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The purpose of this research was to gain insight into key factors contributing to the recruitment and retention of teachers of color in New York City, NY, with special attention to their identity formation and understanding of their professionalism as it relates to who they are and where they work. This research entails quantitative results from a survey of more than 100 public school teachers of different racial backgrounds, followed by in-depth interviews with 26 teachers of color across different social contexts of the New York City public school system. This research is grounded in a trifold conceptual framework based on identity formation, sociology of the professions, and critical race theory to examine the interwoven complexities of how teachers of color make meaning of their district and school work as it relates to their understanding of whether they are seen as professionals. This study seeks to address the gap between the current body of literature about the recruitment and retention of teachers of color and the lived experiences of teachers of color in New York City working in the post-No Child Left Behind education policy context. In the first survey phase of this study, participants are asked a series of questions about their perceptions of their sense of professionalism, including their relationships to other school community members and other parts of their work. In the qualitative, interview phase of this project, participants were asked to make meaning of the different facets of their work and the impact they have on their professional identity development, the role of racial and cultural identity in their endeavors, and how their social context informs these understandings. The research was conducted to help fill a consequential gap in the extant research literature on the role that race plays in the career prospects of teachers of color, how they see themselves and believe they are seen by others as professionals and people, and how that connects to larger policy questions about the recruitment and retention of teachers of color. The research finds that the field of education has severely under-researched the role of race and social context in their professional identity formation and in the sociology of professions. Almost all of the teachers of color in the study operate with a sense of professionalism that both allows them to survive and, in some cases, thrive despite and, in many cases, because of their working conditions. Their concentric professionalism – the confluence of preparation, dedication, and motivation, layered with their racial and cultural identities – is centered on the children (particularly of color) and communities they serve across contexts. This also demonstrates how, regardless of teachers’ expertise and experience, school as both a network of intertwined relationships and school as a tapestry of policies and practices can either elevate or decimate a sense of professionalism for teachers of color. Taken holistically, we have a plethora of evidence suggesting that teachers of color are ready, willing, and able to apply appropriate practice to their work. Yet so much of the onus to professionalize comes from people, policies, and ideas that obfuscate what it means to be professional.

This essay examines the theories of Critical Race Theory (CRT) and Queer Legal Studies (QLS). CRT scholars argue that racism is not simply the product of individual prejudice but is also embedded in the legal system and other institutions. QLS scholars argue that LGBTQ+ people are subject to discrimination on the basis of their sexual orientation and gender identity, and that the law must be reformed to protect their rights. The first part provides a theoretical and historical background to the theories. The second part presents an empirical study of the theories' impact on Swedish law. The third part analyzes the Swedish constitutional provision on discrimination RF 2:12, with a focus on race and sexual orientation. The fourth part provides a practical analysis of Swedish court cases using the theories' methods. The fifth and final part discusses the theories' potential for the future of Swedish law. The Swedish development of anti-discrimination legislation can be understood through Hübinette and Lundström's periodization of Swedish race relations and proposes a future period of "White Understanding" and argues that the Swedish self-image is still influenced by the politics of the 20th century. The essay finds that the shame of the racist policies of the past has influenced the language of Swedish legislation. More importantly, the essay finds that the interests of the state have been prioritized over the interests of minorities. The empirical study found that the theories have had little impact on Swedish legal sources. However, the theories had a brief period of increased influence between 2004 and 2008. It also found that the theories have had some influence on the Swedish Supreme Court, as evidenced by the cases of Skattefjällsdomen and Girjasdomen.

This thesis offers theoretical and practical explorations of how multimedia arts-based methods and embodied storytelling support critical and transformative understandings of law. Using theatre as both subject and method, the author demonstrates how laws live in bodies, with a focus on race, whiteness, migration and the Komagata Maru. Drawing on various theatre practices as well as critical race, feminist and performance scholarship, the author calls for a new way of interacting with law: jurisprudential theatre. Jurisprudential theatre is a method that employs autobiography, utopian visioning, legal research and audience involvement to create plays that examine existing law while filling affective spaces that existing law neglects. This method builds an alternate archive that supplements existing laws but can also be used to study them. The author explains the method through a performance art piece titled Re-embodying. She then uses jurisprudential theatre to examine the legal history of the Komagata Maru through case law and two play texts, all of which lay the groundwork for the method’s application in the first draft of a play titled Eustitia. “Rather than laying my life and research out in a chronological, linear fashion with smooth transitions, this thesis blends scholarly, autobiographical, episodic and creative writing – sometimes abrupt, sometimes guided. This framework takes you on a journey to the Komagata Maru through my experiences and understandings of race, whiteness, law and trauma. This thesis asks you to bear witness while offering you life stories, performance art, the draft of a play, images and academic prose. I invite you to join me in a creative and performative process that will move you beyond the confines of the page to online worlds and internal realms. Why? To study and experience (as best we can in a text-based relationship) the internal and embodied consequences of law alongside its external, material and relational impacts.” / Graduate / 0465 / 0398 / 0631 / dhaliwal.preeti@gmail.com