Global ETD Search

121	Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning Practices McKenzie, Christine 12 September 2011 (has links) The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women. This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions. Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful. The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed. This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices. Adult and Continuing Education Popular Education Non-Credit Learning Non-Formal Learning Praxis Feminist Educators Feminist Pedagogy Consciousness Raising Feminist Informed Research Black Feminisms Indigenous Feminisms Feminist Standpoint Theory Privilege Identity Intersectionality Interlocking Oppression Anti-Oppression 0516 0453 0733
122	White principals examine power, privilege, and identity : the challenge of leading for equity McCann, Julie McLaughlin 09 July 2012 (has links) The purpose of this qualitative study was to examine the experience of white principals in understanding their white identity, privilege, and power as they worked to implement socially-just and culturally proficient schools. The findings offer insights into the following questions: 1) How do white school leaders view white identity and the impact, if any, it has on their leadership? 2) How do white school leaders relate to students of color, their parents, and the community? 3) In what ways do white school leaders engage in race talk and address issues of white identity, privilege, and power? 4) What challenges do white school leaders experience as they attempt to end racism in their schools? The study was set in a mostly white suburban school district in the Pacific Northwest. It involved three male and two female white principals who were previously engaged in equity training. Primary data sources included two individual interviews and two focus group sessions which were audiotaped and transcribed. Data analysis involved several coding cycles to identify themes related to the research questions. The analyses indicated the white principals engaged in a number of actions which demonstrated leadership focused on becoming culturally proficient. The knowledge and understanding principals gained in the equity training contributed to their understanding of white privilege and white identity. Their ability to name this understanding while interacting with parents and students of color helped to build relationships and created allies in their work. Due to their perceived lack of skill and knowledge related to implementing equity efforts around cultural competence, principals shared a hesitancy to lead staff into meaningful race talk and other work around white identity, privilege, and power. Challenges also arose as principals worked to manage competing district initiatives, limited staff training time, and the need for support. / Graduation date: 2013 racism white principal leadership privilege identity school race challenges power education cultural proficiency Multiculturalism -- Northwest, Pacific Anti-racism -- Northwest, Pacific
123	Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents Thomson, Marion Arthur 31 August 2011 (has links) This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings. radical education working class consciousness formative experience revolutionary critical pedagogy popular education popular theatre sociological auto/biography critical human rights arts based education Ghana Scotland collective self ontology/epistemology anti-racism critical consciousness oral history gender and class communist/socialist parties auto-ethnography ideology of educator mining communities and unionism organic intellectuals 0727 0520 0534
124	Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents Thomson, Marion Arthur 31 August 2011 (has links) This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings. radical education working class consciousness formative experience revolutionary critical pedagogy popular education popular theatre sociological auto/biography critical human rights arts based education Ghana Scotland collective self ontology/epistemology anti-racism critical consciousness oral history gender and class communist/socialist parties auto-ethnography ideology of educator mining communities and unionism organic intellectuals 0727 0520 0534
125	Language, Power, and Race: A Comparative Approach to the Sociopolitics of English Jaimungal, Cristina S. 26 November 2013 (has links) This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race. Politics of Language Race Language Policy Power Japan Trinidad and Tobago Language Education Education Anti-racism research methodology Language Politics Language Production Commodification of Language Racialized Bodies and Language Colonialism English International Communication Education Policy Language Ideology Critical Language Theory Comparative Theory Sociopolitics of English Auto-ethnography Linguicide Post-Colonialism Indigenous Research Methodology 0534 0631 0282 0700 0344 0279 0340 0530
