This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Thesis advisor: Jon M. Wargo / Thesis advisor: Patrick Proctor / Book banning has exploded in recent years. Conflicts over what texts belong in schools have caused rifts in communities around the nation. Within English language arts (ELA) classrooms specifically, many teachers have been under scrutiny with local groups and national organizations demanding that some teachers be monitored, fired, or even arrested. Backdropped by this socio-historical moment wherein calls for book censorship and attacks against school teachers are commonplace, this three-article dissertation joins the growing scholarship that explores the challenges that arise when teachers and students dare to address topics of race, racism, gender, and sexuality in the ELA classroom. Designed as an ethnographic case study, this dissertation explores how one White ELA teacher and her sixth-grade students engaged with two regularly banned novels in a racially, culturally, and linguistically diverse classroom. The first paper employs critical Whiteness theory to examine the challenges, opportunities, and contextual factors that one White novice teacher encountered as she employed an antiracist approach to literature instruction. It offers a structural understanding of why so many White teachers attempt but fall short of delivering antiracist pedagogy effectively. The second paper traces how three students of Color in the class negotiated their emotions during conversations about race as it emerged within a literature unit. Using critical discourse analysis, I examine how language was mobilized to invite some emotions (e.g., surprise) and inhibit others (e.g., anger), manifesting as “emotional rules” that regulated students' responses to texts. The third paper examines how two LGBTQ+ youths engaged in literacy not only as a medium for identity work, but as a way to speak back to the social, political, and institutional contexts of their schooling. Placing the theatrical performances that queer youth wrote and directed at the center of my analysis, I submit that these literacy activities are a means of understanding how youth see themselves in the world. Taken together, these articles extend the scholarship on how teachers engage their students on issues of difference through literature, raising important questions about how sociopolitical tensions take shape through moments of silence and cheer in the ELA classroom. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

No description available.

