The unresolved long-term effects of slavery and past and ongoing systemic racism directed toward Black Americans can be seen in the devaluing and aggressively racist treatment of Black students in Los Angeles County schools. Through qualitative interviews with Black education community members in Los Angeles County, this study collected Black education community members’ perspectives on the need for a multiphase education reparations system for Black youth, beginning with early learners (ages 0 to 8), and what components such a system should include. Participants overwhelmingly supported an education reparations system due to the over-policing and criminalization of Black students and the history of racist and unjust policies and inequitable education; participants suggested multiple components of a potential education reparations system that can be grouped as student supports, family supports, educational resources, and societal and policy reforms. The study concludes with a proposal for introducing an education reparations system in Los Angeles County led by Black community leaders and grounded in community outreach and ongoing organizing.

No description available.

Thirty-three young Black men of the Post-Hip Hop Generation (ages 18-25) in Austin, TX, participated in a qualitative study centering on questions investigating Black manhood, media use, and the consumption of popular cultural products. Further, the researcher examined representations of Black men throughout music videos, films, and MySpace profiles. The purpose of this study was to enhance our knowledge about how Black manhood is being defined, conceptualized, and expressed by young Black men, and how significant media and cultural consumption plays a role in their lives. This study probes six questions: RQ1: How do young Black males interpret the images and messages about Black men from mainstream media? RQ2: What types of cultural products are being consumed by young Black men? Why do they consume them? RQ3: How do young Black males define Black manhood? RQ4: Do these cultural products influence the ways that young Black men define/express Black manhood? If so, how? Focus group sessions were conducted throughout the study, which were video recorded and transcribed. Transcriptions were then imported into a qualitative software program known as Atlas.ti, where statements related to the purpose of the study were coded and analyzed. These coded statements were then compared to observations made by the researcher from the examined media representations. / text

Thesis (M.A.) -- University of Limpopo, 2008. / The Black youth struggled against the apartheid regime as the title indicates because as Blacks the policy made them to suffer. They were oppressed in the country of their birth. Before the militant youth involvement in the liberation struggle in the 1970s there were a few Black youths who tried to force the government to relinquish its policy. They were unsuccessful. This was because they were opposed to the government as members of the various Black organisations. They were not united. SASO with its Black Consciousness philosophy brought unity amongst all the Black youth and put them on the vanguard of the struggle. These youth did not just mobilize and unite Blacks (organisation and non organisation members) through public criticism of the apartheid system. They also mounted physical attacks on enemy targets such as police stations etc. South Africa became ungovernable. This resistance compelled the government to release political prisoners and to relinquish power in 1994.

Made available in DSpace on 2015-05-07T15:09:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2017320 bytes, checksum: 413a6d87a9afe321737ffe56312032ad (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this paper is to analyze the application of the multimidia resources in the classroom, specially the computer as in improvement for the Literature teaching face to the pedagogical practice in CEFET-AL, and verify how the use of these new technologies means will contribute to the progress of this pedagogical action. For that, it uses as theoretical reference mainly the contributions of Pierre Lévy (that studies the new technologies and the changes of the world nowadays) emphasizing the new relation with knowledge due to these changes, besides authors working in Teaching and Literature fields, such as Nelly Novaes Coelho, Marisa Lajolo, Fortini, Afrânio Coutinho, among others. It is appropriate to point out the importance of Reading when doing literature, where both are inseparable and interdependent. The corpus was organized base don written questionnaires with closed and mixed questions to a total 0f 79 students of the three years of the Medium Level (equivalent to High School) of CEFET-AL, and also a recorded interview with four teachers of the Language Area of this Institution. / O presente estudo, desenvolvido no Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal da Paraíba (UFPB), cujo tema é O Rap do movimento Hip-Hop nordestino como prática educativa da juventude negra, na cidade de João Pessoa-PB. A investigação central analisa o Rap do movimento Hip-Hop nordestino, aliado ao Coco de Embolada , significando uma forma do Repente nordestino , e como estes podem contribuir como prática educativa urbana da juventude negra. A metodologia é constituída de três momentos. No primeiro, está foi realizada a pesquisa bibliográfica. No segundo, a pesquisa documental e, por fim, a pesquisa participante. Verificamos até agora que o advento de um Repente-Rap, como manifestação híbrida desse encontro, contempla a associação dos elementos plásticos, cênicos e educativos que se entrecruzam nos universos da cultura Hip-Hop e da cantoria nordestina, tendo um papel fundamental na forma de denúncia social, além do fortalecimento do pertencimento étnico racial dessa juventude, confabulando novas formas de uma auto-gestão de lazer e sociabilidade juvenil negra. A pesquisa busca revelar novos modos de ser jovem negro na periferia brasileira e, para isto, o estudo foi ao encontro de respostas qualitativas sobre os desdobramentos das práticas de sociabilidades entre os Rappers paraibanos, pernambucanos e descendentes nordestinos da cidade de São Paulo, verificando que estas práticas vêm atualmente promovendo um protagonismo juvenil na periferia da cidade.

Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.

The purpose of this study was to explore a phenomenon known as pexing that is prevalent in South Africa‟s Black youth. The study aimed to explore the nature of pexing in relation to other conspicuous consumption behaviours and understand the drivers for this behaviour. The study interviewed a sample of 10 participants. Findings of the study indicated that pexing is similar to conspicuous consumption but also has aspects that are distinct to it and the researcher proposes a framework and term (destructive conspicuous consumption) for this noted consumption activity. The study also shows that although different to anti-consumption pexing has some anti-consumption behaviours. The study also identifies antecedents that lead to the noted behaviour and these range from a low income environment to adult modelling. Relationships and links between antecedents; coping strategies and the resultant consumption activity (Pexing) was demonstrated. The research then concludes by making recommendation to both government and marketers in light of the findings of this research. The research also highlights some socio-economic considerations of pexing and also suggests other variables to be researched that are key to further understanding of pexing. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

No description available.

[pt] A escola discursa sobre as possibilidades ampliadas de ingresso dos jovens na Educação Básica. Entretanto, principalmente no Ensino Médio, o que chama a atenção é o número elevado dos que deixam de frequentar as aulas e não concluem a formação, bem como daqueles que a concluem de modo mais precário pelas reiteradas interrupções. Em uma escola da Zona Oeste da cidade do Rio de Janeiro, chamou a atenção o fato de que este afastamento da vida escolar no início do Ensino Médio chegava a números expressivos já no primeiro semestre do ano de ingresso, e que a maioria dos alunos desta escola era negra. Sendo, então, inegável a pertinência para a pergunta sobre as causas que conduziam ao problema, considerando que a educação é um direito humano, conforme expresso na Constituição do Brasil e previsto na Declaração Universal dos Direitos Humanos. A melhor resposta encontrada será aquela que assegure os direitos previstos, enfrentando o racismo, a pobreza, a violência e o abandono, causas geradoras de exclusão. O método utilizado nesta pesquisa compreende fragmentos da memória do pesquisador em sua trajetória como professor da escola mencionada, apoiado por revisão bibliográfica. A ideia de juventudes favorece a explicitação do que deve ser chamado de juventude negra. Do mesmo modo, o racismo, enquanto estruturante da sociedade brasileira, analisado isoladamente e na sua conjunção com o Ensino Médio, forma a base para a denominação do conceito de exclusão escolar. / [en] The school talks about the expanded possibilities of young people entering Basic Education, however, especially in High School, what draws attention is the high number of those who stop attending classes and do not complete the training, as well as those who complete it in a more precarious way, due to the repeated interruptions. In a school in the West Zone of the city of Rio de Janeiro, attention was drawn to the fact that this distance from school life at the beginning of high school reached significant numbers in the first semester of the year of entry, and that most of the students in this school were black. Therefore, the pertinence of the question about the causes that led to the problem is undeniable, considering that education is a human right, as expressed in the Constitution of Brazil and provided for in the Universal Declaration of Human Rights. The best response found will be the one that ensures the rights provided, facing racism, poverty, violence and abandonment, causes that generate exclusion. The method used in this research comprises fragments of the researcher s memory in his trajectory as a teacher at the mentioned school, supported by a bibliographic review. The idea of youth favors the explicitness of what should be called black youth. In the same way, racism, as a structuring factor of Brazilian society, analyzed in isolation, and in its junction with High School, forms the basis for the denomination of the concept of school exclusion

