Including all students through the educative processes is instrumental to their success. Each student's journey through education is therefore impacted by the ways they are included in the classroom. As such, social inclusion, and academic inclusion underpinned by a general sense of belonging are key elements impacting students' successes in schooling. Both globally and nationally school systems face challenges in enacting policies, pedagogies, and practices to meet the needs of increasingly diverse student populations. Student voice which has historically been absent from the literature can be a valuable tool in accounting for the lived experiences of diverse students with or without a formal label of dis/ability. Student voice can (re)present a revelatory tool that can be acted upon in responding to these diverse needs. Thus, the purpose of this study was to explore how secondary students in Grenada with or without a label of learning dis/ability but who are considered as part of responsive inclusive education, experience a sense of belonging through academic and social inclusion. This qualitative study using critical narrative inquiry pursued through semi-structured interviews with students, their teachers and parents revealed resonant threads of strained responsive education, childism and coloniality, the pedagogy of nice and an elusive inclusive education. Recommendations are therefore made to center student voice and choice, further the decolonization of schooling, create improved systems of evaluation and diagnosis of specific learning challenges, and to provide extensive teacher training so that the needs of diverse learners can be met. The findings have the potential to encourage and introduce collaborative educational practices amongst teacher-practitioners, students, and Grenada's Ministry of Education and thereby improve responsive models for secondary learners of diverse abilities.

This thesis aims to contribute to the existing literacy of how mental health is portrayed in news media. The topic has been of interest to many scholars, mostly focusing on depression, schizophrenia, and mental health in general. In the past couple of years, a new phenomenon has gained attention and space in media: burnout, that is, a state of mental and physical exhaustion caused by chronic, usually work-related, stress. However, burnout has so far only been included in media studies as one aspect among many, thus arguing for its worth as a specific subject of a study. Using the method of critical narrative analysis, this thesis delves into news articles published in Swedish and Finnish mainstream media, investigating the personal stories of individuals who had experienced burnout and asking whose stories are getting told in media as well as how these influence the public image of burnout. Three common narratives and two core discourses were identified in the data: ‘the narrative of a lesson learned’, ‘the narrative as an exemplum’, ‘the conversion narrative’, ‘discourse of shame and stigma’, and ‘discourse of the individual in charge of their own destiny’. These portray burnout as a life-altering experience, where it is the individual who is expected to make the necessary changes in their life, rather than critiquing the working culture. Furthermore, the narratives exclusively portray the burnout experiencers as white and middle-class, thus raising a question of relatability. Since burnout has not been extensively studied as a topic of its own before, this thesis provides a starting point, but further research with different geographical focus and with different methods is needed to form a more complete picture of how burnout narratives are constructed in media.

No description available.

The purpose of this study was to deconstruct how and to what extent white faculty members resisted upholding white supremacy culture (WSC; Okun, 1999) during a critical event (Mertova and Webster, 2019) in their service learning and community-engaged (SLCE) practice. There are many critiques of SLCE practices, especially due to the perpetuation of colonization (Hernandez, 2017), assumptions based in racism and classism (Green, 2003), Whiteness (Applebaum, 2016; Leonardo, 2002) and characteristics of white supremacy culture (Okun, 1999). These topics have received more attention over the past decade, but there is still significantly less research on actions taken by SLCE faculty to actively resist perpetuating them (Mitchell et al., 2012). Guided by critical event narrative inquiry (Mertova and Webster, 2019) and framed by both first- and second-wave Critical Whiteness Studies (Jupp and Badenhorst, 2021), six participants were engaged in two empathetic interviews to answer the following research questions: 1. What impact has the examination of their own Whiteness had on white faculty members' SLCE praxis? 2. How did white faculty members resist upholding Whiteness (Leonardo, 2002) and characteristics of white supremacy culture (Okun, 1999) during critical events in their service learning and community-engaged (SLCE) practice? 3. How do white faculty members continue to resist Whiteness and WSC in their SLCE praxis despite barriers, challenges, and tensions they have faced on their campuses and within their communities in doing so? Critical narrative analysis (Langdridge, 2007) was used to deconstruct the faculty members' experiences during these critical events (Mertova and Webster, 2019) in their SLCE practice. Findings relate to the importance of considering the setting, context, and impact of action taken within specific academic fields as well as the field of service learning and community engagement more broadly. / Doctor of Philosophy / Service Learning and Community Engagement (SLCE) describes the ways in which faculty and students engage with off-campus community organizations for the supposed benefit of all involved. The assumption is that students explore and experience topics they learn about in their classes, faculty members can have more direct impact with their teaching and research, and community partners reap the benefits of this student involvement and faculty engagement. There are many concerns, however, about the presence and perpetuation of colonization (Hernandez, 2017), assumptions based in racism and classism (Green, 2003), Whiteness (Applebaum, 2016; Leonardo, 2002) and characteristics of white supremacy culture (Okun, 1999) through SLCE. These topics have received more attention over the past decade, but there is still significantly less research on actions taken by SLCE faculty to actively resist perpetuating them (Mitchell et al., 2012). The purpose of this study was to explore the ways that white faculty members addressed these topics in their own teaching, research, and service work. Through two interviews each of the six participants shared more about their own identities and the impact these had on their development and experiences. They also provided context about their academic fields, the relationships they have with their community partners, and the ways in which they have taken action to address the topics of Whiteness and the characteristics of white supremacy culture in their SLCE. The findings of this study relate to the importance of considering the setting, context, and impact of action taken within specific academic fields as well as the field of service learning and community engagement more broadly.

