Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.

Thesis (M.A.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2009. / Includes bibliographical references.

This study explored the K-12 urban schooling experiences of four Blackgirls attending an alternative high school in New Jersey from their perspectives and in their own words. Through the use of focus group interviews, semi-structured individual follow-up interviews, participants’ compositions of life note entries, participatory data analysis, and the co-construction of a participatory ethnodrama, this qualitative study was grounded in Endarkened Feminist Epistemology. The research explored the participants’ rich, meaningful, and culturally indigenous ways knowing and conveying their lived experiences to provide educators insight into the ways in which Blackgirls encounter and navigate urban schools and the intersections of those experiences with their personal lives. Themes that immerged included identity development, invisibility, school trauma and failure, connectedness, and personal transformation, which expand understandings of culturally responsive, trauma-informed approaches to urban schooling, anti-racism and racial literacy, educator sustainability, and prioritizing student voice in school improvement reform.

Orientador: Ana Cláudia Bortolozzi Maia / Banca: Maria Filomena Rodrigues Teixeira / Banca: Raquel Cabral / Banca: Maria Teresa Machado Vilaça / Banca: Paulo Rennes Marçal Ribeiro / Resumo: A presente pesquisa investiga o conceito de violência baseada em gênero na escola, bem como sua naturalização e invisibilização nos veículos de comunicação de massa. Foram utilizados como referenciais teóricos o feminismo pós-colonial - segundo Mohanty e Bidaseca - e os conceitos de violência escolar - segundo Abramovay - e violência baseada em gênero na escola - de acordo com a Organização das Nações Unidas para a Cultura e a Educação (UNESCO) e o Research Triangle Institute (RTI). Foi elaborado também um levantamento histórico dos principais acordos internacionais acerca dos Direitos Humanos das Mulheres ratificados pelo Brasil e das leis brasileiras de cobertura à proteção da mulher. Para demonstrar a tese de que a violência baseada em gênero na escola é invisibilizada nos veículos de comunicação de massa foram analisadas reportagens jornalísticas dos periódicos Folha de São Paulo e Carta Capital. Como suporte a essa análise utilizou-se o método do Jornalismo para a Paz - enquadrado no campo maior dos Estudos para a Paz - e os procedimentos da Análise de Conteúdo. Constituiu o corpus da pesquisa 42 textos jornalísticos. A partir da leitura de tais reportagens, foram organizadas sete categorias: (1) Violência Estatal; (2) Violência escolar nos Estados Unidos na América; (3) Comunidade Violenta; (4) Violência praticada por Estudantes; (5) Assédio Sexual; (6) Racismo e (7) Violência dentro das escolas. Os resultados sustentam a tese de que, com exceção do assédio sexual - que... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research investigates the concept of school-related gender-based violence, such as it's naturalization and invisibilization in the mass communication vehicles. As theoretical reference, we used the postcolonial feminism - according to Mohanty and Bidaseca - and the concepts of school violence - according to Abramovay - and school-related gender-based violence - according to United Nations Educational, Scientific and Cultural Organization (UNESCO) and to Research Triangle Institute (RTI). We elaborated a historical survey of the main international agreements on Women's Human Rights ratified by Brazil and of the Brazilian legislation protective of women. In order to demonstrate the thesis that school-related gender-based violence is made invisible by mass communication vehicles, we analyzed journalistic reports of the newspapers Folha de São Paulo and Carta Capital. To support this analysis we used the method of Peace Journalism - placed in the bigger frame of Peace Studies - and the methodological procedures of Content Analysis. The reseach corpus is constituted by 42 journalistic texts. There were found seven categories of analysis: (1) State Violence; (2) school violence in the United States of America; (3) Violent Community; (4) violence committed by students; (5) Sexual Harassment; (6) Racism and (7) Violence inside school. The results support the thesis that, except for sexual harassment - that is assumed as violence against women -, the school-related gender-based v... (Complete abstract click electronic access below) / Doutor