126	Language, Power, and Race: A Comparative Approach to the Sociopolitics of English Jaimungal, Cristina S. 26 November 2013 (has links) This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race. Politics of Language Race Language Policy Power Japan Trinidad and Tobago Language Education Education Anti-racism research methodology Language Politics Language Production Commodification of Language Racialized Bodies and Language Colonialism English International Communication Education Policy Language Ideology Critical Language Theory Comparative Theory Sociopolitics of English Auto-ethnography Linguicide Post-Colonialism Indigenous Research Methodology 0534 0631 0282 0700 0344 0279 0340 0530
127	Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning Practices McKenzie, Christine 12 September 2011 (has links) The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women. This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions. Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful. The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed. This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices. Adult and Continuing Education Popular Education Non-Credit Learning Non-Formal Learning Praxis Feminist Educators Feminist Pedagogy Consciousness Raising Feminist Informed Research Black Feminisms Indigenous Feminisms Feminist Standpoint Theory Privilege Identity Intersectionality Interlocking Oppression Anti-Oppression 0516 0453 0733
128	History teaching in South Africa within the context of the human and social sciences : an outcomes-based approach with reference to anti-racism Manyane, R. Motse 11 1900 (has links) This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics) Human and social sciences Racism Anti-racism History teaching Learning area Learning outcomes Education Aims Objectives Outcomes-based 907.12068 Racism -- South Africa Multicultural education -- South Africa
129	Frihetskämpar och blodbesudlade ikoner : En kritisk diskursanalys av Linnémonumentet och Louis De Geer-statyn under 2020 års #BlackLivesMatter-rörelse i Sverige / Freedom Fighters and Bloodstained Icons : A critical discourse analysis of the Linnaeus Monument and the Louis De Geer statue during the #BlackLivesMatter movement in Sweden 2020 Hjelm, Zara Luna January 2021 (has links) Denna uppsats undersöker diskursen kring Linnémonumentet i Humlegården, Stockholm och Louis De Geer-statyn på Gamla Torget, Norrköping, samt diskuterar vilken betydelse skulpturerna fick under Black Lives Matter-demonstrationerna år 2020 i relation till antirasism och historiska företeelser av 'damnatio memoriae'. Med ett postkolonialt och kritiskt rasteoretiskt perspektiv syftar denna uppsats till att framhäva och analysera de resonemang som tog mest plats under debatten, centrerat kring antirasistiska och icke-vitas röster. Genomgående används därav den kritiska diskursanalysen och semiotiken som metoder för att skapa en förståelse kring auktoritet, samt att belysa det svenska samhällets syn på sin koloniala historia och lyfta diskussionen kring bland annat ras, klass, kön och makt i förhållande till den offentliga konsten. Uppsatsen resonerar sålunda hur offentliga och publika platser i samhället kan avkolonialiseras med avsikt att skapa ett hem för oss alla. / This thesis examines the discourse regarding the Linnaeus Monument in Humlegården, Stockholm, and the Louis De Geer statue at The Old Square, Norrköping. It further analyzes the significance that sculptures gained during the Black Lives Matter demonstrations in 2020, in relation to anti-racism and historical phenomena of 'damnatio memoriae'. With a theoretical framework of postcolonialism and critical race theory, this thesis aims to highlight and analyze the reasonings that were central during the debate, focusing on anti-racist and people of color's voices. Thus, critical discourse analysis and semiotics are used as methods to create an understanding of authority and to shed light on Sweden's own view of its colonial history and elevate the discussion concerning race, class, gender, and power, etcetera, in relation to public art. The thesis, hence, argues how public places in society can be decolonized with the intention of creating a home for all of us. Carl von Linné Louis De Geer sculptures colonial history representation anti-racism Black Lives Matter Sweden national identity collective memory damnatio memeoriae critical discourse analysis postcolonialism semiotics critical race theory decoloniality planetary love Carl von Linné Louis De Geer skulpturer kolonialhistoria representation antirasism Black Lives Matter Sverige nationell identitet kollektivt minne damnatio memeoriae kritisk diskursanalys postkolonialism semiotik kritisk rasteori avkolonialisering planetarisk kärlek Art History Konstvetenskap
130	Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise Pereira Braga, Luciana 08 1900 (has links) No description available. Administration scolaire Directions d'école Milieux pluriethniques Éducation interculturelle Éducation multiculturelle Éducation antiraciste Éducation inclusive Recherche qualitative Étude exploratoire Diversité ethnoculturelle Diversité linguistique Diversité religieuse School administration School principals Multiethnic environments Intercultural education Multicultural education Anti-racism education Inclusive education Qualitative research Exploratory study Ethnocultural diversity Linguistic diversity Religious diversity

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