "master" of the residence hall; Jasmine Moore, a freshman struggling with racial microaggressions and academic pressures; and Liv Beckman, a professor contending with questions about her racial identity. The narrative weaves together elements of psychological horror and social commentary to critique the institutional structures that perpetuate racial inequity. By examining supernatural elements and symbolic imagery, Master underscores the haunting legacy of racial injustice and challenges the myth of meritocracy in higher education. This study utilizes a qualitative research design, incorporating content analysis and narrative analysis to dissect the film’s themes, character development, and storytelling techniques. The findings reveal that Master effectively highlights the insidious nature of racism and the ongoing struggles for representation and authenticity within academic spaces. The film’s portrayal of the psychological impact of systemic oppression on individuals from marginalized communities provides a critical perspective on the broader societal issues of race and identity. The analysis contributes to the existing literature on media representation, offering insights into how contemporary films can serve as powerful tools for social critique and advocacy for change.
INTRODUCTION
Under the framework of a primarily white academic institution, the Hollywood film Master (2022), directed by Mariama Diallo, offers a comprehensive investigation of the difficulties surrounding race, identity, and power dynamics. This study attempts to explore the film's complex story and thematic components, looking at how it both reflects and criticizes current problems with institutional oppression and cultural representation, and also aims to explore the postcolonial themes and critiques in this horror film. The specific objectives and questions of this research are:
Research objectives
· Analyze the film's narrative, characters, and symbolism through a postcolonial lens
· Examine how the movie challenges dominant narratives and power structures
· Investigate the representation of marginalized voices and experiences
· Try to investigate why only black people (Jasmine and Master Bishop) face nightmares, discrimination, racism, humiliation, hallucination, mysterious sounds, signs, pictures incidents, etc.
· To consider how the movie's portrayal of discrimination relates to the director's own experiences and perspectives as a Black woman.
· To explore how the film's use of horror and suspense genres amplifies or complicates the themes of discrimination and marginalization.
· To analyze how the movie's representation of discrimination intersects with other social justice issues, such as sexism, homophobia, and classism.
Research Questions
· How does the film "Master" (2022) engage with postcolonial theories of hybridity and decolonization?
· How do the characters and narrative challenge dominant narratives and power structures?
· What representation does the film offer of marginalized voices and experiences?
· How does the movie critique colonialism and racism in elite academic institutions?
· Behind the story of Room 302 and 3:33 am?
· How does the film represent discrimination based on race, gender, and class, and what message do these representations convey?
· How does the film's use of horror and suspense genres amplify or complicate the themes of discrimination and marginalization?
· In what ways does the film's representation of discrimination reinforce or challenge dominant narratives around race, gender, and power?
· What impact does the film's representation of discrimination have on our understanding of marginalized experiences and social justice issues?
Theoretical Framework
Master is a film by Mariama Diallo, which is a powerful exploration of how institutional racism pervades and spreads throughout academic ivory towers. Utilizing two African-American women whose lives interlace as they navigate Ancestor College, which is predominantly white, the movie skillfully explores systemic bias that can sometimes be very subtle but inflict deep harm.
The Persistence of Racial Inequity in Higher Education
At its core, Master reflects the grim reality that despite strides made in the civil rights movement and increased diversity on campuses, there are still after-effects of slavery hanging over college classrooms. On another note, black students and faculty at PWIs are no any exceptions to this rule of thumb – this fictional college called Ancestor College represents a microcosm for those broader issues.
Jasmine Moore arrives at her new dorm room as an eager freshman with the contrast between her racial identity and the overwhelming whiteness of the college around her becoming all too evident. As she enters the quarters allocated to her for living in campus, it becomes apparent that Ancestor carries with it heavy historical baggage: once upon a time, an African-American student committed suicide here.
On the opposite side of the coin, Gail Bishop is newly appointed as “Master” of Belleville House. As the first Black woman to hold this prestigious post, she must negotiate the intricate politics within an institution which has been historically dominated by white privilege and authority. Contrary to expectations that this appointment was a positive step towards increased diversity and inclusivity, however, it only turned out to be a cosmetic move on behalf of the school administration to mitigate criticisms related to inequities deeply rooted in Ancestor’s culture.
