Relationships are important for older black people in their endeavours to understand the world. The relationships of older black people have, however, undergone many changes. This article attempts to explore the relational experiences of older black women using the MmogomethodTM as a projective technique to obtain insight into the meanings they attach to the changed relations. The Mmogo–methodTM (Roos, 2008; 2011) is a culturally sensitive research tool. Eight Swazi–speaking women from eMalahleni in Mpumalanga, South Africa, with ages ranging from 68 to 88, participated in the research. The research participants were asked to create visual representations using malleable clay, beads and dry grass stalks to illustrate aspects of their experiences of relationships with those around them. They then took part in focus group discussions. Thematic content analysis was used to analyse the data. The findings revealed that the older women in the study contributed to relationships by providing financial support and by taking care of their families and extended families. They provided financial support by using their government grants to look after their households. In turn, they received selective physical, emotional and spiritual support. The research revealed that the older women generally identified one particular person with whom they established a close relationship. They felt understood in this relationship, which they described as comforting because their needs were perceived and met by the particular person. The older women also emphasised the emotional support they received from the community, which came mainly from people of the same age thus giving them the opportunity to share information and experiences with their peers while taking part in various activities and while relaxing. Spiritual support was also a key factor in the relationships among the older people - they could, for example, share their experiences of life with fellow church members, and church members also looked after and supported each other in times of illness. The relational challenges experienced by the older black women were a lack of protection, a lack of help and support in taking care of their houses, the absence of men, changed norms and values, and the loss of relationships. The older women said that they felt overwhelmed and stressed by these challenges. They also felt estranged from intergenerational relationships, which were traditionally regarded as a potential sources of support and care for older persons. They also did not know how to approach the relationships differently because the familiar norms and values that had guided intergenerational relationships had changed. The older women in the study said that they had felt cared for and safe in previous intergenerational relationships. They longed for the past when, in their view, clear norms and values guided relational interactions. They felt stressed and overwhelmed by the absence of men in their traditional roles as providers. Contemporary men also did not fulfil their duties when compared with men in the old days. The Mmogo–methodTM which was applied as a projective technique, revealed the meanings the older black women attached to relationships in their lives. As part of a cross–cultural, intergenerational research project, this method gave valuable insight into how older black women perceive their contributions and the challenges related to their relationships. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Black women currently and historically have faced challenges as faculty in higher education. The problem the study addressed was the lack of intellectual study and resulting literature about Black women faculty in the field of Instructional Technology. This research sought to gain better insight into experiences of Black women professors in Instructional Technology. Specifically, the purpose of this research was to identify and describe the lived experiences of Black women who are tenure-track faculty in the Instructional Technology professoriate. A review of literature regarding faculty work, Black faculty in the Academy, Women in the Academy and Black women in the Academy provide groundwork for the investigation. The study employed a phenomenological methodology to answer the research questions. Siedman’s (2005) “three-interview series model” was used to collect data from the participants. The researcher facilitated three 90 minute interviews with each participant – the life history interview, the current experience interview and the meaning-making interview. The findings of this research indicate that the support of their parents and attendance at integrated grade schools prepared the participants to work in their current positions. As they worked in the professoriate, these Black women realized that they had to self-advocate and set their own boundaries. They made meaning of their experiences by connecting it to their faith and realizing that they were not in the position for themselves. The implications of this study are also indicated in the advice the participants gave to Black women who wish to pursue careers in the Instructional Technology professoriate.

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Vita. Includes bibliographical references.

