In this essay I explore how dance can be interpreted as a theological practice. I stage an encounter between the lived experience of the dancer’s body and word-based tradition of theological discourse. This encounter between the word and the image of dance reveals the limitations of theological discourse to account adequately for the full range of human and creaturely experience that have its sources in colonialism and imperialism. This paper argues that introducing the image of dance and the lived experience of the dancer into theological discourse then will serve to reduce the effects of these dangerous prejudices. This essay will use two of Simone Weil's most well-known concepts, attention and presence. They will serve as the interpretive bridge for a dialogue between dance and theology. I will focus on the experience of dancing and explain how this subjective, embodied practice of movement can enhance theology. At a time of great instability and uncertainty globally with ecological crises, racial injustice, and economic disparity on one hand and the rise of anxiety, depression, loneliness, and despair on the other hand, it is important that we find new ways to cultivate inner peace and encourage responsible action. And important way to do this is to welcome the creative opportunities of instability and uncertainty, of the unknown and the unexplored.  Dance and theology—in collaboration and conversation—can offer useful resources for cultivating these practices that allow us to meet these challenges with faith, hope, and love.

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<p>This thesis examines how the poetics of George Elliott Clarke, Dionne Brand and Wayde Compton articulate unique aesthetic voices that are representative of a range of ethnic communities that collectively make-up blackness in Canada. Despite the different backgrounds, geographies, and ethnicities of these authors, blackness in Canada is regularly viewed as a homogeneous community that is most closely tied to the cultural histories of the American South and the Atlantic slave trade. Black Canadians have historically been excluded from the official narratives of the nation, disassociating blackness from Canadian-ness. Epithets such as “African-Canadian” are indicative of the way race distances citizenship and belonging. Each of these authors expresses an aesthetic through their poetics that is representative of the unique combination of social, political, cultural, and ethnic interactions that can be collectively described as racial formation. While each of these authors orients her or his own ethnic community in relation to the nation in different ways, their focus on collapsing the distance between citizenship and belonging can be read as a base for forming community from which collective resistance to the racial violence of exclusion can be grounded.</p> / Master of English

Sex-education in Canada has predominantly been informed by an abstinence-based content, leaving the sexual literacy of adolescents hanging in the balance. As public health statistics indicate, sexually transmitted infection, early and unwanted pregnancy, and rates of HIV/ AIDS are staggeringly high. At the center of these statistics is the young Black female, as they are disproportionately over-represented in negative public health statistics. Many factors have been theorized to be the cause; from socioeconomic factors to educational limitations, it has been historically concluded that the individual failings and class issues of Black women are the root cause of sexual decision making that causes negative health implications. However, adopting a critical perspective may lead to a different conclusion. This qualitative study sought to explore if the lack of comprehensive, racially attentive, and reflective sex-education as well as the influential societal discourse that shapes Black women and their sexuality in stereotypical lights, may have an impact on the sexual decision making of Black women. Through centering and highlighting the lived experiences, perspectives, and insights of a diverse pool of Black women, the stereotypes and scripts of Black femininity and sexuality, their root causes, and the impacts on young Black girl’s sexual decision making were captured to collaboratively redefine and reclaim Black femininity and sexuality while capturing what would be helpful to include in sex-education, specific to Black girls and women. This study’s theoretical underpinnings are Black Feminist Theory, Critical Race Theory, and Hip-Hop Feminism, which has been coined by me as “the trifecta”. A focus group with Black female-identified participants was conducted and facilitated through open-ended question and discussion based processes. Thematic analysis was adopted to explore themes, meanings and to gain a better understanding of the participant’s collective perspectives regarding sex-education and Black femininity and sexuality. The main finding of this study, based in the lived experiences and insights of the participants, were that harmful societal scripts and stereotypes about Black femininity and sexuality historically and as they are presented in popular media, coupled with inconsistent and bare sex education, has the ability to affect the sexual decision making of young Black girls in a way that feeds participation in unsafe sexual practices. This study fills gaps in literature because it contributes to the limited critical body of research that paramount the voices and insight of Black women in regards to sexual practice. This study also fills gaps by extending the conversation of Black women and sexual decision making, by suggesting tangible solutions of how the participant’s insights can be injected into larger policy and practice as well as social work research. The information supplied by the participants of this study will help social workers, policy makers, and educators create racially attentive, comprehensive, and accessible sex-education. / Thesis / Master of Social Work (MSW) / Sex-education in Canada has predominantly been informed by an abstinence-based content, leaving the sexual literacy of adolescents hanging in the balance. As public health statistics indicate, sexually transmitted infection, early and unwanted pregnancy, and rates of HIV/ AIDS are staggeringly high. At the center of these statistics is the young Black female, as they are disproportionately over-represented in negative public health statistics. Many factors have been theorized to be the cause; from socioeconomic factors to educational limitations, it has been historically concluded that the individual failings and class issues of Black women are the root cause of sexual decision making that causes negative health implications. However, adopting a critical perspective may lead to a different conclusion. This qualitative study sought to explore if the lack of comprehensive, racially attentive, and reflective sex-education as well as the influential societal discourse that shapes Black women and their sexuality in stereotypical lights, may have an impact on the sexual decision making of Black women. Through centering and highlighting the lived experiences, perspectives, and insights of a diverse pool of Black women, the stereotypes and scripts of Black femininity and sexuality, their root causes, and the impacts on young Black girl’s sexual decision making were captured to collaboratively redefine and reclaim Black femininity and sexuality while capturing what would be helpful to include in sex-education, specific to Black girls and women. This study’s theoretical underpinnings are Black Feminist Theory, Critical Race Theory, and Hip-Hop Feminism, which has been coined by me as “the trifecta”. A focus group with Black female-identified participants was conducted and facilitated through open-ended question and discussion based processes. Thematic analysis was adopted to explore themes, meanings and to gain a better understanding of the participant’s collective perspectives regarding sex-education and Black femininity and sexuality. The main finding of this study, based in the lived experiences and insights of the participants, were that harmful societal scripts and stereotypes about Black femininity and sexuality historically and as they are presented in popular media, coupled with inconsistent and bare sex education, has the ability to affect the sexual decision making of young Black girls in a way that feeds participation in unsafe sexual practices. This study fills gaps in literature because it contributes to the limited critical body of research that paramount the voices and insight of Black women in regards to sexual practice. This study also fills gaps by extending the conversation of Black women and sexual decision making, by suggesting tangible solutions of how the participant’s insights can be injected into larger policy and practice as well as social work research. The information supplied by the participants of this study will help social workers, policy makers, and educators create racially attentive, comprehensive, and accessible sex-education.