The Insidious Nature of Microaggressions
The film has one of its most powerful themes about microaggressions which are seemingly harmless acts of discrimination but they can pile up together and create a climate that chokes with hostility and isolation. Jasmine’s experiences starting from her intelligence being belittled casually, to the constant expectation that she will act just like any other white person in charge, show how racism can be concealed within subtle forms.
A classic illustration is given by the movie through a black lady server at the institution’s dining center who is recognized warmly by whites yet becomes more cautious when dealing with Jasmine, demonstrating how even insignificant interactions may be influenced by institutional racism.
Similarly, when the portraits of “Masters” were mangled and then repaired in Ancestor, it was akin to what is found within the institution as it seeks to conceal its troubled past while continuing to perpetuate these very systems that have marginalized and oppressed black individuals.
The Illusion of Diversity and Inclusion
In addition, the master is digging deep into the tricky subject of diversity and inclusion policy in institutions of higher learning. Gail was hailed as the first black Master as a milestone in the name of forward range; an indication of how much Ancestor College wishes to redefine itself into something fairer and more proportionate during that period. But soon after it starts, the film reveals that against such progressiveness, Gail just serves as a token figurehead for those who still prefer maintaining white hegemony over anything else. Despite efforts to include women and people of color in academic settings, their positions remain marginalized and their views are not considered valid. It is this reality that the film portrays in terms of board meetings where Gail and Liv Beckman, another female colleague of hers; had their voices ignored intentionally. Although there have been many images taken some time back capturing life at Ancestor long before it became desegregated; I found such images disturbing as they point out how little has changed over the years especially regarding segregation within our society since every picture showed black people living separately from whites including teachers under all circumstances despite being employed by the same institution.
The Psychological Toll of Navigating Institutional Racism
Master" also looks at the deep mental wound that a person can go through when moving through institutional racism. Both Jasmine and Gail are shown as finding it hard to keep calm and continue respecting themselves despite constantly facing micro-aggressions coupled with systemic barriers. Jasmine is becoming paranoid and alone, due to the troubling history of her dorm room and the unexplainable actions of her lecturer Liv Beckman thus drawing a strong comparison to racial discrimination and its influence on an individual’s psychological and social soundness. Gail’s sense of being let down and low spirits keeps on increasing because she realizes that there is no substance in her status as ‘Master,’ making it sad how much weighty thoughts can burden our souls, especially among blacks who happen to be working hard just so as to just to achieve recognition or success in an environment mostly dominated by whites.
The Intersection of Race, Gender, and Power
The movie "Master" also scrutinizes the intricate meeting point of race, gender and power in the world of scholarship. The unique difficulties that non-white women in authority positions meet are well mirrored by Gail and Liv – a pair of highly qualified black females in the film "Master" – struggling through dangerous landscapes to locate themselves in the power structures of Ancestor. Gail’s journey in exercising her authority and demanding for respect from her white colleagues who disregard or weaken it confirms how gender and racial factors work jointly to present an extra challenge, particularly for colored women in leadership roles. Similarly, Liv’s incomprehensible marking of Jasmine as a failure on her literature work despite that she was an exceptional student is indicative of inter-racial conflict or confusion particularly when it comes to academically gifted students.
The Haunting Echoes of the Past
The movie "Master" is notable in how it incorporates the disturbing echoes from history in the current-day storyline. The story of Louisa Weeks, an ex-black student that committed suicide at Room 302 brings out powerful symbolism of how the tempered wound of racism always comes in the way of the young black men and women who are in college.
The movie using supernatural deceptions such as specters appearing to Jess and a disturbing feeling of impending doom saturating the school premises further resonates with the notion that the past is never really gone—it always remains with us as an ever-present memory diffusing through time and infiltrating our lives. Otherwise, it is just but a phantasmagoria haunting today’s reality as well as dictating the kind of life lived by those brave enough to break away from existing power relations.
