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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 9 of 9 (0.047 seconds)Spelling suggestions: "subject:"black canadians"" "subject:"black canadian's""
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Race, Gender and Interuniversity Athletics: Black Female Student Athletes in Canadian Higher EducationGabay, Danielle 09 January 2014 (has links)
Despite the documented history of women's athletics and minority students' participation in Canadian postsecondary institutions, little is known about Black female student athletes and their experiences within Canadian higher education. This dearth of information is paradoxical considering the academic and athletic legacy of this subgroup, as well as the noted importance of the student experience and athletic participation within Canadian universities. The aim of the study was to gather data on the experiences of Black female undergraduate students involved in varsity athletics. The goal was to gain an understanding of their experiences as students, as athletes, and as Black women. Additionally, the study intended to help fill a gap in the existing literature on race, sport, and the student experience in the Canadian context. The study employed an intersectional framework to examine how race, gender, athleticism and the student role intersect to shape the student experience. The investigation utilized a mixed method approach consisting of an online survey and in-depth interviews. This national study included participants from each of the four Canadian Interuniversity Sport (CIS) regions. Twenty-eight Black female student athletes completed the online survey, while an additional thirty-two Black
female student athletes were interviewed. The findings were divided into seven major themes: University Expectations versus Reality, Pressure and Positivity, Complex Relationships, Unique Experiences, Negotiating and Navigating, Hiding and Highlighting and Levels of Blackness. In a number of ways, the Black Canadian female student athlete's experience is similar to that of other student athletes. However, it also was found that Black female student athletes have a unique experience due to the intersection of their race, gender and athleticism. Thus, Black female student athletes have a distinct experience as they deal with racial, gender, and athletic stereotypes; the underrepresentation of Black females and Black female athletes in higher education; the intricacies of Black dating and intimate relationships; and the complex interactions within the Black communities on campus.
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Race, Gender and Interuniversity Athletics: Black Female Student Athletes in Canadian Higher EducationGabay, Danielle 09 January 2014 (has links)
Despite the documented history of women's athletics and minority students' participation in Canadian postsecondary institutions, little is known about Black female student athletes and their experiences within Canadian higher education. This dearth of information is paradoxical considering the academic and athletic legacy of this subgroup, as well as the noted importance of the student experience and athletic participation within Canadian universities. The aim of the study was to gather data on the experiences of Black female undergraduate students involved in varsity athletics. The goal was to gain an understanding of their experiences as students, as athletes, and as Black women. Additionally, the study intended to help fill a gap in the existing literature on race, sport, and the student experience in the Canadian context. The study employed an intersectional framework to examine how race, gender, athleticism and the student role intersect to shape the student experience. The investigation utilized a mixed method approach consisting of an online survey and in-depth interviews. This national study included participants from each of the four Canadian Interuniversity Sport (CIS) regions. Twenty-eight Black female student athletes completed the online survey, while an additional thirty-two Black
female student athletes were interviewed. The findings were divided into seven major themes: University Expectations versus Reality, Pressure and Positivity, Complex Relationships, Unique Experiences, Negotiating and Navigating, Hiding and Highlighting and Levels of Blackness. In a number of ways, the Black Canadian female student athlete's experience is similar to that of other student athletes. However, it also was found that Black female student athletes have a unique experience due to the intersection of their race, gender and athleticism. Thus, Black female student athletes have a distinct experience as they deal with racial, gender, and athletic stereotypes; the underrepresentation of Black females and Black female athletes in higher education; the intricacies of Black dating and intimate relationships; and the complex interactions within the Black communities on campus.
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Living between stigma and status : an exploration of the social identities, experiences, and perceptions of high-achieving Black Canadians /Gosine, Kevin. January 2005 (has links)
Thesis (Ph.D.)--York University, 2005. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 217-225). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11576
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Legacy of influence : African Canadian stories in a multicultural landscapeOdhiambo, Seonagh 11 1900 (has links)
This thesis clarifies some issues at the forefront of Multicultural education from an
anti-racist perspective. The researcher is concerned that, while school boards across the
country allegedly promote an education wherein the perspectives of all Canadian cultural
groups are included—a goal that reflects promises of both the Charter of Rights and
Freedoms and the policy of Multiculturalism—differences persist between what is
intended by policy makers and what perspectives are actually included in the curriculum.
These contradictions between intentions and conduct are explored by exarmning the
effects of Multicultural ideology on the discursive borders of Canadian education. These
ideas are then related to the specific example of African Canadian history. Past and present
contradictions between Canadian policies and practices toward African Canadians are
scrutinized. The issue of African Canadian exclusion from the Canadian Literary Canon is
emphasized and this problem is related through a discussion of the Canadian publishing
industry.
The writer argues that different kinds of opportunities are required that help learners
explore the subject of racism on an emotional level, develop in-depth understandings
about African Canadian history and cultures, and give learners opportunities to listen to
African Canadian perspectives. The idea that African Canadian literature could be utilised
by educators is suggested as a way to start establishing a basis for education where
African Canadian perspectives are represented on equal terms.
