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I conducted this study to determine if African American men and women who marry white men and women in East Tennessee perceive experiences of isolation and alienation from their families and friends as a result of their selection of a mate from a race other than the one into which they were born. I interviewed ten individuals who are or have been interracially married. As a result of my research, I found that my results compare favorably with those of scholarly studies that discovered alienation and isolation among interracial couples. I used descriptive research methods to analyze a segment of the Appalachian population, with literature reviews of related material and in-depth interviews conducted with subjects in the East Tennessee area. My study allowed the subjects to discuss their perceptions and feelings of being a part of this growing interracial population in East Tennessee.

Man has created vast and powerful systems. These systems and their associated protocols, dogmas, and conventions tend to limit rather than liberate. Evaluation based on homogeneity threatens the devaluation of our humanity. This paper and the artwork it supports examine contemporary culture and its failings in the stewardship of the humanist ideal. My paintings referenced herein are satirical narratives. The story told is one of alienation and evisceration. The visual subject matter is the human figure and environments dominated by architectural geometry. The male figures are conspicuously turned from view, a visual cue to their estrangement. Parallel and subordinate thoughts from the fields of psychoanalysis, economics, religion, and political science will be discussed.

In this thesis, I construct a model of citizenship education inspired by Hannah Arendt’s works, specifically by using her influential book, The Human Condition and notable essay, “The Crisis in Education”. In Arendt’s disapproval of progressive education with its ideal of citizenship education to predefine the future for citizens, I construct my own model of citizenship education, that is for the world. I illustrate how traditional citizenship education teaches citizens to live a life in a perfect utopian society, rather than what my own model of citizenship education does, to teach them to be acting citizens that contribute to what Arendt refers to as the “world”. In order to construct a model of citizenship education, I begin by exploring Arendt’s concept of the world by focusing on her three central concepts that contribute to the world: the public-political, plurality and lastly, action and speech. I then analyze Arendt’s concept of world-alienation to illustrate the aspects that destroy the world. I specifically focus on exploring concepts such as totalitarianism of Nazi-Germany and Stalinist Russia, the evolution of mass society and the rise of the social. I then present and analyze the traditional understanding of citizenship education by discussing its goal and aim, which focuses on teaching children about life and not the world, thereby increasing world-alienation and giving rise to such factors that destroy the world. Next, I study Arendt’s concept of education by focusing on what she believes the crisis in education is and her argument about what education needs to be. In it, I also explore her central components of education, namely, natality, responsibility and authority. After presenting Arendt’s concepts of world, world-alienation and education as well as her criticism of progressive education’s ideals of citizenship education, I construct my own model of citizenship education in three parts. The first part focuses on the qualities political actors need to contribute to the world. The second part proposes that a world-like space be given to children in the classrooms in my citizenship education model so they may acquaint themselves with how the world is like and also learn to respect multiple perspectives and opinions. The third part of my model specifies educators should enhance moral values in a child that, as an adult, will help him to be a better political actor in the public-political sphere.

The purpose of this study is to examine how the company work to prevent alienationamong the employees. One very important part of this is how the leadership works in theexamined company and we have studied the leadership as a tool to prevent alienation.When we went through previous research on the subject, we found that the companypractice transformative leadership and we included that theory to our work. Furthermore,we investigate to what extent the various leaders practice transformative leadership howthis is connected to alienation. Finally, whether the company's high-performance teamscan be seen as successful and whether the success is linked to transformative leadership.The empirical data was collected by interviewing twelve people in the company, sevenmanagers and five co-workers. The analysis was made in two steps. First we examinedhow the company’s leadership model work and if it’s connected to the high-performanceteams. (Forslund, 2022). Second, how this effects the alienation at the company. Theresult was that transformative leadership indeed is included in the company’s leadershipmodel. Furthermore, we could conclude that the leaders in the company did practisetransformative leadership, even though the level varied a little between the individualleaders. The transformative leadership is effective in preventing alienation and weconclude that it is the most important tool in the process of preventing that. Finally, wesee that the company’s model, and practise of leadership is successful.

Dangerous things can happen in the name of good intentions and we, as teachers or parents, are unaware of the ways we hurt children. In the book Emile or on Education we see a fictional example of a pedagogical relationship between a teacher and a student, where the teacher -Jean Jacques- is eager to teach and raise his pupil, Emile, in certain ways, so as to make him independent and happy. Jean Jacques’ intentions are unquestionably good. His goal is to protect Emile and prevent his alienation by society, through the appropriate negative education. In trying to prevent Emile’s alienation, though, he creates another type of alienation, unknowingly and unintentionally. The aim of my thesis is to analyze the system of negative education and its negative consequences, focusing on the notion of alienation. Jean Jacques, while striving to prevent alienation, through negative education, created a new type of alienation, that is even more dangerous than the one he avoided. Thus, my thesis aims to raise awareness regarding the following: a) even when pedagogical processes are based on good intentions, they can still lead to negative consequences, b) upbringing and education are both a broadening and a narrowing process.

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