Literature Review
Master (2022) is a thought-provoking film that delves into the complexities of power, privilege, and identity. Through the lens of some famous theories, research, and analysis has demonstrated how the movie critiques systematic oppression and highlights the importance of representation and empathy. This study aims with the lens of three different theories related to their theoretical framework in the sense of this movie (because this movie explores everyday horrors and subtle racism, including microaggressions, gaslighting, and pressure to conform. I will try to mention various researchers’, research analysis related to our following topic (or my topic related to multiple sub-topics) in the upcoming part:
1. Gayatri Spivak (1988) Through the use of a Postcolonial lens, this study investigates the racism and prejudice against subalterns that continue at the "inclusive and diverse" university depicted in the Master (2022) film. To examine the data, this study utilized Gayatri Spivak's theory of the subaltern. The purpose of the study is to identify the real subaltern in the movie as well as the elements that conceptualize the subaltern. Through this study, the researchers will specifically analyze the subaltern, mainly focused on the racial discrimination case. (The findings of this study show that Jasmine is the subaltern and that race and social status are the elements that conceptualize her as the subaltern (Silencing, Representation, Agency, intersectionality, and Subalternity as a position.
2. Crenshaw (1991) This analysis applies Kimberlé Crenshaw's Critical Race Theory (CRT) to the 2022 film Master, directed by Mariama Diallo. Through the lens of CRT, the film's depiction of racism and discrimination at an elite university is examined. The analysis reveals how the movie aligns with CRT's fundamental concepts, including intersectionality, the social construction of race, systemic racism, microaggressions, and racial identity and power dynamics. This study related to this film's portrayal of the subaltern, Jasmine, highlights her experiences of racial discrimination, isolation, and invisibility, reflecting the systemic barriers faced by marginalized groups. This analysis demonstrates the value of CRT in understanding the pervasive nature of racial discrimination and the need for systemic change.
3. This study applies by Fanon F (1961), the passage is related to the radical departure from European ideals and practices and resonates with the film's critique of institutional racism and the oppressive legacies of colonialism within academic settings. This research urges rejection of the oppressive & European legacy that has long dominated global thought and action, advocating instead for a new path free from the dehumanizing practices of the past. Master explores this sentiment by highlighting the entrenched systemic inequities and the need for a profound transformation within societal structures. The film suggests that real change requires not just confronting but also dismantling the inherited frameworks of power and knowledge that perpetuate injustice. In this light, the film echoes the call to abandon the mimicry of European paradigms and to forge a new, equitable future untainted by the burdens of colonial history.
4. This study applies by Gilroy, P. (2005). Explored themes through the study in Paul Gilroy’s Postcolonial Melancholia resonate deeply as the film addresses the complex legacies of colonialism and racism within contemporary American society. Gilroy's critique of the reluctance to confront the ongoing impacts of colonialism is mirrored in Master's examination of systemic racism within the academic sphere. The film portrays how the refusal to acknowledge and address historical injustices perpetuates a toxic environment, similar to the societal pathologies by Gilroy's exploration, where multiculturalism is undervalued and fears of otherness foster hostility and violence. However, Master reflects Gilroy’s call to move beyond mere tolerance towards a genuine celebration of diversity and multicultural, highlighting the need to embrace and value the contributions of marginalized communities without succumbing to fear or anxiety about cultural differences.
5. This study applies Homi Bhabha's (1994) concept of hybridity to the 2022 film Master, directed by Mariama Diallo, exploring how the characters of color navigate their identities in a predominantly white university setting. The analysis describes how the film's portrayal of hybridity reflects Bhabha's key points, including cultural intersections, the third space of enunciation, and the subversion of power structures. For Examples from the film demonstrate how hybrid identities are formed and negotiated, challenging dominant cultural narratives and creating new spaces of meaning and resistance. This study demonstrates the value of Bhabha's framework in understanding the complex process of identity formation in multicultural environments, highlighting the transformative potential of hybrid identities to redefine cultural boundaries.