European and Global North perspectives have historically dominated the fields of dance, education, and human research, ignoring, erasing, oppressing, and exoticizing the Latinx dancing body. A lack of visibility prevents Latinx students from envisioning themselves in these predominantly non-Latinx spaces, creating barriers to their success in dance and education. While Latinx dance organizations exist dedicated to celebrating and visibilizing Latinx identity and cultural practices in k-12 dance programs, a gap regarding these practices exists in dance education scholarship. Ballet Hispánico provides a premiere example of such an organization through its Community Arts Partnership program (CAP), which focuses on what I propose can be described as culturally responsive-sustaining dance pedagogy (CRSDP). My proposed CRSDP draws on scholarship from culturally responsive therapy for Latinx populations, Latina/Chicana feminism, and progressive pedagogies to prescribe a dance teaching practice centering on Latinx students’ heritage and local cultural practices while aiming toward decolonization and humanization through the study of non-dominant dance forms. This case study explores the lifelong experiences of teaching artists who worked in the CAP programs to provide a concrete example of CRSDP, privileging participants’ stories and pressing against dominant Eurocentric and Global North perspectives in research. Teaching artists’ ancestral lineages represented Afro Caribbean, Indigenous, and Latinx Peoples. Research methods included individual interviews, classroom observations, follow-up pláticas, and an asynchronous embodied testimonio project. Pláticas and embodied testimonios were culturally sensitive and specific methods countering dominant perspectives in research that disconnect from the Latinx experience. Findings are presented in a magical realism novela and include a short, embedded dance video, making them more accessible to a general population within a format grounded in the Latinx dance experience. Earlier and subsequent chapters are unconventionally labeled foreword, preface, process, and epilogue to privilege the novela and participant stories. The novela shares experiences along CAP teaching artists’ lifelong journeys as dancers and educators that have led to their commitments to teaching within a CRSDP framework. Emerging from the novela, I argue that (a) decolonizing and humanizing dance pedagogy for Latinx students should incorporate universal themes and shared sociopolitical histories while recognizing the intersectionality of diverse Latinx identities, and (b) that research conducted within Latinx communities should incorporate culturally sensitive and specific methods.

Title from second page of PDF document. Includes bibliographical references (p. 319-330).

The struggles with patriarchy in the marriages of highly educated married black women are not clearly defined by research, leading to generalisations that all women experience, interpret and resist patriarchy in a uniform way. Written from an African feminist and symbolic interactionist perspective this qualitative study sought to investigate the cognitive processes of highly educated married black women that develop from their lived experiences, interpretations and resistance with regard to patriarchy in their marriages. Data were collected through (auto)biographical narrative essays, semi-structured interviews and observations and analysed using thematic data analysis. The findings indicate that highly educated married black women experience, interpret and resist patriarchy in diverse ways, highlighting three clusters of these women – the liberal, the conformist and the secretive. Their self-concept and identity are more likely to be shaped by their social experiences and interactions with their husbands and the extended family than interactions in their professions. / Sociology / M.A. (Sociology)

Philosophiae Doctor - PhD / In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills; mentoring and support networks; assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles. / South Africa

M.Ed. (Educational Management) / The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.

This dissertation studies how Catholic schools in a post-feminist world approach the topic of educating women both with a professional mindset but also with a Catholic understanding of the importance of motherhood. The theoretical framework of the dissertation draws on second-wave feminism as well as Catholic scholars on feminism, with a special focus on scholars using Pope John Paul II’s Theology of the Body. The study aims to reveal specifically how four faithfully Catholic high schools in geographically different areas of the United States are united in a mission to educate students to live an integrated life, through a personal faith based on reason, virtue ethics, vocation, and exemplars. Through interviews with alumnae, teachers, and administrators, the study concludes that the schools’ vision of a fully integrated virtuous life is a prerequisite for the girls to peacefully make vocational decisions about balancing professional life and motherhood. The alumnae and the school administrators show that while the mission is clear, the execution of the mission in all four schools is fraught with tensions because of the conflicts between the integrated life view and mainstream cultural views regarding happiness and fulfillment.