While the strict boundaries and ideal measurement of prediabetes remain contested internationally, health officials and private donors in the health sector in Mexico have promoted its diagnosis and treatment as a key strategy in the nation’s fight against diabetes. This dissertation examines the circumstances under which officials have come to view prediabetes diagnosis as a feasible strategy for the Mexican context and the implications of treating individuals, situated across deep lines of social inequality, who are not yet sick, but deemed at risk of developing disease. Set against Mexico’s chronic disease crisis, where diabetes was declared a national sanitary emergency in 2016 and where experts suggest up to 40% of adults likely have prediabetes, this dissertation engages the prediabetes diagnosis as a lens through which to illuminate the social forces, values, and assumptions currently at work in Mexican health politics. The project foregrounds the dilemmas raised by highly medicalized and clinic-based approaches to chronic disease prevention and mobilizes the case of prediabetes in Mexico to illustrate the broader convergence of the fields of biomedicine and public health. Centered in Mexico City, field research for this project was carried out over 30 months, employing multi-sited ethnographic methods, including 106 in-depth interviews (47 of which were with individuals diagnosed with prediabetes and their families), observations of 382 medical exams, and attendance at 71 scientific, community health, and activist-hosted events. Alongside the powerful influence of the pharmaceutical industry, my findings bring to the fore a new set of actors and circumstances involved in the circulation of predisease diagnosis to this developing country context. These include (1) the epistemological limits imposed by “projectification” in global health science, (2) the influence and ideologies of an elite-mega philanthropist and his Foundation’s conviction that technological innovation will foster better health, and (3) local and global imaginaries that endorse the power of Big Data analytics to solve a plethora of development challenges. Further, in tracing the enactment of the prediabetes diagnosis across public and private clinics, I show that the pre-disease condition that economic elites experience when they are diagnosed contrasts sharply with that experienced by working class and low-income patients—I argue that in practice, prediabetes is multiple and its diagnosis amplifies existing social inequities. I also show that the emotional and ethical responses to the diagnosis among patients can differ substantially, particularly across socioeconomic divides. I argue that in Mexico, increased access to risk knowledge does not foster a spirit of “optimization” among the majority of Mexicans, but rather an alternative ethic, which I term “strategic preservation.” Finally, I show that many health experts in Mexico share a common set of values and norms in thinking about diabetes risk. On a macro level, they discursively link the looming threat of prediabetes, diabetes risk, and diabetes itself to the nation’s potentially disastrous macroeconomic future, effectively charging individuals with the responsibility to mitigate this threat through behavior and lifestyle modification. Health experts in this arena also frequently communicate the notion that the Mexican body itself is a key source of diabetes risk. I point to other elites in Mexico who, relying on a similar conception of the Mexican body, are investing in molecular technologies to better detect embodied diabetes risk, and to expand the reach and precision of medicalized prevention strategies in the future. These findings have implications for developing countries globally, which now bear the highest burden of chronic disease. Developing countries are already or will soon grapple with a similar epidemiological crisis and, as this occurs, Mexico’s strategies and experience will set precedents and establish key paradigms for public health action globally. With this in mind, I call for the disentanglement of expertise between the fields of biomedicine and public health and for a turn toward more structural, indeed socially radical, policies for chronic disease prevention at the population level.

Since its democratic dispensation, South Africa has been striving to find the right economic tool to confront the challenges of poverty, joblessness, widening income gap and lack of job related skills. Numerous methods have been put to trial in an attempt to rescue the rural masses from the scourge of poverty, joblessness and social degradation, but with limited impact. Literature surveys in this regard attest to social intervention programmes failing, due to the absence or little involvement of beneficiary rural communities in the programme establishment. Renewed rural development initiative at Mhlontlo Municipality occurs within this context. The study was then undertaken to evaluate stakeholder participation in the planning, the implementation and the monitoring and evaluation of the pilot programme. This is a study of the rural development pilot programme at Mhlontlo Local Municipality in the Eastern Cape. The statistical population for the study included all institutionalised stakeholder’s organizations, as critical components of engagement to realise the programme setting. The study target participants were 90 adult individuals involve in local stakeholder’s public participation institutions. A self-completed questionnaire was administered to the 90 target participants with 64 returned completely filled. The results were analysed using statistical mean, standard deviation and coefficient of variance and presented as tables and graphs. Findings were that there was more participation in the programme implementation phase, than in the programme planning and monitoring phase. Assessment of programme outputs by respondents was diverse and inconclusive. This was attributed to poor participation by programme stakeholders in programme’s planning. / Thesis (MBA)-University of KwaZulu-Natal, Durban, 2012.