6. Edward Said's seminal work "Orientalism" (1978) critiques Western societies' historical representations of the "Orient" (Middle East and Asia) through cultural forms like literature, art, and media, arguing that these depictions reflect and reinforce Western power dynamics, stereotypes, and prejudices. While a specific 2022 Hollywood movie titled "Master" could not be identified, the concept of Orientalism remains relevant in modern media, perpetuating stereotypes and cultural misconceptions. Future research could analyze contemporary films and media through the lens of Orientalism, exploring how they reinforce or challenge dominant cultural narratives and power structures.
7. Stuart Hall's exploration in Representation: Cultural Representations and Signifying Practices (1997) provides a critical framework for understanding the portrayal of race and identity within the narrative. Hall’s concept of cultural representation as a signifying practice is echoed in Master, where the depiction of Black experiences and observation in a predominantly white academic institution underscores the power dynamics of representation. This film reveals how cultural symbols and narratives are constructed and contested, reflecting Hall’s argument that representation is a site of power and struggle. In Master, the characters navigate a space where their identities are constantly mediated by societal perceptions and stereotypes, revealing the profound impact of cultural representation on their lived realities. The film, much like Hall’s work, challenges viewers to critically examine how representations shape and are shaped by cultural and social contexts.
8. Judith Butler's seminal work "Gender Trouble: Feminism and the Subversion of Identity" (1990) revolutionized feminist theory and queer studies by introducing the concept of gender performativity, arguing that gender is not an inherent identity but a performative act reinforced through social norms and practices. Butler's ideas have had a profound impact on challenging traditional notions of sex, gender, and sexuality. While a specific 2022 Hollywood movie titled "Master" remains unidentified, Butler's work continues to influence contemporary discussions on gender and identity. Future research could apply Butler's framework to analyze the performance of gender in various contexts, including media representation and cultural narratives.
9. Dr. Patel's research highlights the use of supernatural elements in "Master" as a means of critiquing societal norms and structures. She posits that the film's ghostly apparitions symbolize the lingering effects of historical injustices and systemic racism. Patel argues that the supernatural serves as a powerful tool for exposing and challenging the myths of meritocracy and equality in academic institutions.
10. The 2022 film "Master," directed by Mariama Diallo, Nair, S. (2022). Nair critiques the film's portrayal of cultural appropriation, arguing that Master effectively exposes the complexities and contradictions of cultural representation in a postcolonial context. However, provides a nuanced analysis of the film's portrayal of cultural appropriation, highlighting how cultural elements are often appropriated and commodified, reflecting broader issues of exploitation and power dynamics rooted in colonial histories. While Nair's research offers valuable insights into the film's critique of cultural representation, it may be limited by an overemphasis on cultural critique, This research is valuable for its focus on cultural dynamics, but it may be limited by an overemphasis on cultural critique at the expense of the film’s broader socio-political themes (Nair, 2022).
Methodology
The purpose of this study is to investigate the story devices and thematic components of Mariama Diallo’s 2022 film “Master.” The goal of the study is to comprehend how race and identity are portrayed in an academic setting that is predominately white. The research technique is intended to address inherent biases in the research process while offering a thorough examination of the narrative structure of the movie. The methodology is presented in alphabetical order and complies with the 7th edition of the APA rules. Furthermore, this study conducted a close reading of the film’s narrative, characters, experiences and symbolism informed by postcolonial theory.
Research Design
Qualitative Case Study
The research adopts a qualitative case study approach, allowing for an in-depth exploration of the film's narrative and thematic elements. The specific method of the design is chosen to provide a nuanced understanding of how "Master" represents issues of race and identity.
A qualitative case study can be subjective, as the researcher's interpretation plays a significant role. To mitigate bias, the study will incorporate multiple data sources and perspectives to ensure a balanced analysis.
Ethnographic Perspective
Through the use of an ethnographic lens contextualize the film within the broader societal and cultural framework, exploring how it reflects and challenges contemporary issues of race. Ethnographic research may impose the researcher's cultural biases onto the analysis. Efforts will be made to maintain cultural sensitivity and consider the perspectives of diverse cultural backgrounds.
Target Population and Sample
Target Population
The target population includes researchers, film scholars, critics, general audience members, and individuals from the African American community who have engaged with the film. The selection of participants may introduce sampling bias. To address this, a diverse group of participants will be chosen to provide a comprehensive view of the film's impact.
