Drawing on themes emerging from semi-structured interviews, this study explores the relationship between the Government of Canada (GOC) and non-profit organizations (NPOs) operating in the punishment sector. The impact of this relationship on NPO advocacy is explored. It is argued that the GOC-NPO relationship creates a number of barriers for NPO advocacy, but NPOs manage to maintain this function through various forms of resistance. However, it was found that the majority of participating NPOs were coopted by the state through their extensive relationship with the GOC, and their service provision function in particular. It is therefore suggested that the majority of participating NPOs support the punishment system, making them a part of the Non-Profit Industrial Complex (NPIC).

The purpose of the study was to conduct a qualitative inquiry into the teacher-child caring relationship in order to portray a picture of caring possibilities by describing interactions in one public school classroom. Participant observation, interviews, a dialogic journal and artifact analysis was conducted with a public school preschool class. Through qualitative inquiry, thematic analysis, and interpretation of the data gathered, along with my reflections, review of the literature, and based on my experiences as a teacher for 10 years, I have gained a deeper understanding of the caring teacher-child relationship. It is my desire that as I relate this understanding it may inform other teachers about the caring aspect of teaching. The following question helped guide the study. How is the teacher-child caring relationship manifested through actions, words, thoughts, and feelings? In keeping with the philosophy, caring engenders care, it is thought that the caring teacher will help children become caring members of their classroom. It can be assumed that when a teacher makes moral decisions in the context of teaching and learning, regarding the child, she creates a culture of care in the classroom in which the child may learn how to be a caring member (Garrison, 1997). The teacher's daily moral decisions, made in the classroom, are "hands on" lessons in caring for children (Bronfenbrenner, 1979; Noddings, 1984, 1992). As children engage in caring interactions with their teacher they may in turn learn to care for their fellow classmates and their teachers. "The teacher and student interaction can be reciprocally transformative" (Garrison, 1997, p. 45) renewing the caring teacher's sense of hope and feeling of success in the possibility of creating a community in her classroom (Noddings, 1984). The study of Sidney's classroom was an inquiry into the process of how, what, why and when Sidney made teaching decisions within the context of her caring relationship with the children in her classroom. Through examining a particular instance (Sidney's classroom), the whole (all classrooms), are illuminated. This study will present Sidney's caring through an examination of her classroom environment, "atmosphere," relationships, teacher practice, advocacy, professional development, and teachers and children saying good-bye at the end of the year. / Ph. D.

This thesis examines how transnational advocacy networks operate across local, national, regional and international arenas. It takes a close look at the nature of peasant resistance and civil society in Mali, and explores how these interact with campaign and advocacy activities of Northern-based non-governmental organisations (NGOs). The central argument of this thesis is that these encounters have strengthened an elite, while marginalising alternative perspectives. This has happened through the collision of actors’ diverse interests, through competition between distinct framings of debate, and through differences in modes of political participation which reflect the power dynamics of the political arenas in which actors are rooted. The thesis is informed by the results of qualitative fieldwork research, which was carried out, mainly in Mali, between 2006 and 2008. By identifying the nature of connections and disconnections between actors at multiple levels, the thesis contributes to a more nuanced understanding of transnational civil society action.

This project explores domestic violence advocacy in California by tracing historical, social, and cultural influences; examining the limit of the law and bias of those who uphold it; and analyzing a local domestic violence agency that provides services to survivors. Through the frameworks of anti-essentialization, and intersectionality I analyze gender roles and stereotypes ingrained in our culture. The essentialization of what it is to be a women renders women’s differences invisible, making it difficult for law and policy to address. By looking at domestic violence through an intersectional lens, the multi-layered nature women’s experiences can be revealed. However, not all laws and policies reflect this intersectional viewpoint which limits their effectiveness. The law can also be limited by those who enforce and interpret it. Those within law enforcement and the justice system are not immune to the stereotypes, and assumptions of the culture we live in. I use several women’s stories as well as advocate interviews to demonstrate the bias or attitude of indifference that can be held by law enforcement and the court system. The advocates who work closely with survivors of domestic violence use a client-centered approach to advocacy. This affirms the client’s ability and right to make her own decisions. The advocates partner the use of boundaries and self-care with this client-centered approach in order to best serve their clients.

No description available.

In Georgia, there are high rates of instability in foster care, and each time a child changes placement, his or her support networks are gone until he or she can rebuild them. The purpose of this case study was to explore if current stakeholders provide effective support and assistance to professionals and others who assist foster students with their educational needs. This case study used a conceptual framework based on Rankism, in which students move up and down the rungs of the ladder of their social system. Data were collected via interviews with a Court Appointed Special Advocate (CASA) worker, a Department Division of Family and Child Services (DFCS) caseworker, a former foster parent, a teacher, a school social worker, a school administrator, and a school counselor, all of whom were involved with foster children. Interviews were recorded, transcribed, and then open coded using constant comparative analysis. Findings revealed a need for greater support, and illuminated the repercussions that may occur when students are moved from their homes and/or schools: They may lose their support networks, community supports, school supports, and recognition they had previously until these are rebuilt in their new placement. The major themes that emerged were (a) a need for data sharing, (b) effect of trauma on children, and (c) the need for improved educational advocacy. These findings, along with a review of the literature, led to the development of a policy change recommendation and the creation of a data system to enable collaboration amongst all agencies. The project that emerged was the creation of a data system that affords real-time transfer of educational records, allowing for appropriate educational plans to be put in place.