The early 20th century saw the rise of a new constellation of social and cultural elites whose wealth and status was tied to the production and manipulation of symbols and rhetoric, images and narratives, data and analysis, ideas and abstractions, drawing from Bourdieu, let us call them symbolic capitalists. From the outset, symbolic capitalists have defined themselves as champions of the desperate, vulnerable, marginalized and otherwise disadvantaged in society. However, as they have grown in affluence and influence, various forms of inequality have not only persisted, they’ve grown. And although symbolic capitalists are among the most likely in the U.S. to identify as antiracists, feminists, environmentalists, or ‘allies’ to LGBTQ Americans, they are also among the primary beneficiaries of systemic and institutional inequalities. Their lifestyles and social position are contingent on exploiting and reproducing many of the social conditions they explicitly condemn. This dissertation seeks to explore the role social justice discourse plays in the political economy of the symbolic professions.

As future holders of power, nurturing a critical consciousness among economically privileged populations is urgently needed as it could encourage them to actively challenge class oppression around them. Egyptian international school students typically belong to this population as they serve as vehicles that push for the interests of global capital in the Global South. Given that they tend to be isolated from the lived realities of most Egyptians, it is important to understand how to craft pedagogies that expose the privileged to the lived and structural realities that maintain class oppression. Given the limited research on this topic, this qualitative study explores means of employing Critical Pedagogical ethos and practices through a collaboratively designed curriculum that attempts to nurture their awareness, accountability, and efficacy. Utilizing interviews, photo elicitation tasks, ethnographic observations and teacher reflections, this study investigates the processes, pushback, and transformations of nine economically privileged high school students in two international schools in Cairo, as their teachers implement a curriculum on the intersection between social class and education in Egypt. Findings suggest that students went through transformations in their awareness of the other, their structural awareness, and imaginaries of action. However, their sense of accountability and recognition of the intertwine between their own positionalities and economic inequality, served as an obstacle against cultivating an analysis of systemic class oppression, causing a state of dissonance. Moreover, teachers’ findings demonstrate a tension between strong content knowledge and real-life interaction due to administrative constraints, and push for rethinking the potential of a critical curriculum by teachers who don’t identify as critical. The findings suggest using the international school as a microcosm of oppressive class dynamics, to help interrogate the self in relation to the other and the structural (both locally and globally), as well as a space to imagine and implementaction. It also has implications on how critical subject matter can be developed to help teachers address class inequality.

In response to growing social inequality, environmental crises, and economic instability, sustainability discourse has become the dominant "master signifier" for many fields, particularly the field of urban planning. However, in practice many sustainability methods overemphasize technological and economic growth-oriented solutions while underemphasizing the social dimension. The social dimension of sustainability remains a "concept in chaos" drawing little agreement on definitions, domains, and indicators for addressing the social challenges of urban life. In contrast, while the field of public health, with its emphasis on social justice principles, has made significant strides in framing and developing interventions to target the social determinants of health (SDH), this work has yet to be integrated into sustainability practice as a tool for framing the social dimension. Meanwhile, as municipalities move forward with these lopsided efforts at approaching sustainability practice, cities continue to experience gentrification, increasing homelessness, health disparities, and many other concerns related to social inequity, environmental injustice, and marginalization. This research involves multi-site, comparative case studies of neighborhood-scale sustainability planning projects in Portland, U.S.; Copenhagen, Denmark; and Nagoya, Japan to bring to light an understanding of how the social dimension is conceptualized and translated to practice in different contexts, as well as the challenges planners, citizen participants, and other stakeholders encounter in attempting to do so. These case studies find that these neighborhood-scale planning efforts are essentially framing the social dimension in terms of principles of SDH. Significant challenges encountered at the neighborhood-scale relate to political economic context and trade-offs between ideals of social sustainability, such as social inclusion and nurturing a sense of belonging when confronted with diverse neighborhood actors, such as sexually oriented businesses and recent immigrants. This research contributes to urban social sustainability literature and sustainability planning practice by interrogating these contested notions and beginning to create a pathway for integration of SDH principles into conceptualizations of social sustainability.