Esta dissertação trata dos movimentos de resistência ao questionamento judicial acerca da validade do exercício profissional de professoras negras admitidas por meio de cotas raciais em um concurso público municipal realizado na cidade de Porto Alegre, no ano de 2005. A ação judicial, protagonizada pelo Tribunal de Contas do Rio Grande do Sul (TCE/RS), considerava a política de cotas inconstitucional. O estudo problematiza como estas mulheres negras, professoras e cotistas ressignificaram suas histórias de vida e de atuação docente a partir dessa experiência. Constitui-se no campo da pesquisa em Educação, com abordagem qualitativa, utilizando estratégias metodológicas como a entrevista compreensiva (KAUFFMANN, 2013) e a análise documental e se anuncia dentro dos princípios da pesquisa ativista (D’SOUZA, 2014). Opero com a categoria raça como fundamento do fenômeno em análise, destacando-o como expressão do racismo institucional. Simultaneamente, ressalto memórias da vivência desse racismo, contadas por seis mulheres capazes de agenciar e resistir, movidas pelas histórias de seus ancestrais, de seus familiares e dos grupos do movimento negro que a elas se uniram. Ressalto como conclusão parcial o fato de que essas mulheres deixaram uma marca negra por dentro da institucionalidade, criando brechas, rompendo barreiras, avançando e retrocedendo, garantindo uma política pública que se estende até hoje aos cidadãos porto-alegrenses. Este trabalho é fruto dessas marcas e objetiva sistematizar fragmentos das diversas possibilidades epistemológicas que as professoras negras cotistas proporcionam através de suas subjetividades desestabilizadoras (GOMES, 2017). / The dissertation deals with the movements of resistance to judicial questioning about the validity of the professional exercise of black teachers, admitted through racial quotas in municipal public tender held in the city of Porto Alegre, in the year of 2005. The lawsuit, starring by the Court of Auditors of Rio Grande do Sul (TCE/RS), considered the policy of quotas unconstitutional. The study problematizes as these black women, quota teachers, resignified their stories of life and teaching acting, from this experience. It constitutes in the field of research in education, with qualitative approach, using methodological strategies such as the comprehensive interview (KAUFFMANN, 2013) and the documentary analysis. It is advertised within the principles of activist research (D'SOUZA, 2014). It operates with the race category to understand the phenomenon under analysis, highlighting it as an expression of institutional racism. Simultaneously, it highlights memories of the experimentation of this racism, told by six women, capable of acting and resisting, driven by the stories of their ancestors, their families and the groups of the black movement that joined them. As a partial conclusion, the fact that these women left black marks within the institutional framework, creating gaps, breaking barriers, advancing and receding, guaranteeing a public policy that extends to the citizens of Porto Alegre. The work is tributary to these marks and systematizes fragments of the various epistemological possibilities constructed from the destabilizing subjectivities (GOMES, 2017) of black teachers.

Doctor of Philosophy / Department of Adult Learning and Leadership / Kakali Bhattacharya / Royce Ann Collins / The purpose of this qualitative study was to explore how two Black women, born 1946 to 1964, discuss their sexuality in relation to their understanding of spirituality and informal learning. Using the Black Feminine Narrative Inquiry framework informed by womanism, Black feminism, and narrative structures used by Black women novelists, this qualitative study analyzed the vulnerable, empowered, and spirit-driven narratives (VES Narratives) collected from the participants to explore their experiences with spirituality, sexuality, and informal learning. The data collection methods included wisdom whisper talks to elicit spirituality and sexuality timelines and glean information from the participants’ treasure chests.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-22T18:00:24Z No. of bitstreams: 1 Dissertacao Luciana Anunciacaoseg.pdf: 1924373 bytes, checksum: bae257e7a2c9b07ff3d991d03dd89756 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-26T11:09:16Z (GMT) No. of bitstreams: 1 Dissertacao Luciana Anunciacaoseg.pdf: 1924373 bytes, checksum: bae257e7a2c9b07ff3d991d03dd89756 (MD5) / Made available in DSpace on 2013-05-26T11:09:16Z (GMT). No. of bitstreams: 1 Dissertacao Luciana Anunciacaoseg.pdf: 1924373 bytes, checksum: bae257e7a2c9b07ff3d991d03dd89756 (MD5) Previous issue date: 2005 / Este trabalho trata da irmandade da Boa Morte de São Gonçalo dos Campos-Bahia, o cotidiano e visões de mundo de suas integrantes, mulheres negras que pertenciam aos segmentos mais baixos da sociedade. A irmandade da Boa Morte é produto da ressignificação de instituições femininas africanas e da religiosidade católica e, concomitantemente, tornou-se espaço de outras práticas religiosas de origem afro, à sombra do catolicismo. O universo cronológico é de 1900-1950. Período em que a Igreja Católica queria restaurar a sua influência na sociedade brasileira a fim de enquadrar o catolicismo popular nos parâmetros estabelecidos pela ortodoxia eclesiástica e reaproximar-se do Estado. A irmandade da Boa Morte foi uma das maiores expressões da religiosidade popular no município, além de ter sido um espaço de sociabilidade para mulheres negras e discriminadas na sociedade local. / Salvador

