No description available.

Thesis (Ph. D.--Biblical Studies)--Catholic University of America, 2005. / Includes bibliographical references (p. 203-228). Also available on the Internet.

This study examines the perceptions of citizenship of youth involved in a community civic engagement program. The UP-BEAT Youth Health Leadership program trained youth participants in public speaking, technology, youth mapping, leadership and government. The study gathered qualitative and quantitative information from the 18 youth participants. Data gathered examined youth perceptions of the characteristics of good citizens as well as how the program influenced youth understandings of justice. Overall, youth in the program demonstrated a desire to facilitate community change through action, expressing ideas and engaging others. Minority participants demonstrated huge commitment to the program, engagement and social capital within their communities and a desire to participate in civic activities. Youth perceptions of the roles and responsibilities of citizenship were not highly influenced by justice. However, youth were able to recognize issues of injustice based on the new environments and new experiences they were exposed to during the program. Youth also found adultism which existed within the program and the environments youth interacted with a deterrent for civic participation.

published_or_final_version / Philosophy / Doctoral / Doctor of Philosophy

No description available.

Using a critically oriented qualitative interpretivist approach, this research describes how principals conceptualize social justice and social justice dilemmas and how these understandings influence their practices. Focusing on the context of social justice from the perspective of two participant groups of five principals each from public and Catholic schools in a large urban centre in Western Canada, reflective discussions of professional practice occured through two semi-structured qualitative interviews with each participant and a series of three group dialogue sessions. This research is framed within the theories of social constructivism and situated learning as well as the concepts of educational leadership theory, social justice in education, identity and agency of school leaders, and reflective practice. As a contribution to a growing research base, this study offers a process for principals to explore social justice within the complexities and tensions of the dilemmas and decision-making of their practice. Discourse and dilemma analysis were used to render the findings from this study, which highlight normative practices of school leaders as manifested in individual actions focused on relationships and positional agency. However, this conceptualization obscures the power of historical, cultural, and ideological authority that is unconsciously replicated in the norms of schooling. Furthermore, principals see social justice within their own actions but do not connect it with activist aspirations to challenge social inequities. There are theory, practice, professional development, and research implications of this study which emphasize the need for a hybrid model of individual and collective leadership for social justice, hinged on collective curiosity, knowledge building, equity discourses, open cultures, and change visions to challenge the norms and politicization of schools as status-quo enhancing institutions.

Using a critically oriented qualitative interpretivist approach, this research describes how principals conceptualize social justice and social justice dilemmas and how these understandings influence their practices. Focusing on the context of social justice from the perspective of two participant groups of five principals each from public and Catholic schools in a large urban centre in Western Canada, reflective discussions of professional practice occured through two semi-structured qualitative interviews with each participant and a series of three group dialogue sessions. This research is framed within the theories of social constructivism and situated learning as well as the concepts of educational leadership theory, social justice in education, identity and agency of school leaders, and reflective practice. As a contribution to a growing research base, this study offers a process for principals to explore social justice within the complexities and tensions of the dilemmas and decision-making of their practice. Discourse and dilemma analysis were used to render the findings from this study, which highlight normative practices of school leaders as manifested in individual actions focused on relationships and positional agency. However, this conceptualization obscures the power of historical, cultural, and ideological authority that is unconsciously replicated in the norms of schooling. Furthermore, principals see social justice within their own actions but do not connect it with activist aspirations to challenge social inequities. There are theory, practice, professional development, and research implications of this study which emphasize the need for a hybrid model of individual and collective leadership for social justice, hinged on collective curiosity, knowledge building, equity discourses, open cultures, and change visions to challenge the norms and politicization of schools as status-quo enhancing institutions.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains xi, 166 pages. Includes bibliographical references.

No description available.