Pedagogical problems that might arise with the introduction of these stories into the
curriculum are addressed. The writer argues that Canadian education developed out of a
context of oppression. Postmodern research paradigms are suggested as a way to explore
these issues. Following on the diverse writing styles that are used in postmodern inquiries,
an excerpt from a play by the writer is included. Both the play and the discussion
intentionally disrupt the suggestion of a self-Other dichotomy that is sometimes present in
education and research. The writer explores this territory and ultimately suggests the
possibility of negotiating relationships that are not defined by oppression, but that
acknowledge the pain that oppression causes.
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Un/settled migrations : rethinking nation through the second generation in Black Canadian and Black British women's writing /Medovarski, Andrea Katherine. January 2007 (has links)
Thesis (Ph.D.)--York University, 2007. Graduate Programme in English. / Typescript. Includes bibliographical references (leaves 343-355). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR29339
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| 6 |
Legacy of influence : African Canadian stories in a multicultural landscapeOdhiambo, Seonagh 11 1900 (has links)
This thesis clarifies some issues at the forefront of Multicultural education from an
anti-racist perspective. The researcher is concerned that, while school boards across the
country allegedly promote an education wherein the perspectives of all Canadian cultural
groups are included—a goal that reflects promises of both the Charter of Rights and
Freedoms and the policy of Multiculturalism—differences persist between what is
intended by policy makers and what perspectives are actually included in the curriculum.
These contradictions between intentions and conduct are explored by exarmning the
effects of Multicultural ideology on the discursive borders of Canadian education. These
ideas are then related to the specific example of African Canadian history. Past and present
contradictions between Canadian policies and practices toward African Canadians are
scrutinized. The issue of African Canadian exclusion from the Canadian Literary Canon is
emphasized and this problem is related through a discussion of the Canadian publishing
industry.
The writer argues that different kinds of opportunities are required that help learners
explore the subject of racism on an emotional level, develop in-depth understandings
about African Canadian history and cultures, and give learners opportunities to listen to
African Canadian perspectives. The idea that African Canadian literature could be utilised
by educators is suggested as a way to start establishing a basis for education where
African Canadian perspectives are represented on equal terms.
Pedagogical problems that might arise with the introduction of these stories into the
curriculum are addressed. The writer argues that Canadian education developed out of a
context of oppression. Postmodern research paradigms are suggested as a way to explore
these issues. Following on the diverse writing styles that are used in postmodern inquiries,
an excerpt from a play by the writer is included. Both the play and the discussion
intentionally disrupt the suggestion of a self-Other dichotomy that is sometimes present in
education and research. The writer explores this territory and ultimately suggests the
possibility of negotiating relationships that are not defined by oppression, but that
acknowledge the pain that oppression causes. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Ethnic and Racial Self-Definitions of Second-Generation Canadians: An Analysis of DiscourseLitchmore, Rashelle 24 October 2012 (has links)
The present study was designed to investigate the social construction of racial and ethnic identities and categories among second-generation Canadian youth who identify as, or can be physically identified as Black. A culturally diverse sample of 34 participants aged 13 – 19 years was recruited from communities in the General Toronto Area to participate in six discussion groups. Discourse analysis was utilized to demonstrate the fluidity and negotiability of racial and ethnic identity, and the role of the immediate and wider social contexts in the constructions of these identities and the content of their associated social categories. Results are discussed with regards to the implications of the reliance on mainstream social-cognitive approaches that do not adequately address the social construction of these phenomena.
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Multiculturalism and the De-politicization of Blackness in Canada: the case of FLOW 93.5 FMMcKenzie, Kisrene 11 December 2009 (has links)
This thesis presents a case study of Canada’s first Black owned radio station, FLOW 93.5 FM, to demonstrate how official multiculturalism, in its formulation and implementation, negates Canada’s history of slavery and racial inequality. As a response to diversity, multiculturalism shifts the focus away from racial inequality to cultural difference. Consequently, Black self-determination is unauthorized. By investigating FLOW’s radio license applications, programming and advertisements, this thesis reveals just how the vision of a Black focus radio station dissolved in order to fit the practical and ideological framework of multiculturalism so that Blackness could be easily commodified. This thesis concludes that FLOW is not a Black radio station but instead is a multicultural radio station – one that specifically markets a de-politicized Blackness. As a result, multiculturalism poses serious consequences for imagining and engaging with Blackness as a politics that may address the needs of Black communities in Canada.
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| 9 |
Multiculturalism and the De-politicization of Blackness in Canada: the case of FLOW 93.5 FMMcKenzie, Kisrene 11 December 2009 (has links)
This thesis presents a case study of Canada’s first Black owned radio station, FLOW 93.5 FM, to demonstrate how official multiculturalism, in its formulation and implementation, negates Canada’s history of slavery and racial inequality. As a response to diversity, multiculturalism shifts the focus away from racial inequality to cultural difference. Consequently, Black self-determination is unauthorized. By investigating FLOW’s radio license applications, programming and advertisements, this thesis reveals just how the vision of a Black focus radio station dissolved in order to fit the practical and ideological framework of multiculturalism so that Blackness could be easily commodified. This thesis concludes that FLOW is not a Black radio station but instead is a multicultural radio station – one that specifically markets a de-politicized Blackness. As a result, multiculturalism poses serious consequences for imagining and engaging with Blackness as a politics that may address the needs of Black communities in Canada.
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