SOUSA, Alba Patricia Passos de. O zinidor “silencioso” das mulheres negras de Floriano-PI. 2017. 96f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-22T13:04:42Z No. of bitstreams: 1 2017_dis_appsousa.pdf: 1683508 bytes, checksum: 1a13b0366786a39462d08fa1091964d9 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-22T14:19:39Z (GMT) No. of bitstreams: 1 2017_dis_appsousa.pdf: 1683508 bytes, checksum: 1a13b0366786a39462d08fa1091964d9 (MD5) / Made available in DSpace on 2017-03-22T14:19:39Z (GMT). No. of bitstreams: 1 2017_dis_appsousa.pdf: 1683508 bytes, checksum: 1a13b0366786a39462d08fa1091964d9 (MD5) Previous issue date: 2017 / O presente estudo tem como enfoque os conhecimentos da mulher negra a partir da modalidade educação não intencional informal, pois a mesma alcança vários aprendizados do cotidiano que são influenciados e repassados através do meio cultural e social do indivíduo. É bem verdade que as ideias as quais permeiam o termo educação estão entremeados de fatores ideológicos, religiosos e culturais que exercem influência no ambiente sociocultural da pessoa. Desse modo investigamos como a educação informal contribuiu para a construção de uma cultura da mulher negra do bairro Irapuá II. Nos estudos da Saffioti (1987) apontam que a mulher negra é vítima de preconceito triplo, uma vez que são discriminadas, em relação ao gênero, por homens negros e brancos. São discriminações por serem negras ou pertencerem a grupos étnicos, além disso sofrem preconceitos por estarem situadas geograficamente em regiões marginalizadas. Assim, a fundamentação metodológica da pesquisa baseia-se em Weber (1992) para entender o método compreensivo;para interpretar as narrativas, utilizamos o Geertz (2008), já que nosso estudo é de cunho etnográfico.A pesquisa é de abordagem qualitativa, então, seguimos as orientações de Bauer e Gaskell (2008), para falarmos sobre memória, como fonte, usamos Halbwachs (1968) e Xavier (2010). Quando falamos de narrativas seguimos o pensamento de Tuchman (1991). Usamos a fotografia como fonte, então, utilizamos as recomendações de Loizos (2011). Em relação aos instrumentos utilizados na pesquisa, usamos como aporte teórico Ferrarotti (2014) e Lakatos (2003). Nossa fundamentação teórica é a luz da Saffioti (1987), Louro (2003) na discussão da mulher enquanto gênero. Quando nos referimos a educação, construímos o texto a partir das compreensões de Romanelli (1986), Gadotti (2008,) Farias Filho (2000), assim como o entendimento em relação à educação informal pelas pesquisas de Gohn (2010), Libâneo (2010) e Durkheim (2007). Ainda aludimos a uma discussão sobre pertencimento, identidade e identificação, tendo como o aporte teórico se Bauman (2005), Bezerra de Menezes (2000), Hall (1997) Martinho Rodrigues (2014) e Levi Strauss (1993). E, com o intuito de termos uma maior compreensão sobre o termo cultura, seguimos o pensamento antropológico de Geertz (2008) e Laraia (1986). Utilizamos outros autores na construção desse trabalho. Os resultados encontrados nos silêncios do processo educacional que foram negadas, aos estereótipos que foram construídos, as discriminações que sofreram, mesmo sem perceber pela questão da cor da pele e pela origem de lugar. Um silêncio em uma sociedade que segrega os atores sociais por sua condição financeira, política e cultural.

In an effort to extend the literature (e.g., Landry & Mercurio, 2009; Moradi & Hasan, 2004) on the effects of discrimination on personal sense of control, this current study aims to examine how African American women's sense of personal control is affected by their beliefs about discrimination and how their beliefs about justice and fairness in their own lives further explain the relationship. A total of 173 African American or Black identified women were recruited through professional contacts, an undergraduate psychology course, and social media networking sites. Participants' awareness of discrimination was experimentally manipulated by random assignment to one of four conditions suggesting varying likelihoods of personally experiencing discrimination. Participants responded to self-report instruments of Personal Beliefs in a Just World (Dalbert, 1999) before the manipulation and Environmental Mastery (Ryff, 1989; measure of personal control) as the dependent variable after the manipulation. It was predicted that a significant interaction term between experimental condition and just world beliefs on personal control would supersede any main effects. Yet only a significant main effect was found between personal beliefs in a just world and personal control, with no significant interaction effects.