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-04T18:34:34Z No. of bitstreams: 1 DissPRC.pdf: 2548907 bytes, checksum: c0d0ae1537060be8cd4b9a05289a1344 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T18:22:32Z (GMT) No. of bitstreams: 1 DissPRC.pdf: 2548907 bytes, checksum: c0d0ae1537060be8cd4b9a05289a1344 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T18:22:40Z (GMT) No. of bitstreams: 1 DissPRC.pdf: 2548907 bytes, checksum: c0d0ae1537060be8cd4b9a05289a1344 (MD5) / Made available in DSpace on 2016-10-20T18:22:48Z (GMT). No. of bitstreams: 1 DissPRC.pdf: 2548907 bytes, checksum: c0d0ae1537060be8cd4b9a05289a1344 (MD5) Previous issue date: 2016-05-11 / Não recebi financiamento / This study investigates the influence of Law 12.711/12 on the educational expectations of graduating young black high school of Paulo de Almeida Nogueira School of Cosmopolis - SP. Racial inequalities in Brazilian society, particularly in the federal public university, have been combated by the Brazilian State with Affirmative Action Policies for blacks in education. The Law 12.711/12 created the reserve positions of Federal Institutions of Higher Education for students, blacks and indigenous people, public school. The field research was conducted in two phases. At first, a questionnaire to all graduating junior high school has been applied. In the second, we interviewed fourteen young blacks. We found the prevalence of the myth of racial ideologies of democracy and meritocracy in positions of black youth as ways to cover up racial inequality and, in turn, deny the Affirmative Action Policy, in particular the Law 12.711/12. Affirmative Action policies are the result of social struggles of black movements to combat racial inequality covert racism, prejudice and racial discrimination. However, we found ambiguity in the positions of the research subjects in relation to the law, because they do not adhere to the waves of reserve policies to access the public university because they consider that are not inferior by race and skin color - they believe in equality as structuring of race relations. On the other, question the precariousness of public school that does not prepare them to have access to public higher education. They consider that young people from private schools have more access to public universities. We note, too, that their positions are aligned with the space that his parents occupy in capitalist society. The survey results showed that the Law 12.711/12 does not influence the educational expectations of young black public high school, for expressing wish to enter the labor market and continue studies in technical courses and / or private universities. / Este estudo investiga a influência da Lei 12.711/12 sobre as expectativas educacionais de jovens negros concluintes do ensino médio da Escola Paulo de Almeida Nogueira, de Cosmópolis - SP. As desigualdades raciais na sociedade brasileira, em particular na universidade pública federal, têm sido combatidas pelo Estado Brasileiro com Políticas de Ações Afirmativas para negros na educação. Neste sentido, a Lei 12.711/12 criou a reserva de vagas das Instituições Federais de Ensino Superior para estudantes, negros e indígenas, de escola pública. A pesquisa de campo foi realizada em duas etapas. Na primeira, foi aplicado um questionário para todos os jovens concluintes do ensino médio. Na segunda, entrevistamos catorze jovens negros. Constatamos a prevalência das ideologias do mito da democracia racial e meritocracia nos posicionamentos dos jovens negros como formas de encobrir a desigualdade racial e, por sua vez, negar as Políticas de Ações Afirmativas, em especial, a Lei 12.711/12. As Políticas de Ações Afirmativas são fruto das lutas sociais dos movimentos negros para combater a desigualdade racial encoberta pelo racismo, preconceito e discriminação raciais. Todavia, observamos a presença da ambiguidade nos posicionamentos dos sujeitos da pesquisa em relação à Lei. De um lado, não aderem às políticas de reservas de vagas para ter acesso à universidade pública, porque consideram que não são inferiores pela raça e pela cor da pele – pois acreditam na igualdade como estruturante das relações raciais. Por outro, questionam a precarização da escola pública que não os prepara para ter acesso ao ensino superior público. Em contrapartida, os jovens oriundos de escola particular têm maior possibilidade de acesso às universidades públicas. Constatamos, também, que seus posicionamentos estão alinhados com o espaço que seus pais ocupam na sociedade capitalista. Os resultados da pesquisa apontaram que a Lei 12.711/12 não influencia as expectativas educacionais dos jovens negros de Ensino Médio público, por manifestarem pretender ingressar no mercado de trabalho e continuar os estudos em cursos técnicos e/ou universidades privadas.