abstract: In contemporary society, educators teach adolescent students about the importance of developmental growth. This growth transitions into leadership, which prepares youth to collaborate with adults in a working environment. Additionally, youth mural programs generate leadership skills, yet not many art educators are using mural projects as a means to develop leadership in their students. This study explored the connection between working collaboratively on a mural project and the impact it had on leadership traits and skills in adolescent girls. I created an action research project in conjunction with Girl Scouts to encourage a group of girls while creating a mural. The mural project took place at an Arizona Girl Scout resident camp for a total of 11 days. Seven participants between the ages of 14-17 engaged in planning and executing a tile mosaic mural. The image they created remains as a permanent mural for the camp. Qualitative data includes responses to reflection questions and observations. Quantitative data consist of self-reported questionnaire scores before and after the mural project. The data is analyzed to understand if there was a difference in leadership traits and skills before and after instruction. Data is also used to see which leadership traits and/ or skills, if any, were impacted. Findings in the study reveal differences in leadership skills before and after instruction. However, there was not a significant impact to leadership traits. Specific skills that improved include those that involve communication and working with others. I conclude that adolescent girls became more aware of communicating effectively, adapting ideas to others, and working with others after they finished the mural. Additionally participants were more open to sharing thoughts near the end of the project than at the start. / Dissertation/Thesis / Masters Thesis Art 2014

abstract: Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.

Made available in DSpace on 2014-06-11T19:22:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-10-25Bitstream added on 2014-06-13T20:48:57Z : No. of bitstreams: 1 claro_fp_me_ia.pdf: 1242607 bytes, checksum: ddf342b95df2ab9c8824329d25c29a9b (MD5) / Universidade Estadual Paulista (UNESP) / O fenômeno dos cartões de visita foi o primeiro momento de popularização da fotografia no século XIX, o que demonstra que desde sua invenção, o retrato fotográfico funcionou como instrumento de apresentação social. Atualmente, essa apresentação social acontece por meio da fotografia digital que circula livremente nas redes sociais pelos perfis de seus usuários. Há um intenso volume de produção e postagem dessas imagens de forma que o presente trabalho pontua algumas questões que permeiam o universo dos autorretratos fotográficos produzidos por adolescentes paulistanas para seus perfis do site Facebook. Os pontos considerados para análise são o contexto social, econômico e histórico que contextualizam a intensa produção e circulação de fotografias amadoras / The phenomenon of visit cards was the start of the popularization of photography in the nineteenth century, which shows that since its invention, the photographic portrait functioned as an instrument of social presentation. Currently, this phenomenon happens through social presentation of digital photography that circulates freely in the profiles of social networks users. There is an intense volume of production and posting these images, so that this work points out some issues that permeate the universe of photographic self-portraits produced by teenagers from Sao Paulo to their Facebook profiles. The points considered for analysis are the social, economic and historical context to intense production and circulation of amateur photographs