Too often, the truth behind a phenomenon is not sought through the perspectives of the people who lived that phenomenon—“the masters of inquiry” into their own realities, as Paulo Freire (1982, p. 29) has explained. Voice is the most powerful, reliable medium for collecting data based on lived experiences, if we are to gain genuine insight into the phenomenon (Freire, 1982). Focusing on the lived experiences of four formerly incarcerated young men of color, this study gave each participant the space to not only recall specific events and times, but to critically reflect on their lives—becoming more critically aware of their individual journeys and constructing new knowledge of the injustices that relate to the school-to-prison pipeline, including recommendations for change. This study sought to answer the following research questions through the voices of the participants: (a) Based on their collective and individual journeys through the juvenile justice system, how do formerly incarcerated youth describe their experiences? (b) What recommendations do formerly incarcerated young men have for reducing youth incarceration and recidivism rates? The participants provided rich narratives that answered each research question with the expert knowledge that can only be derived from firsthand experience. Through careful analysis of the data, several major themes emerged, tying together the experiences of each participant with the findings from the literature. Each participant spoke passionately on not only the need for change, but also specific recommendations for change. It is the power of their poignant insights that ground conclusions offered in this study.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-09T19:52:54Z No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-10T12:12:43Z (GMT) No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) / Made available in DSpace on 2018-04-10T12:12:43Z (GMT). No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) Previous issue date: 2018-02-08 / Esta pesquisa tem como principal objetivo compreender qual foi e como foi construída a narrativa do “III Festival de Música Popular Brasileira” de 1967, pela revista “Intervalo” da editora Abril. Contextualizou-se o período militar brasileiro (1964 – 1985), com foco nos movimentos sociais, artísticos e musicais, com o propósito de entender como, apesar da censura, violência, prisões e torturas, a música ganhou voz e espaço, especialmente, com a expansão da TV no Brasil e a criação de programas musicais. É realizado um breve retrospecto histórico sobre o início das competições musicais, bem como suas principais características artísticas e mercadológicas. O Festival de 1967 foi um dos mais importantes durante a “Era dos Festivais”, sendo considerado um momento de ruptura musical, revolução e surgimento de novas características para a música popular brasileira. Contextualizou-se o surgimento das primeiras revistas especializadas e específicas dos meios de comunicação, já que o semanário da editora Abril foi o primeiro a tratar exclusivamente de televisão no Brasil. O embasamento teórico está nos principais autores de memória, História Oral e Análise Crítica da Narrativa. Recuperou-se a biografia da revista “Intervalo” a partir de depoimentos de ex-funcionários do semanário. Por fim, através da metodologia de Análise Crítica da Narrativa, proposta por Luiz Gonzaga Motta (2013), realizou-se a análise da cobertura jornalística feita pela revista “Intervalo”. / This research has as main objective to understand what was and was constructed the narrative of the "III Festival of Popular Brazilian Music" of 1967, by the magazine "Intervalo" of the publisher Abril. The Brazilian military period (1964-1985) was focused on social, artistic and musical movements, with the purpose of understanding how, despite censorship, violence, prisons and torture, music gained a voice and space, especially with the expansion of TV in Brazil and the creation of musical programs. A brief historical retrospective on the beginning of the musical competitions, as well as its main artistic and marketing characteristics is carried out. The 1967 Festival was one of the most important during the "Festival Era", being considered a moment of musical rupture, revolution and appearance of new characteristics for Brazilian popular music. The first specialized and specific journals of the media came into being, as the publishing house Abril was the first to exclusively deal with television in Brazil. The theoretical basis is in the main authors of memory, Oral History and Critical Analysis of Narrative. Recovered the biography of the magazine "Intervalo" from testimonies of former employees of the weekly. Finally, through the methodology of Critical Analysis of Narrative, proposed by Luiz Gonzaga Motta (2013), the analysis of the journalistic coverage made by the magazine "Intervalo" was carried out.

The purpose of this study was to critically explore whiteness and masculinity within the context of public school administration. Using a qualitative research design, this study is broken into two separate articles. The first article is a critical narrative, and deeply examined two White and male public school superintendents’ experiences serving in school districts within California’s Central Valley. Framed within the broad context of critical White theory (CWT), I explored each man’s approach to interpersonal communication while conducting business. Additionally, I applied the urban dictionary’s definition of “Whitesplaining” to consider deeply how each man attempted to control the public narrative being disseminated to his constituency. In the second article, I conducted an autoethnography, and presented my own experiences working as a first-year middle school principal. I too situated my experiences within the broad contexts of White and masculine privilege. This study contends pushes whiteness research forward by using first and second person narration to critique and interrupt White and masculine points of view within the context of public school administration.