Every child has a right to education, and their skin color should not determine their education quality. However, since the landmark case of Brown v. Board of Education (1954), it has been proven that race continues to matter in the success and failure of education (Delgado & Stefancic, 2001). The persistent achievement gaps between students of different racial and ethnic backgrounds, as well as the disparities in access to high-quality educational opportunities, demonstrate how race and ethnicity shape the educational experiences of students of color (Stanford Center for Education Policy Analysis, 2012). Unfortunately, stories such as Ruby Bridges of New Orleans, the Little Rock 9, and my personal experiences indicate the systemic structure inhibits education for Black students (Delgado & Stefancic, 2001). This unequal system creates barriers that prevent Black students from learning at the same pace as their ethnic counterparts (Ladson-Billings, 2006). By critically examining the educational trajectory of the researcher, this autoethnographic dissertation study sought to illuminate how race and ethnicity shape the educational experiences of students of color and offer insights that can inform efforts to promote equity and inclusion in educational settings.

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Accelerating from 2022 and continuing through 2024, the state of Florida has experienced significant policy changes, particularly within the realm of higher education and affairs of diversity, equity, and inclusion (DEI). Many progressive officials, experts, and activists assert arguments that the state is on the verge of evolving into an authoritarian regime while many illiberal policies are being produced through the Florida legislature and current executive leadership—social and economic sectors are consequently threatened in order to maintain political oppression. The Stop W.O.K.E. Act has served as a catalyst for shifting the state's political stance on DEI, culminating in a chain reaction of similar forms of legislation which create serious ramifications onto civic life, creating a tense environment in the state. Along with suppression of DEI, academic freedom especially has been jeopardized with Florida's next line of students and instructors left to bear the consequences. The following research will contribute to theory and understanding, by analyzing the common misconceptions that revolve around nuanced terms such as “woke”, DEI, and CRT, while also examining how these influenced legislation in other states. This paper will also investigate precisely how the Act was enacted in Florida by conducting research on theoretical perspectives, governmental proceedings, discourse among officials, court battles, and impacts that can likely last for generations, leading to potential harms onto the nation as a whole.