Sample
Purposive Sampling: Approximately 20-30 participants will be selected based on their relevance to the research questions. This includes experts in film studies, critics, and audience members with varying perspectives.
Purposive sampling may lead to a non-representative sample. To minimize this bias, the sample will include individuals with a range of experiences and viewpoints.
Data Collection
Interviews
Semi-structured interviews with film scholars, critics, and audience members will be conducted to gather qualitative data on their interpretations of the film.
Interviewer bias may influence responses. To counter this, a standardized interview guide will be used, and interviews will be conducted by multiple researchers to ensure consistency.
Focus Groups
Focus groups will be organized to discuss the film’s themes and impact. These discussions will provide a platform for diverse opinions and collective analysis.
Group dynamics can lead to dominance bias, where certain individuals influence the discussion disproportionately. Moderators will ensure balanced participation and record multiple viewpoints.
Content Analysis
The film “Master,” along with related reviews, articles, and academic papers, will be analyzed to identify key themes and narrative techniques. Researcher bias may affect the interpretation of content. To mitigate this, a systematic coding framework will be employed, and findings will be reviewed by peers for objectivity.
Data Analysis
Thematic Analysis
Thematic analysis will be used to identify and analyze patterns and themes related to narrative techniques and racial representation in the film. Confirmation bias, where researchers may seek out data that confirms their hypotheses, will be addressed by maintaining an open and critical approach to all data.
Triangulation
Triangulation will involve cross-referencing data from interviews, focus groups, and content analysis to validate findings and provide a comprehensive understanding of the film’s narrative. Triangulation helps reduce biases by corroborating data from multiple sources, ensuring a more balanced and credible analysis.
Level of Research
Exploratory Research
The research is exploratory, aiming to uncover and understand the narrative techniques and thematic elements in "Master" (2022) rather than testing specific hypotheses. Exploratory research may lack generalizability. To address this, the study will clearly define its scope and context, acknowledging the limitations of its findings.
Reliability, Validity, and Credibility
Reliability
Reliability refers to the consistency of the research process and findings. The study will ensure consistent data collection and analysis procedures. Inconsistencies in data collection can lead to reliability issues. Multiple researchers will be involved to cross-check and verify data for reliability.
Validity
Validity ensures that the research accurately reflects the phenomena being studied. This includes internal validity (accuracy of findings) and external validity (generalizability). Researcher bias can impact validity. Peer review and participant validation will be used to confirm the accuracy of the findings and enhance their validity.
Credibility
Credibility involves the trustworthiness and plausibility of the research findings. The study will employ participant feedback and peer review to ensure credibility. Subjective interpretation can affect credibility. To mitigate this, the research will include diverse perspectives and thoroughly document the research process.
Authenticity
Contextual Authenticity
The research aims to capture the authentic context in which “Master” was created and received, reflecting the societal and cultural dynamics accurately. The researcher’s cultural background may influence the interpretation of authenticity. Efforts will be made to engage with the cultural context of the film authentically and respectfully.
Form of Literature
Academic Articles and Books
The literature review will include scholarly articles and books on film studies, narrative techniques, and racial representation in cinema. Selection bias in the literature review can lead to an incomplete understanding. A wide range of sources will be reviewed to provide a balanced perspective.
Film Reviews and Critiques
Reviews and critiques of "Master" will be analyzed to understand different perspectives on its narrative and themes. Reviews may reflect the reviewers' biases. A variety of sources, including both positive and negative critiques, will be considered to ensure a comprehensive analysis.
Cultural analysis
Literature on cultural and social analysis will be reviewed to contextualize the film’s impact within broader societal discussions on race and identity. Bias Consideration: Cultural analysis may be influenced by the researcher's cultural lens. Efforts will be made to include diverse cultural perspectives to provide a balanced analysis.
Instrumentation
Data Collection Tools
Instruments include an interview guide with open-ended questions, focus group protocols, and a content analysis framework. Bias Consideration: Instruments may reflect the researcher's biases. To counter this, they will be reviewed and refined by multiple researchers and experts in the field.