This dissertation examines how colonial histories converge with models for capitalist futures in Sierra Leone, framed by ongoing debates around the governance, accumulation and distribution of social goods. It explores how managerial logics of risk, human capital, resilience and corporate social responsibility informed the remaking of the state following a decade of civil war and military intervention. And it attends to the politics of reconstruction pursued in contexts of radical upheaval, examining material infrastructures and subjectivities as sites of transnationally mediated cultural transformation continuous with colonial memory and practice. An ethnographic and historical study based on 18 months of field and archival research in the Western Area (or Freetown Peninsula) of Sierra Leone, the dissertation contributes to debates around care, agency and social value, as well as the fraught relationship between knowledge and expertise in contexts of political, spatial and economic experimentation. Developing an approach that denaturalizes calamity and foregrounds long-term structural violence, chapters trace the growing cognizance of the relation between ecological risk and speculative practices in land and real estate markets in the country, briefly hailed as “Africa’s fastest growing economy” between 2012-2015. Examining the role of financial institutions, humanitarian agencies and contractors from the perspective of numerous stakeholders—including flood survivors and ex-combatants, builders and land brokers, urban planners and architects, World Bank officials and local conservationists—I demonstrate how reconstruction in Sierra Leone intensified dynamics of financialization under conditions of questionable sovereignty, reflecting entrenched hierarchies of rank within global labor and commodity markets and the long-term vulnerability of marginalized citizens to increasingly quotidian forms of harm. The dissertation argues for a methodological shift that understands official demands for citizens to embody their “resilience” as an enduring anticipation of catastrophe, one that has developed in tandem with normative aspirations for the “good life” in Sierra Leone. In contrast with the universal claims of liberal community, democratization and material renewal that accompanied the end of war, I track how manual work involved in excavating the foundations for residential sites in the new suburbs of Freetown coincided with a broader panic around the rising value, obscure origins, and growing scarcity of property, examining moral accounting around the relationship between prosperity and the uneven distribution of social injury. By situating ethnographic material on building, work and wealth alongside debates on global inequality, disaster capitalism, race and the poetics of history, I demonstrate the variety of social factors that sustain the violent futurity of growth. More pointedly, I argue that Sierra Leone reveals a shrinking zone of accountability for the human costs of development “by any means necessary,” as disasters increasingly reflect the retreat of the state in its capacity to protect or preserve human life. Ultimately, the dissertation underscores the contradictions of liberal governance in the wake of empire, new imperial relations in the face of old, and the seemingly premature claim of freedom therein.

