Inclusion of children with autism in public education has become a pressing issue. As more and more children are diagnosed, schools are increasingly unable to provide individualized educational services and one to one aides for each of these children. In this master's thesis, the author describes the ways in which discourses around public education and the ideal neoliberal worker have in turn shaped discourses around students and workers with autism. Reimagining inclusion of students with autism pushes us to reimagine "autism" and "school" itself. Through discussions of the paradoxes of autistic speech and self determination, and the relationship between discourses of autism and discourses of education, the author suggests a new way to imagine autism, inclusion, and education.

Inclusion of children with autism in public education has become a pressing issue. As more and more children are diagnosed, schools are increasingly unable to provide individualized educational services and one to one aides for each of these children. In this master's thesis, the author describes the ways in which discourses around public education and the ideal neoliberal worker have in turn shaped discourses around students and workers with autism. Reimagining inclusion of students with autism pushes us to reimagine "autism" and "school" itself. Through discussions of the paradoxes of autistic speech and self determination, and the relationship between discourses of autism and discourses of education, the author suggests a new way to imagine autism, inclusion, and education.

This case study documents the work of this researcher and others to transform oppressive ideologies and practices in an urban community college through human rights policy development and implementation. Analysis of policy processes examines how contestations of equity discourses by various organizational stakeholders influenced organizational constructions of equity as ideology, policy and practice. Policy struggles over the three administrations are examined using a typology of equity discourses defined as assimilationist (status quo: resisting human rights/equity), managing diversity (organizational benefits: liability protection, commodifying equity/human rights) and transformative (structural/curricular change). In this particular case study, a human rights crisis during the 1990’s led to substantive policy change as human rights was framed as organizational change. These changes were resisted and recuperated by the next cadre of change agents and senior and middle managers and human rights were administered as rights based complaints management. However, the large complaints bureaucracy was unable to contain underlying systemic issues and complaints increased dramatically. Management responded with neoliberal influenced managing diversity/cultural competency training, proposed as a customer service model to train faculty and staff how to deal with the Other - ‘culturally diverse’ clients/students. This discourse of equity was challenged by this researcher (who was seconded to develop institution wide cultural competencies for faculty). This curriculum project was used to recoup some of the transformative elements of the policy and refocus institutional efforts towards system wide organizational change. This attempt at tempered radicalism was recouped by senior management and the competencies developed were contained in a single course during the next administrative turnover. This research builds on the survey studies of equity practitioners by Westerman (2008) and Agocs (2004) that examine how the positionality of institutional change agents influences opportunities to advance equity in institutions (in areas of complaints management and/or employment equity). It differs from previous studies in three ways: first I expand the definition of equity as the totality of all institutional functions including curriculum. Second, in addition to examining the scope and impact of these ‘expert’ roles, this study examines the influence of larger societal discourses of equity, the motivations of managers and other important stakeholders such as unions in shaping what constitutes equity work, how this is embraced and/or resisted by change agents and others in spite of ‘official’ policy. And third, it is a historical case study examination of one institution over a sustained period of time. The conclusions drawn from this institution’s policy struggles suggest that transformative equity initiatives can shift organizational cultures by changing the conversation about was constitutes equity work, however their effectiveness in bringing about structural change remains tenuous. Neocolonial societies are premised on relations of inequality, and dominant neoliberal discourses have imposed business models of managerial efficiency, standardization and profitability on public institutions which ensures that managers will continue to translate the demands of equity-seeking groups into bureaucratic procedures.

This case study documents the work of this researcher and others to transform oppressive ideologies and practices in an urban community college through human rights policy development and implementation. Analysis of policy processes examines how contestations of equity discourses by various organizational stakeholders influenced organizational constructions of equity as ideology, policy and practice. Policy struggles over the three administrations are examined using a typology of equity discourses defined as assimilationist (status quo: resisting human rights/equity), managing diversity (organizational benefits: liability protection, commodifying equity/human rights) and transformative (structural/curricular change). In this particular case study, a human rights crisis during the 1990’s led to substantive policy change as human rights was framed as organizational change. These changes were resisted and recuperated by the next cadre of change agents and senior and middle managers and human rights were administered as rights based complaints management. However, the large complaints bureaucracy was unable to contain underlying systemic issues and complaints increased dramatically. Management responded with neoliberal influenced managing diversity/cultural competency training, proposed as a customer service model to train faculty and staff how to deal with the Other - ‘culturally diverse’ clients/students. This discourse of equity was challenged by this researcher (who was seconded to develop institution wide cultural competencies for faculty). This curriculum project was used to recoup some of the transformative elements of the policy and refocus institutional efforts towards system wide organizational change. This attempt at tempered radicalism was recouped by senior management and the competencies developed were contained in a single course during the next administrative turnover. This research builds on the survey studies of equity practitioners by Westerman (2008) and Agocs (2004) that examine how the positionality of institutional change agents influences opportunities to advance equity in institutions (in areas of complaints management and/or employment equity). It differs from previous studies in three ways: first I expand the definition of equity as the totality of all institutional functions including curriculum. Second, in addition to examining the scope and impact of these ‘expert’ roles, this study examines the influence of larger societal discourses of equity, the motivations of managers and other important stakeholders such as unions in shaping what constitutes equity work, how this is embraced and/or resisted by change agents and others in spite of ‘official’ policy. And third, it is a historical case study examination of one institution over a sustained period of time. The conclusions drawn from this institution’s policy struggles suggest that transformative equity initiatives can shift organizational cultures by changing the conversation about was constitutes equity work, however their effectiveness in bringing about structural change remains tenuous. Neocolonial societies are premised on relations of inequality, and dominant neoliberal discourses have imposed business models of managerial efficiency, standardization and profitability on public institutions which ensures that managers will continue to translate the demands of equity-seeking groups into bureaucratic procedures.