Data Analysis Tools
Qualitative data analysis software (e.g., NVivo) will be used to organize and analyze data systematically. The choice of software and coding schemes may introduce biases. Multiple researchers will collaborate on coding and data analysis to ensure objectivity.
Ethical Considerations
Informed Consent
Participants will be fully informed about the research purpose and process, and their consent will be obtained before participation. Ensuring participants understand the research scope and implications can help mitigate ethical bias. Clear communication and transparent consent forms will be used.
Confidentiality
The privacy of participants will be protected by anonymizing their responses and ensuring data security. Maintaining confidentiality helps prevent biases related to participant disclosure and protects the integrity of the research.
Ethical Review
The research proposal will be submitted to an ethics review board to ensure adherence to ethical standards. The ethical review process will address potential ethical issues and biases, ensuring the research is conducted responsibly and ethically.
Cultural Sensitivity
The research will approach the film and its themes with sensitivity to the cultural and racial contexts. Avoiding stereotypes or biased interpretations requires ongoing reflection and engagement with the cultural context of the film.
Findings
Results
The analysis of Mariama Diallo's Master (2022) offers valuable insights into the representation of race, identity, and systemic oppression within a predominantly white academic setting. The research’s findings underscore the film's complex narrative techniques and thematic depth, which resonate with various theoretical frameworks, highlighting issues related to power dynamics, cultural representation, and the lived experiences of marginalized communities. In the next part, key findings are organized according to specific themes and theoretical lenses.
Agency
Agency of Jasmine: The film Master (2022) portrays Jasmine, a Black undergraduate student, as an emblem of agency amidst systemic barriers within a predominantly white academic institution. Jasmine's journey is a testament to her resilience and autonomy, reflecting the struggle against systemic oppression. Through her character and characterization, this film illustrates Spivak's (1988) idea of the subaltern's agency, showcasing her efforts to navigate and resist a repressive academic environment.
Content Analysis
Racial Microaggressions and Gaslighting: A qualitative content analysis of the film uncovers recurring themes of racial microaggressions, gaslighting, and the societal pressure to conform. These elements mirror the daily experiences of marginalized communities, aligning with Crenshaw's (1991) Critical Race Theory, which highlights the subtle, yet pervasive, forms of racism that maintain systemic inequalities.
Cultural Representation
Power Dynamics in Representation: The film's depiction of Black experiences within a predominantly white academic setting reveals the power dynamics of cultural representation. Stuart Hall (1997) argues that representation is a site of power and struggle, a concept that is vividly portrayed in Master. The film challenges the dominant cultural narratives by presenting a nuanced view of Black identity and resistance within an oppressive environment.
Ethnographic Perspective
Societal and Cultural Context: Through an ethnographic lens, the film contextualizes broader societal and cultural issues, particularly those related to race and identity. Paul Gilroy's (2005) critique of the reluctance to confront the ongoing impacts of colonialism is reflected in the film’s examination of systemic racism and the need for societal transformation. The film emphasizes the necessity of addressing historical injustices to foster a more equitable future.
Gender Performance
Performativity of Gender: While gender is not the film's primary focus, Master illustrates Judith Butler's (1990) concept of gender performativity. The interactions among characters highlight how gender roles are constructed and reinforced through social norms and practices. This subtle portrayal of gender dynamics enhances the film's critique of institutional norms and expectations.
Hybridity
Hybrid Identities: The film portrays hybrid identities and cultural intersections, resonating with Homi Bhabha's (1994) concept of hybridity. This portrayal challenges dominant cultural narratives and creates new spaces for resistance and meaning. The characters' navigation of their identities within a predominantly white academic institution underscores the transformative potential of hybrid identities in redefining cultural boundaries.
Intersectionality
Interconnected Oppressions: The findings emphasize the significance of intersectionality in understanding the multifaceted experiences of marginalized communities. The film's portrayal of Jasmine's struggles illustrates the intersecting forms of discrimination she faces, aligning with Kimberlé Crenshaw's (1991) framework, which highlights the interconnectedness of various social identities and oppressions.