Research demonstrates that Black students deserve teachers who utilize culturallyresponsive pedagogy (CRP) and antiracist pedagogy to offer a high-quality education that is both engaging and affirming of their culture and life experiences. Unfortunately, many Black students are instead forced to navigate schools that do not center their culture or ways of knowing, but rather perpetuate the racism embedded within the U.S. education system. In suburban schools in particular, Black students rarely have access to teachers who represent their racial and cultural backgrounds, and this lack of representation and understanding amplifies the need for CRP and antiracist pedagogy. Further, existing research shows that preservice and current teachers rarely have access to the training and staff development that would prepare them to utilize these pedagogies (Warren, 2018). To offer the field more understanding about how teachers become culturally responsive and antiracist, this study explores the process that suburban public school teachers progress through to adopt these pedagogies, and the factors that inform this process. This study is informed by a theoretical framework that includes critical race theory, BlackCrit, and sociocultural context, and builds on the existing scholarship on Black students’ schooling experiences, teacher-student relationships, and CRP and antiracist pedagogy. Drawing on this existing research, I utilized qualitative data to explore suburban teachers’ perspectives, experiences and sense-making related to the process of becoming culturally responsive and/or antiracist. I conducted one-on-one interviews with 15 teachers who represent different racial/ethnic backgrounds, as well as a range of grade levels (K-12) and academic subjects. The participants all self-identify as educators who are committed to becoming culturally relevant and/or antiracist educators. They currently teach, or previously worked directly with, Black students in public suburban schools in the NYC metro area. The data from this study yielded three major takeaways. First, I found that the process of becoming a teacher who embodies culturally responsive and antiracist pedagogies is a journey that is informed by several factors, including lived experiences, key people that influence growth, and exploration of one’s own racial identity. To offer a clear illustration of how teachers progress through this process, I map the journey by offering specific details about the perspectives and practices that align with the beginning, middle and advanced phases of the journey. Importantly, this journey is nonlinear and unending, as being culturally responsive and antiracist requires continual learning and growth. Second, I find that strong teacher-relationships based in care play a key role in my participants’ journeys to adopting culturally responsive and antiracist pedagogies. I also find that teachers utilize unique approaches when demonstrating care and building relationships with Black students, as the teachers understood that Black students have unique experiences in school settings, especially those in suburban contexts. Further, I found that several factors inform teachers’ relationship-building approaches, with personal experiences and relationships being the most impactful. Importantly, I also find that when teachers work to build strong teacher-student relationships while also progressing through their journeys to adopting CRP and antiracist pedagogy, the relationships and pedagogies reinforce one another. The last key finding from this study explores the barriers that teachers encounter in their journeys to adopting culturally responsive and antiracist pedagogies. While the data demonstrated that several participants have successfully progressed through the journey to the point where they can now effectively implement CRP and antiracist pedagogy, I found that participants also faced two major barriers that impede their ability to effectively implement these pedagogies within their school contexts. The first barrier is the lack of focus on CRP and antiracist pedagogy in both teacher education and professional development sessions, including a lack of focus on the connection between student-teacher relationships and these pedagogies. The suburban contexts that the participants work within pose a second barrier, as the environments are rarely welcoming or conducive to work intended to advance racial equity. This study’s findings point to several implications for the field, including a need for changes to policy and practice, as shifting our schools toward becoming culturally responsive and antiracist requires significant support and resources. The findings also point to several opportunities for future research to further build the field’s knowledge about preparing teachers for CRP and antiracist pedagogy. Once our field knows more about this process, research such as this will help to better prepare teachers to offer Black students a high-quality education.

M.A. / Although all forms of apartheid control legislation have been repealed and the Constitution and Bill of Rights adopted, it is questionable in what way these principles of equality and non-discrimination are effectively implemented and whether changes have occurred in practice. Chapter one therefore provides an overview of the study. The discussion of legislation viz. the Constitution, the Equality Clause and Employment Equity Act urges the elimination of discrimination and the implementation of equality. The legacy of policing also provides the challenge to change. Several SAPS policies and directives such as the SAPS Policy Document on Affirmative Action and Fundamental Equality Directives in theory indicate the movement towards change and initiatives to implement equality and eliminate discrimination. It is therefore impressive to have legislation, policies and directives, but the question is in what way these are effectively being implemented and whether one can notice a change in the actual behaviour of police officials. Equality and non-discrimination, which are at the heart of effective policing, underpin good community and human relations. It is important to assess in what way the SA police culture and working climate have changed from a traditional partisan and discriminatory approach to a service provider that celebrates diversity and human rights. The research therefore investigates in what way the rhetoric of equality and non-discrimination have been implemented and its effect on individuals in a policing environment. The perceived gap between policy legislation and reality in practice was a further motivational aspect of the study, as policy alone will not ensure the implementation of equality principles. The goal and objectives of the study narrow the focus and the presentation of definitions provides further clarity. The research nature for this study was primarily explorative, and also descriptive. The goal of the study was to explore and describe police officials' experience and behaviour in the implementation of equality and the elimination of discriminatory practices in the working environment at police station level during the period 1996-7. This research was primarily of a qualitative nature and a single embedded case study design strategy was used. The unit /item of analysis or sampling element was police officials working under the jurisdiction of one specific police station in Gauteng. The demographic profile and characteristics of the police officials in the study sample was presented and analysed quantitatively (SSPS descriptive statistics according to frequency counts and cross tabulations) and achieved the first secondary objective of exploring and describing the level of representivity at the police station being studied. A non-probability sampling method - based on convenience and reliance on available subjects - was the primary sampling strategy used. Other secondary types of sampling used in this study were snowball or chain, confirming and disconfirming cases, opportunistic, and a combination or mixed strategies.