Nesta dissertação, resultado de um trabalho de pesquisa, busquei compreender de que maneira produtos escolhidos - seja para o cuidado da pele, dos cabelos, as roupas, os brinquedos, as revistas e até os programas de televisão - são capazes de impactar os modos de ser da mulher negra ao longo da vida. Para tanto, realizei trabalho de campo junto a um grupo de mulheres negras, conhecidas nas redes sociais como “Gurias Crespas e Cacheadas”, na cidade de Porto Alegre, na tentativa de conhecer o modo com que a corporalidade, a subjetividade e a etnicidade se articulam e produzem novas maneiras de ser e de estar no mundo. Os dados coletados nos espaços das redes sociais Facebook e WhatsApp, através de encontros presenciais e de entrevistas com participantes do grupo, são apresentados em permanente diálogo com a análise de materiais veiculados na mídia e bens de consumo que são referidos como importantes para as mulheres negras. Em diálogo com a bibliografia de referência, sugiro que o “corpo socialmente informado” é portador das histórias individuais e coletivas que orientam as formas de estar no mundo; ao mesmo tempo, a presença corporificada no mundo está constantemente imprimindo significados aos contextos em que está inserida. O que essa dissertação procurou mostrar é que o grupo “Gurias Crespas e Cacheadas” faz um trabalho de mediação entre esses dois sentidos da corporalidade. / This dissertation is the result of work of research that intends to understand the way the products are chosen – toward to care of the skin, of the hair, of the cloths, of the toys, the magazine and TV programs – are capable of to impact the ways of being of the black women throughout life. Was done field research with a group of black women, known as the social media as "Gurias Crespas e Cacheadas" in Porto Alegre City. The objective was to know the way that the corporeality, the subjectivity, and the ethnicity form new ways of being. The information was collected at spaces of the social media Facebook and WhatsApp, in face-to-face meetings and interview with the members of the group. These data are shown in dialogue with the analyses of materials and consumer goods that are important to black women. Acord to the bibliography of reference, the "social body informed' is to the bearer of individual and collective stories that direct the ways of being in the world; at the same time, the embodied presence in the world build meanings at the context. The dissertation tried to show that the group ‘Gurias Crespas e Cacheadas' do mediation work between the senses of the corporeality.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to dialogue with black teachers at the Federal University of Santa Maria (UFSM), trying to understand which pathways and mishaps were experienced by such teachers, until they came to teaching in higher education, and realize the extent to which social relations ethno racial and gender interfere with their teaching practices. The topic to be presented and dialogue in this study is related more broadly to research in education, taking as a guideline the education of ethnic-racial relations and educational proceedings brought by black women, teachers in higher education, especially in processes where experienced or not racism and discrimination in the education sector. In this sense, this present study assumes that Brazilian universities, today, are in a situation of inequality, where black students constitute themselves as a minority and when observing the teaching staff (as), the situation is even more alarming. Many studies have proven that data, which show racism - social, cultural and economic - that prevails in our society, such as Henriques (2002); Pine (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). With regard to gender issues, one has to refer the Scott studies (1995), Safiotti (2004), Blonde (1997, 2008). The results of this study, drawn from data collected from PROGEP and analysis of the life story of black self-declared Professor of UFSM, demonstrate the existing racial confinement in UFSM. The teacher narratives lead to evidence that social mobility and the experiences throughout life mean that many times, some people perceive blacks as "other", showing a gap between with this group. Thus, the gap created by their life experiences, makes understand prejudice and discrimination against the black as a class condition and not a condition of phenotype / brands, but recognizes the difference between black and white. In this sense, the study shows that the positioning presented by the teacher regarding racial ethnic issues, causes she to be positioned in the same way in the teaching practice. / Este estudo tem como objetivo dialogar com professoras negras da Universidade Federal de Santa Maria (UFSM), buscando compreender quais os percursos e percalços foram vivenciados por tais docentes, até chegarem à docência no Ensino Superior, e perceber em que medida as relações sociais étnico-raciais e de gênero interferem nas suas práticas docentes. A temática a ser apresentada e dialogada, neste estudo, está relacionada de maneira mais ampla com a pesquisa em educação, tendo como eixo norteador a educação das relações étnico-raciais e os processos educativos desencadeados por mulheres negras, professoras no Ensino Superior, sobretudo nos processos em que vivenciaram ou não o racismo e a discriminação no âmbito educacional. Neste sentido, o presente estudo pressupõe que as universidades brasileiras, ainda hoje, encontram-se em desigualdade de situação, onde os alunos negros constituem-se como minoria e, quando observado o quadro de professores(as), a situação fica ainda mais alarmante. Muitos estudos têm comprovado esses dados, que evidenciam o racismo social, cultural e econômico que predomina em nossa sociedade, como o de Henriques (2002); Pinheiro (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). No que diz respeito às questões de gênero, tem-se como referência os estudos de Scott (1995), Safiotti (2004), Louro (1997, 2008). Os resultados deste estudo, elaborado a partir dos dados coletados junto a PROGEP e da análise da trajetória de vida da professora autodeclarada negra da UFSM, demonstram o confinamento racial existente na UFSM. As narrativas da professora levam a evidenciar que a ascensão social e as experiências vivenciadas ao longo da vida fazem com que em muitos momentos, algumas pessoas perceba os negros como outros , demonstrando um distanciamento entre com este grupo. Diante disso, o distanciamento criado pela suas experiências de vida, faz com que compreenda o preconceito e a discriminação em relação ao negro como uma condição de classe e não uma condição de fenótipo/marcas, mas reconhece a diferença existente entre negros e brancos. Neste sentido, o estudo evidencia que o posicionando apresentada pela docente em relação as questões étnicos raciais, faz com que ela se posicione do mesmo modo na prática docente.