Drawing on a collection of interviews with Canadian feminists, this thesis explores the emergence of a ‘second wave’ of feminist organizing in Canada from 1965 to 1975. Using insights from poststructural feminism and critical race theory, I deconstruct the notion of ‘hegemonic feminism’ and examine how certain women came to inhabit a position of hegemony during the movement’s early years. I focus on key events in feminist organizing during the 1960s-1970s: The Royal Commission on the Status of Women and the founding of the National Action Committee on the Status of Women. Drawing on oral history interviews and a close reading of the report on the RCSW, I suggest that more nuanced approaches are needed to move beyond the binary thinking that inflects accounts of Canadian feminist history. I conclude with a series of feminist narratives which aim to complicate linear histories and offer an alternative reading of this movement.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

Drawing on a collection of interviews with Canadian feminists, this thesis explores the emergence of a ‘second wave’ of feminist organizing in Canada from 1965 to 1975. Using insights from poststructural feminism and critical race theory, I deconstruct the notion of ‘hegemonic feminism’ and examine how certain women came to inhabit a position of hegemony during the movement’s early years. I focus on key events in feminist organizing during the 1960s-1970s: The Royal Commission on the Status of Women and the founding of the National Action Committee on the Status of Women. Drawing on oral history interviews and a close reading of the report on the RCSW, I suggest that more nuanced approaches are needed to move beyond the binary thinking that inflects accounts of Canadian feminist history. I conclude with a series of feminist narratives which aim to complicate linear histories and offer an alternative reading of this movement.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

The primary objective of this thesis is to advocate for Black Nationalism's full inclusion in the academic field of political philosophy. By bringing the thinkers in the Black Nationalist tradition into this discourse, the field of philosophy stands to gain important insight into the prejudices and unexamined assumptions that plague academia. I will flesh out the nature of these assumptions using the works of Black Nationalists like Angela Davis, George Jackson and Joy James. This will show that reading Black Nationalists as social theorists enables philosophers to unveil sources of knowledge about political economies by looking at the history of imperialism in a comprehensive manner. The second section is devoted to an examination of how the Black Panther Party's relationship to the state reveals the role of white violence in maintaining racial hierarchies. That the Black Panthers were targeted so systematically by the state indicates that they were perceived to be a threat to the white power structure, which gives us insight into how challenging state terror is a revolutionary act in intellectual and concrete ways. I show that the mainstream academic discourse on racism in American society assigns higher credibility to white philosophers even when Black thinkers have been producing relevant scholarship for centuries on the subject in question. The third section examines the philosophy of the Enlightenment in terms of how it relates to the domestic colonization of African Americans and to the abuse of people of color around the globe by European and American imperialists. The purpose of this section is to show how scholars' confidence in white canonized philosophers predisposes them to overlook Enlightenment philosophy's structurally racist approach to political societies. The fourth section provides a detailed overview of the key principles in Anti-Colonial and Critical Race Theory as they intersect with Black Nationalism. Important issues addressed in this section include the role of prisons in keeping African Americans in a state of neo-slavery. In order to situate Black Nationalist thought within a broader intellectual history, I will discuss how Black Nationalism represents the culmination of radical American and Anti-Colonial political theory.

This study is a qualitative examination of my lived experiences and the lived experiences of my immediate family in sport. Using critical race theory (CRT) as my guiding theoretical framework, this research project answers Denzin’s (2003) call to advance “a radical performative social science” that “confront[s] and transcend[s] the problems surrounding the colour line in the 21st century” (p.5). As such, the purpose of this project was to explore issues of race, culture and power within our lived sport experiences and to present these experiences in such way so as to unpack the tensions associated with being an Aboriginal person living in today’s Canadian society.

This study is a qualitative examination of my lived experiences and the lived experiences of my immediate family in sport. Using critical race theory (CRT) as my guiding theoretical framework, this research project answers Denzin’s (2003) call to advance “a radical performative social science” that “confront[s] and transcend[s] the problems surrounding the colour line in the 21st century” (p.5). As such, the purpose of this project was to explore issues of race, culture and power within our lived sport experiences and to present these experiences in such way so as to unpack the tensions associated with being an Aboriginal person living in today’s Canadian society.

Title from second page of PDF document. Includes bibliographical references (p. 54-62).

Thesis (Ed. D.)--National-Louis University. / Bibliography: leaves 106-120.

This dissertation examines the educational journey of a Chicano educator; from his early experiences with colonization while growing up in the Rio Grande Valley of south Texas to his role as a lecturer in a First Year Experience course at a Hispanic Serving Institution (HSI) along the U.S. - Mexico border. Ultimately asking the question, "what is his role as a Chicano educator?" and can the once colonized decolonize his own classroom? / text