This thesis explores the ways in which the legacy of colonialism continues to shape the material and non-material conditions of rural indigenous communities in Bangladesh. This research examines the complex confluence of power, politics, economics, and identities in rural Bangladesh; it explores the web of local, national, and global mechanisms that (re)create and maintain oppressive systems and structures. Adopting an anti-colonial discursive framework and a case study approach, this research incorporates data from semi-structured and informal, in-depth individual interviews, focus-group interviews, an observational journal, and a review of relevant literature to study a remote Santal village in the Rajshahi division of Bangladesh. This study focuses on the voices of the local people, their experiences and narratives, and analyzes the data within the wider contexts of history, politics, and culture. The anti-colonial discursive framework that guides this study acknowledges the material and intellectual agency of local people and the value of their knowledge and lived experiences; it contributes to understanding local history and culture and the saliency of local resistance to oppressive practices. The research findings reveal that colonial structures of oppression are perpetuated by the devaluation of indigenous peoples’ mother tongue, education, culture, and religion and by distancing them from the land that has belonged to them for centuries. The findings present a shift from the ritual-based, cultural matrix of the rural indigenous community and its tradition-oriented socio-political and education systems. Exclusionary policies and practices of the nation state and Christian aggression have fragmented the Santal community, devalued their collectivist mode of living, and alienated them from their traditional ways of life. The process of land alienation has perpetuated the colonial legacy of terra nullius and displaced the indigenous Santal community’s sense of belonging and its inherent connection to Mother Earth, the bongas , and the spirits of their ancestors. This dissertation suggests that there is urgent need for activism to resist colonial structures of oppression that continue to this day. This study contributes to literature on anti-colonial struggles across the globe and offers a framework for understanding other colonial and indigenous contexts.

This thesis explores the ways in which the legacy of colonialism continues to shape the material and non-material conditions of rural indigenous communities in Bangladesh. This research examines the complex confluence of power, politics, economics, and identities in rural Bangladesh; it explores the web of local, national, and global mechanisms that (re)create and maintain oppressive systems and structures. Adopting an anti-colonial discursive framework and a case study approach, this research incorporates data from semi-structured and informal, in-depth individual interviews, focus-group interviews, an observational journal, and a review of relevant literature to study a remote Santal village in the Rajshahi division of Bangladesh. This study focuses on the voices of the local people, their experiences and narratives, and analyzes the data within the wider contexts of history, politics, and culture. The anti-colonial discursive framework that guides this study acknowledges the material and intellectual agency of local people and the value of their knowledge and lived experiences; it contributes to understanding local history and culture and the saliency of local resistance to oppressive practices. The research findings reveal that colonial structures of oppression are perpetuated by the devaluation of indigenous peoples’ mother tongue, education, culture, and religion and by distancing them from the land that has belonged to them for centuries. The findings present a shift from the ritual-based, cultural matrix of the rural indigenous community and its tradition-oriented socio-political and education systems. Exclusionary policies and practices of the nation state and Christian aggression have fragmented the Santal community, devalued their collectivist mode of living, and alienated them from their traditional ways of life. The process of land alienation has perpetuated the colonial legacy of terra nullius and displaced the indigenous Santal community’s sense of belonging and its inherent connection to Mother Earth, the bongas , and the spirits of their ancestors. This dissertation suggests that there is urgent need for activism to resist colonial structures of oppression that continue to this day. This study contributes to literature on anti-colonial struggles across the globe and offers a framework for understanding other colonial and indigenous contexts.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.