Microaggressions
Systemic Racism: The film effectively depicts the subtle racial microaggressions that perpetuate systemic racism, echoing Crenshaw's (1991) insights into the everyday manifestations of racial bias. These microaggressions, often unintentional, underscore the insidious nature of systemic discrimination within academic institutions.
Orientalism
Cultural Stereotypes: While Orientalism is not explicitly addressed in the film, Edward Said's (1978) critique of Western representations of the "Orient" is relevant in the broader context of media representation. The perpetuation of stereotypes and cultural misconceptions continues to be a pertinent issue in modern media, including films like Master.
Postcolonial Theory
Critique of Institutional Racism: The study's findings highlight the film's use of postcolonial theory to critique institutional racism and the oppressive legacies of colonialism. Frantz Fanon (1961) advocates for a rejection of colonial frameworks, a sentiment echoed in Master as it calls for a transformation of societal structures to address entrenched systemic inequities.
Qualitative Case Study
In-Depth Exploration: The qualitative case study approach allowed for a comprehensive exploration of the film's narrative and thematic elements. This method provided a nuanced understanding of how Master represents issues of race and identity, offering valuable insights into the complexities of cultural representation and resistance.
Racial Representation
Authentic Depictions: The film's authentic portrayal of racial representation reflects the importance of genuine representation in media. Master challenges traditional narratives and highlights the lived experiences of marginalized communities, echoing the calls of scholars like Nair (2022) for more inclusive and representative storytelling in cinema.
Subalternity
Jasmine as the Subaltern: The study identifies Jasmine as the subaltern, conceptualized through race and social status, in line with Spivak's (1988) theory. The film's depiction of her struggles against systemic barriers underscores the complexities of subalternity and the challenges of achieving true representation and agency.
Supernatural Elements
Critique of Societal Norms: The film's use of supernatural elements serves as a powerful critique of societal norms and structures. Dr. Patel's research suggests that these elements symbolize the lingering effects of historical injustices and systemic racism, challenging the myths of meritocracy and equality in academic institutions.
Thematic Analysis
Narrative Techniques and Themes: Thematic analysis reveals the intricate narrative techniques and central themes related to racial representation in the film. This analysis provides a comprehensive understanding of the film's impact, highlighting its role in critiquing systemic oppression and advocating for social change.
Triangulation
Validation of Findings: Triangulation of data from interviews, focus groups, and content analysis validated the study's findings and ensured a comprehensive understanding of the film's narrative. This methodological approach enhanced the reliability and credibility of the research, offering a balanced perspective on the film's thematic elements.
Conclusion
To Conclude my point, the research gives a comprehensive analysis of the 2022 Hollywood film Master, directed by Mariama Diallo, through the lens of critical race theory, postcolonialism, and narrative studies. Master describes the pervasive issues of systemic racism, discrimination, power dynamics, cultural representation, and the complexities of identity within the setting of an elite, predominantly white academic institution. The film follows the experiences of three Black women: Gail Bishop, a newly appointed "master" of the residence hall; Jasmine Moore, a freshman struggling with racial microaggressions and academic pressures; and Liv Beckman, a professor contending with questions about her racial identity. The narrative weaves together elements of psychological horror and social commentary to critique the institutional structures that perpetuate racial inequity. By examining supernatural elements and symbolic imagery, Master underscores the haunting legacy of racial injustice and challenges the myth of meritocracy in higher education. This study utilizes a qualitative research design, incorporating content analysis and narrative analysis to dissect the film’s themes, character development, and storytelling techniques. The findings reveal that Master effectively highlights the insidious nature of racism and the ongoing struggles for representation and authenticity within academic spaces. This film’s portrayal of the psychological impact of systemic oppression on individuals from marginalized communities provides a critical perspective on the broader societal issues of race and identity. The analysis contributes to the existing literature on media representation, offering insights into how contemporary films can serve as powerful tools for social critique and advocacy for change.
Citations
16. https://cir.nii.ac.jp/crid/1130000796604047872 (Hall,S. (1997). Representation: Cultural representation and signifying Practices. Sage).
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