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Pesquisas sobre a escola pública brasileira revelam a existência de diferenciações no desempenho dos educandos negros em relação aos demais, notadamente na disciplina de Matemática. Desse pressuposto e, a partir de relação entre identidade cultural e cognição presente nas proposições da Etnomatemática, afloraram questões que levaram as indagações iniciais do trabalho que podem ser assim colocadas: como aconteceram as manifestações de resistência negra urbana nos séculos XIX e XX? Qual a realidade vivenciada pelos negros no processo e no desenvolvimento da educação brasileira, sobretudo no período indicado? Que contribuições a Etnomatemática pode oferecer para a reconstrução dos currículos escolares que se proponham a valorizar os supostos saberes negros gerados dos processos de resistência? A partir desses pressupostos o trabalho se propõe investigar essas possibilidades por meio de um estudo de caso que toma como referência duas escolas de região de Pirituba, no município de São Paulo, ambas situadas num raio próximo ao núcleo de uma região indiciada como o primeiro quilombo urbano do município. Daí a questão da pesquisa, que busca: \"analisar a maneira como os educadores matemáticos trabalham a herança cultural do educando no cotidiano e nas aulas de Matemática\". / Researches about Brazilian public school reveal that there is a differentiation in the performance of the black students in relation to the others, mainly in Mathematics. We presupposed that and, from the relation between cultural identity and cognition present on the propositions of the Ethnomathematics, appeared questions that lead us to the first indagations of the work, which are: how did the Negro resistance manifestations occur in the XIX and XX centuries? Which is the reality of the black people in the process and during the Brazilian educational development, mainly in the indicated period? What contributions can the Ethnomathematics give to the reconstruction of the educational curriculums to valorize the supposed black knowledge that was brought from the resistance process? From these considerations, the work intends to investigate these possibilities through a study of a case of two schools in the region of Pirituba, in São Paulo, both situated in a ray next to the nucleon of a region that was the first hiding-place of fugitive Negro slaves of the city. So, the question of the research intends to analyze the manner as the Mathematics teachers work the cultural heritage of the student daily and at the Mathematics classes.

Where Outreach Meets Outrage: Racial Equity at the Canada Council for the Arts (1989-1999), examines the early formation of racial equity policies at The Canada Council for the Arts. In this research project, I am primarily interested in understanding the ways in which ‘culture’ is employed by the state, the Canada Council for the Arts and by black artists to articulate and communicate complex issues that pertain to notions of art, citizenship, solidarity, justice, multiculturalism, belonging and nationhood. The research places culture and cultural production centrally within claims and calls by racialized artists for the ethical redistribution of societal resources and participation in societal structures. I look at questions of how community is produced and struggled over in relation to claims for cultural resources. This thesis employs an interdisciplinary approach drawn from the disciplines of sociology, anthropology and critical cultural studies to allow the complex relationships between activities of the Canadian state, racial equity policy making at the Canada Council, and grass roots social activism to emerge. I argue that state practices of management are elastic and that racial equity policies at the Canada Council emerged out of a confluence of transformational activities simultaneously taking place at the state/institutional and grassroots levels. The significance of this research project is that it fuses contemporary cultural production and art within contemporary social justice paradigms that seek to understand the processes and practices within liberalism that produce oppressions and resistance through an exclusionary politics of representation. This dissertation study will have both applied and theoretical implications in the Canadian context both within and outside of the academy in the fields of the arts, cultural policy and education.

Where Outreach Meets Outrage: Racial Equity at the Canada Council for the Arts (1989-1999), examines the early formation of racial equity policies at The Canada Council for the Arts. In this research project, I am primarily interested in understanding the ways in which ‘culture’ is employed by the state, the Canada Council for the Arts and by black artists to articulate and communicate complex issues that pertain to notions of art, citizenship, solidarity, justice, multiculturalism, belonging and nationhood. The research places culture and cultural production centrally within claims and calls by racialized artists for the ethical redistribution of societal resources and participation in societal structures. I look at questions of how community is produced and struggled over in relation to claims for cultural resources. This thesis employs an interdisciplinary approach drawn from the disciplines of sociology, anthropology and critical cultural studies to allow the complex relationships between activities of the Canadian state, racial equity policy making at the Canada Council, and grass roots social activism to emerge. I argue that state practices of management are elastic and that racial equity policies at the Canada Council emerged out of a confluence of transformational activities simultaneously taking place at the state/institutional and grassroots levels. The significance of this research project is that it fuses contemporary cultural production and art within contemporary social justice paradigms that seek to understand the processes and practices within liberalism that produce oppressions and resistance through an exclusionary politics of representation. This dissertation study will have both applied and theoretical implications in the Canadian context both within and outside of the academy in the fields of the arts, cultural policy and education.