This study sought to determine and evaluate the effectiveness of the Leadership Advisory Board structure and its membership at meeting the needs of Visioning and Advocacy for Texas AgriLife Extension Service. The research was conducted with the members of the Leadership Advisory Boards in 48 counties in Texas, with a selection based upon distribution of counties across all Extension categories roughly equal to the percentage of each category currently present in the State. The primary purpose was to determine the self perception of members of their ability to serve as advocates and as a visionary organization to help Extension identify and validate the issues important to the residents of their county. A secondary purpose was to identify the benefits, concerns and solutions that can assist Texas AgriLife Extension in strengthening the organizational structure and methods associated with these Boards across the State. Five research questions were examined by the researcher. These questions were, 1. What is the competency level of the Leadership Advisory Board members on the pertinent issues in the county?, 2. Do members of the Leadership Advisory Boards understand the Land-Grant system and the Extension Service?, 3. Do members of the Leadership Advisory Board feel that their ideas lead to programs?, 4. Do members of the Leadership Advisory Board assist with interpreting program impacts to key stakeholders and decision makers?, 5. What benefits are Leadership Advisory Board members receiving from their involvement on the Board? The sample population included 490 Leadership Advisory Board members, with 236 of these participating in the survey. The instrument utilized was a seven page survey with 26 perception statements on a likert-type scale, six true or false questions to measure knowledge of the Land-Grant system, three open-ended questions for qualitative analysis, and 10 demographic questions to describe and categorize the respondents. The results included 10 significant findings, which led to 7 recommendations for Extension related to the Leadership Advisory Board, and 5 areas of further research.

The purpose of this dissertation study was two-fold. First, the study explored how personal and professional experiences shaped three Latina bilingual Maestras’ identities. Secondly, this qualitative study further explored how histories framed a meaning of pedagogy for the Maestras. Presented in case studies, there were four themes that emerged across the three case studies: First, taking on the role of advocate; second, becoming a leader through professional development; third, developing critical thinkers using relevant classroom practices; and fourth, reflexivity for critical consciousness. Data were manually coded, themed and analyzed to answer the following research questions: Theoretical lenses framing this dissertation study include figured worlds and situated identities, critical race theory/Latina critical theory and sociocultural theory to analyze the data gathered through interviews, narratives, classroom and field observations, classroom and teacher artifacts, lessons and informal conversations collected over nine months of study as this dissertation study attempted to understand the findings as complex componentes entrelazados (interwoven components). The data were gathered in the classrooms and school campuses of three elementary schools across two school districts in two South Central Texas cities. The results provided six findings and they are 1) Tracing the positioning of Maestras, 2) Identifying opportunities of autoring self, 3) ¿Qué es ser maestra? What does it mean to be a maestra?, 4) Identity, culture and language: Racialized notions, 5) Taking on the role of advocate and finally, 6) Learning from lived experiences. The research revealed how Maestras’ positionings challenged structures of oppression in school and education in general and how opportunities for critical dialogue can support development of a more critical concientización (consciousness) and perspective, viewed through a social justice lens. / text

Human trafficking is an international crime affecting all countries that continues to grow. The crime operates as part of an illicit underground network, starting with traffickers who manipulate, deceive, and exploit victims. Victims are both male and female, but the crime disproportionally affects women more than men. Latin American women are especially vulnerable to being trafficked due to societal and cultural norms that demand they be subordinate. Additionally, these women lack many educational and job opportunities, and face mental and physical abuse at home and in their communities. These factors make them vulnerable, and the traffickers use these vulnerabilities to deceive and exploit them. This report will argue that in order to effectively prevent victimization, women need to be empowered, not only access to education but also job opportunities. Furthermore, a societal transformation needs to occur that gives more value and significance to women, where they are viewed as powerful beings instead of submissive and subordinate human beings. / text

Critical social work theories have taken a prominent place in Canadian social work curriculums and academic social work literature in recent years. The prevalence of critical social work theory is understandable considering that the content of critical theories can help social workers grapple with how to carry out a practice that is centrally concerned with social justice. However, critical social work theories have generally been presented abstractly, with little attention placed upon the particular contexts of social work practice. As a result, not much is known about how critical social work theory is actually applied in practice. This is especially important in the context of child protection, where issues of oppression and power are particularly acute. / This thesis is premised on the assumption that an understanding of the context of child protection work is necessary in order to develop a critical social work theory that is applicable to this field. The thesis examines the context of child protection practice by exploring the subjective experiences of 14 front-line child protection workers. Drawing on in-depth interviews that focus on day-to-day practice, this thesis suggests that child protection work involves dealing with a range of fears that influence workers' practice, including their fears about children being harmed and about their own physical and professional vulnerability. As well, child protection workers presented a picture of the ways that their legislative and organizational context shaped their work. These factors of child protection appeared to influence a practice in which relationships and interventions with clients were focused on monitoring parents' completion of a series of tasks and children were constructed as vulnerable, individual, and rights-bearing. Ideas for a critical child protection practice are offered, based on these results. In particular, a critical child protection practice that includes the adoption of more detailed attention to the internal worlds of parents, child-care workers and children is discussed.