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Esta pesquisa busca investigar os repertórios da literatura brasileira disponibilizados nas coleções didáticas de língua portuguesa para o Ensino Médio aprovadas pelo PNLD 2015, de modo a verificar quantitativa e qualitativamente a inserção de textos que tocassem a temática racial, independentemente do pertencimento étnico-racial de seus autores, por um lado, e especificamente a utilização de textos de autoria negra, por outro. Assim, a partir de um aparato teórico interdisciplinar que engloba as áreas dos estudos literários, da história, da sociologia, da educação e da psicologia social , analisa-se como tais textos e autores foram aproveitados pelas coleções, considerando o contexto em que aparecem nos livros, com ênfase nas atividades de interpretação literária. Constata-se lacunas importantes nos dados encontrados, uma vez que a inserção por si só dessas obras e desses escritores não é suficiente para uma reformulação do livro didático como instrumento possível de uma educação antirracista. Desse modo, são propostas alternativas tanto de repertório, privilegiando os nomes contemporâneos da literatura negro-brasileira, quanto de abordagem de autores que já figuram no cânone, alternativas pensadas para relacionar-se de maneira orgânica com todo o conteúdo das coleções didáticas, e não mais como apêndices e notas de rodapé. / This research aims to investigate the Brazilian literature repertoire available in the Portuguese language didactic collections for High School, approved by the PNDL 2015, measuring the insertion of texts approaching the racial thematic in both qualitative and quantitative ways, regardless of the authors ethnic and racial identity on the one hand, and specifically using texts written by black authors on the other hand. That way, through an interdisciplinary theoretical apparatus that encompass Literary Studies, History, Sociology, Education and Social Psychology , this research analyzes how the collections availed themselves of those texts and authors, taking into account the context in which they appear in the books, with emphasis on literary interpretation activities. There are important gaps in the data found, seeing as the insertion of those works and authors by itself is not enough to reformulate the textbook as an efficient instrument of an antiracist education. Thus, some alternatives are proposed regarding both repertoire, privileging contemporary names of the Brazilian black literature, and the approach of authors that already belong to the literary canon, alternatives thought to interact in an organic way with all the content of the didactic collections, and not only as appendices and footnotes.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Submitted by Joelson Onofre (jaonofrecp@yahoo.com.br) on 2015-07-02T00:46:04Z No. of bitstreams: 1 Dissertação V. Final Joelson A Onofre.pdf: 1848759 bytes, checksum: a2aa227e3df0e3af5b17fb04b998185e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-08-11T18:07:27Z (GMT) No. of bitstreams: 1 Dissertação V. Final Joelson A Onofre.pdf: 1848759 bytes, checksum: a2aa227e3df0e3af5b17fb04b998185e (MD5) / Made available in DSpace on 2015-08-11T18:07:27Z (GMT). No. of bitstreams: 1 Dissertação V. Final Joelson A Onofre.pdf: 1848759 bytes, checksum: a2aa227e3df0e3af5b17fb04b998185e (MD5) / A Lei 10.639/03, sancionada em 2013, completou dez anos e determina a obrigatoriedade do ensino de História e Cultura Afro-brasileira e Africana nos estabelecimentos de ensino das redes pública e particular de todo o país. Em 2004 o Conselho Nacional de Educação aprova o Parecer CNE/CP 03/2004 e a Resolução CNE/CP 01/2004 que instituem e regulamentam as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o ensino de História e Cultura Afro-brasileira e Africana. Resultado de lutas históricas dos movimentos sociais negros, a lei se constitui em uma importante política de reparação, reconhecimento e valorização do legado africano e afro-brasileiro na educação. Em face disso, a presente dissertação de mestrado teve como objetivo investigar os desdobramentos da Lei 10.639/03 em uma unidade escolar quilombola localizada no sudoeste da Bahia. Para tanto, a pesquisa empírica foi desenvolvida priorizando um grupo de três professoras da equipe gestora da referida instituição, a saber: diretora, vice-diretora e coordenadora pedagógica. O aporte teórico fundamenta-se em extensa revisão de literatura de autores que discutem a temática. Na realização do estudo, optamos pela abordagem qualitativa com foco em pesquisa bibliográfica e documental. Escolhemos o método do Estudo de Caso e a Análise de Conteúdo como norteadores na interpretação das informações obtidas no campo. A observação, as entrevistas e a análise documental foram os procedimentos utilizados na coleta das informações. Os resultados obtidos nesta pesquisa demonstram que, a despeito de a escola investigada implementar a lei no currículo e nas práticas cotidianas, muito há de ser feito. Para que mudanças possam ser efetivadas faz-se necessário uma gestão atuante, democrática e participativa. Esperamos que esta pesquisa possa contribuir para novas e instigantes questões sobre a lei e sua implementação nas unidades escolares, assim como possibilitar reflexões acerca de uma educação antirracista que vislumbra a diferença como elemento enriquecedor e de unidade entre os indivíduos e suas histórias. / Abstract: Law 10.639/03, enacted in 2013, completed ten years and determines the mandatory teaching of Afro-Brazilian and African History and Culture in educational establishments of public and private networks across the country. In 2004, the National Board of Education approves the CNE/CP 03/2004 Decree and the CNE/CP 01/2004 Resolution establishing and regulating the National Curriculum Guidelines for the Education of Racial-Ethnic Relations and for the teaching of African-Brazilian and African History and Culture. Result of historic struggles of the black social movements, the law constitutes a major repair, recognition and appreciation policy of the African and African-Brazilian heritage in education. In front of this, this master's thesis aimed to investigate the developments of Law 10.639/03 in a quilombola school located in southwestern Bahia. Therefore, empirical research was conducted prioritizing a group of three teachers of the institution’s management staff, namely: director, deputy director and educational coordinator. The theoretical approach is based on extensive literature review of authors who discuss the topic. In conducting the study, we opted for a qualitative approach focusing on bibliographical and documentary research. We chose the method of Case Study and Content Analysis as guides in interpreting the obtained field information. Observation, interviews and document analysis were the procedures used in the data collection. The results of this research demonstrate that, despite that the surveyed school implements the law in its curriculum and daily practices, much remains to be done. To make changes effective, it is necessary to conduct an active, democratic and participatory management. We hope that this research will contribute to new and exciting questions about the law and its implementation at schools, as well as enable reflections about an anti-racist education that sees the difference as enriching and unifying element between individuals and their histories.

Thesis "Social work with football fans in the European Union countries as an inspiration for the Czech Republic" is about specific kind of social work with football fans and so called fan projects. Work consists of introduction of specifics of football fans, resp. hooligans when describes history of this area and also the most recent situation. This is followed by theoretical and fundamental part of the work that describes working projects or projects that can be taken as an example. This part includes international projects of fan's embassies and explains the concept of fan project of fan management. This is covering also social prevention and contact work suitable for fan project. Description of the target group of fan projects, their financing and summary of recommended competence of fan worker. The end of theoretical part describes in details a fan project which comes from contact work and youths clubs. It includes description of activities that are offered, services and how it is served. This is the most important part of the whole work as it brings exact description for realization that can be used for a future projects. The practical part completes theoretical part and investigates level of information of football club in this social work area, their opinion on role and responsibilities of...

Thesis "Social work with football fans in the European Union countries as an inspiration for the Czech Republic" is about specific kind of social work with football fans and so called fanprojects. Work is focusing on description of topics and projects realized at international Europe level, following by description of situation in England, Italy and Germany. Projects mentioned in work are either already working or are mentioned as inspiration for CZ. Work explaining approach in each country including description of organization activities. Projects that are covering this topic in Czech Republic, are also listed in work. Also international project of fans embassy as an example of social service with football fans are included in work. Fan project including example of best practices is part of the work. Practical part of work - qualitative research is supplementing theoretical part and it is coming in several parts. Part of research is describing attitude of football clubs for this king of social work, part is describing interviews with employees of organization working with football fans in Europe. Another part is analyzing documents of specific Fanclub and analyze of email communication with members of fans associations. Practical part is complementing theoretical part. At the end there is...