Pesquisas sobre a escola pública brasileira revelam a existência de diferenciações no desempenho dos educandos negros em relação aos demais, notadamente na disciplina de Matemática. Desse pressuposto e, a partir de relação entre identidade cultural e cognição presente nas proposições da Etnomatemática, afloraram questões que levaram as indagações iniciais do trabalho que podem ser assim colocadas: como aconteceram as manifestações de resistência negra urbana nos séculos XIX e XX? Qual a realidade vivenciada pelos negros no processo e no desenvolvimento da educação brasileira, sobretudo no período indicado? Que contribuições a Etnomatemática pode oferecer para a reconstrução dos currículos escolares que se proponham a valorizar os supostos saberes negros gerados dos processos de resistência? A partir desses pressupostos o trabalho se propõe investigar essas possibilidades por meio de um estudo de caso que toma como referência duas escolas de região de Pirituba, no município de São Paulo, ambas situadas num raio próximo ao núcleo de uma região indiciada como o primeiro quilombo urbano do município. Daí a questão da pesquisa, que busca: \"analisar a maneira como os educadores matemáticos trabalham a herança cultural do educando no cotidiano e nas aulas de Matemática\". / Researches about Brazilian public school reveal that there is a differentiation in the performance of the black students in relation to the others, mainly in Mathematics. We presupposed that and, from the relation between cultural identity and cognition present on the propositions of the Ethnomathematics, appeared questions that lead us to the first indagations of the work, which are: how did the Negro resistance manifestations occur in the XIX and XX centuries? Which is the reality of the black people in the process and during the Brazilian educational development, mainly in the indicated period? What contributions can the Ethnomathematics give to the reconstruction of the educational curriculums to valorize the supposed black knowledge that was brought from the resistance process? From these considerations, the work intends to investigate these possibilities through a study of a case of two schools in the region of Pirituba, in São Paulo, both situated in a ray next to the nucleon of a region that was the first hiding-place of fugitive Negro slaves of the city. So, the question of the research intends to analyze the manner as the Mathematics teachers work the cultural heritage of the student daily and at the Mathematics classes.

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This dissertation draws upon literary and cultural studies, hip-hop studies, and hip-hop feminism to explore Black women’s critical engagement with the boundaries of Black womanhood in the cultural productions of street literature and hip-hop music. The term “troublesome” motivates my analysis as I argue that the works of writers Teri Woods and Sister Souljah and of rapper Lil’ Kim create narratives that alternately highlight, reproduce, and challenge racist, classist, and sexist discourse on Black womanhood. Such narratives reveal hip-hop to be a site for critical reflection on Black womanhood and offer context-specific examples of the intersectionality of hip-hop generation women’s experiences. This project also incorporates ethnographic methods to document and validate the experiential knowledge of street literature readers. In the growing body of scholarship on street literature (sometimes called hip-hop fiction), there is limited work on the intertextuality of hip-hop music and street literature, and the dialogic nature of their listening and reading publics. This project offers an analysis of the discursive contributions of street literature texts, hip-hop music, and consumers and participants of hip-hop culture by reading the texts and sites of the culture as constitutive of a Black public sphere. By using the framework of hip-hop feminism to analyze street literature and hip-hop music, this dissertation argues that these women’s works demonstrate the possibilities in and through both popular mediums to trouble understandings of what Black feminism for the hip-hop generation is or can become. / Dissertation / Doctor of Philosophy (PhD)

The purpose of this thesis is to discover and assess the rhetorical methods employed by LeRoi Jones in the evolution of cultural black nationalism. First, the thesis concentrates on his ethos and philosophy. Second, it analyzes the cultural black nationalism organization in Newark, New Jersey. Third, it discusses the impact of LeRoi Jones on the black cultural nationalism movement. The conclusions drawn from this study reveal that LeRoi Jones was able to attract, maintain, and mold his followers, to build a sizable power base, and to adapt to several audiences simultaneously. Implications of the study are that because of his rigid requirements and a gradual change in ideology, LeRoi Jones is now losing ground as a leader.

Improving the retention and graduation of African Americans and other minority groups in higher education is an important but highly politicized issue on college and university campuses. Prior studies emphasize the relationship between minority retention and achievement, cultural diversity, and racial policies and climates at predominantly White colleges and universities in the United States. In response to the need for further research, the effects of institutional actions related to diversity, minority group and African American retention, and social integration initiatives on African American graduation rates were examined for a national sample of United States (U.S.) colleges and universities. From a potential list of 7,018 colleges and universities, 2,233 met the inclusion criteria for the study. But necessary and complete information from national directories and the census could only be found for the final sample of 1,105. After dropping 30 outliers, several multiple regression analyses identified the institutional actions, social, and demographic factors that best predicted graduation rates. Public U.S. colleges and universities located in the Midwest region had lower African American graduation rates than private colleges and universities located in the South. Higher African American graduation rates occurred in colleges and universities with Black cultural centers, higher first-year retention rates, higher women enrollment rates, a higher number of student organizations, and Division III athletic programs. Colleges and universities located in a town had higher African American graduation rates than those located in a city, suburb, or rural area.