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-15T18:45:32Z No. of bitstreams: 1 arquivototal.pdf: 3500941 bytes, checksum: 9147c179e539c66bda91be54cd5e19b2 (MD5) / Made available in DSpace on 2016-08-15T18:45:32Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3500941 bytes, checksum: 9147c179e539c66bda91be54cd5e19b2 (MD5) Previous issue date: 2015-08-28 / The main objective of this dissertation is to comprehend the D. Ulrico Orphanage as an educational institution that took responsibility over the education of unprivileged girls in the Parahyba city in the conjecture of speech to civilize, modernize and sanitize the city. The institution now presented will be visualized taking into consideration the society of Paraiba in the early XX century (in the historic period corresponding to the year between 1913 to 1929). For both shared ideals about unprivileged women and education. The Orphanage is understood as a socio-historical production of the Parahyba city in the studied period. For such understanding, a few authors were referenced, such as Dermeval Saviani (2007), Justino Magalhães (2004), Castanho (2007), Farias (1997) and Nascimento (2013). The educational institution executed a double movement in the preparation of the younglings, offering them content and ideologies with the intent of acceptation of the imposed law and discipline. Starting from the option to analyse the profile of the internees it was attempted to unravel the type of education that was defended for unprivileged young women in the early XX century in Parahyba do Norte. The realization of his study utilized the following sources: enrolment files of the internees from the years 1922 to 1929; the Record of the May the 23rd of 1922 General Assembly; Records of the Protector and Permanent Commissions; Statutes of Protector and Permanent Commissions from 1913; and exemplars of the A Imprensa newspaper from 1913 to 1928. The profile of woman advocated by the managers of the D. Ulrico Orphanage indicated that she was to be educated to care for the home, the children and the husband. It showed proximity to the ideals present in the society of that period. Such manner of comprehension about women, especially those of lower classes, became natural and turned into a culture that dictated the ways and manners of the young women who attended the institution conditioned by their social origins. Since very early, the internees were to have an education exclusively related to domestic duties. They did not need to develop habits and mores considered modern once their society roles did not require civilizing skills. What could be found, from the documents analysis, indicates that the internees had an education directed to house duties. Moreover, upon leaving the institution they would go work on the houses of the Orphanage’s benefactor associates only in exchange for shelter and food. Therefor indicating a delineated fatality in the fate of these young unprivileged women. / Esta dissertação tem como objetivo principal compreender o Orphanato D. Ulrico como uma Instituição educativa que se responsabilizou pela educação de meninas pobres na Cidade da Parahyba dentro de uma conjectura do discurso de civilizar, modernizar e higienizar a cidade. A Instituição ora apresentada será visualizada considerando a sociedade paraibana do início do século XX (dentro do período histórico que corresponde anos de 1913 a 1929), pois partilhou das ideias que se tinham das mulheres pobres e da educação. Compreendemos o Orphanato como uma produção sociohistórica da Cidade da Parahyba no período estudado. Para tal entendimento utilizamos de autores como Dermeval Saviani (2007), Justino Magalhães (2004), Castanho (2007), Farias (1997) e Nascimento (2013). A Instituição Educativa fez um duplo movimento no que se refere à preparação das jovens, oferecendo-lhes conteúdos e ideologias com a finalidade da aceitação das leis e da disciplina impostas. A partir da opção pela análise do perfil das internas buscamos desvendar a educação defendida para as jovens pobres do início do século XX na Parahyba do Norte. Para a realização do estudo, utilizamos as seguintes fontes: fichas de matrículas das internas do Orphanato dos anos 1922-1929; Ata da Assembleia Geral de 23 de março de 1922; Atas da Comissão Protetora e Permanente; Estatuto Comissão Protetora e Permanente do Orphanato D. Ulrico de 1913; e o Jornal A Imprensa de 1913 a 1928. O perfil de mulher defendido pelos gestores do Orphanato D. Ulrico indicava que ela deveria ser educada para cuidar do lar, dos filhos e do marido, demostrando uma aproximação com os ideais presentes na sociedade da época. Tal modo de compreensão sobre a mulher, principalmente daquelas das classes mais baixas, passou a ser naturalizado e se formou uma cultura que estipulava a forma de ação das jovens que frequentaram a Instituição condicionada às suas origens sociais. Desde muito cedo as internas tiveram uma aprendizagem exclusivamente relacionada com as atividades domésticas. Não precisavam desenvolver hábitos e costumes considerados modernos já que os espaços da sociedade urbanizada que frequentavam não requeriam habilidades civilizatórias. O que pudemos constatar, a partir da análise dos documentos, indica que as internas tiveram uma educação voltada para as prendas domésticas e que, ao saírem da instituição, iam trabalhar nas casas dos sócios beneméritos do Orphanato apenas em troca de abrigo e comida, indicando assim a fatalidade traçada nos destinos dessas jovens pobres.

Orientador: João Cardoso Palma Filho / Banca: Pelópidas Cypriano de Oliveira / Banca: Marília Claret Geraes Duran / Resumo: O fenômeno dos cartões de visita foi o primeiro momento de popularização da fotografia no século XIX, o que demonstra que desde sua invenção, o retrato fotográfico funcionou como instrumento de apresentação social. Atualmente, essa apresentação social acontece por meio da fotografia digital que circula livremente nas redes sociais pelos perfis de seus usuários. Há um intenso volume de produção e postagem dessas imagens de forma que o presente trabalho pontua algumas questões que permeiam o universo dos autorretratos fotográficos produzidos por adolescentes paulistanas para seus perfis do site Facebook. Os pontos considerados para análise são o contexto social, econômico e histórico que contextualizam a intensa produção e circulação de fotografias amadoras / Abstract: The phenomenon of visit cards was the start of the popularization of photography in the nineteenth century, which shows that since its invention, the photographic portrait functioned as an instrument of social presentation. Currently, this phenomenon happens through social presentation of digital photography that circulates freely in the profiles of social networks users. There is an intense volume of production and posting these images, so that this work points out some issues that permeate the universe of photographic self-portraits produced by teenagers from Sao Paulo to their Facebook profiles. The points considered for analysis are the social, economic and historical context to intense production and circulation of amateur photographs / Mestre

Dissertation work analyse problems in relationship between boys and girls on second deegre of basic school. The first part is oriented on theory of growing up, on theme of genders, relationship, sex education, school documents. The main part is oriented to anylyse of collected informations in single classes, comparing relationships in single grade and on evolution of these relationships process of school attendance.

abstract: This dissertation examines the discursive construction of the trope of the ideal girl in popular American girls' series in the twentieth century. Girls' cultural artifacts, including girls' literature series, provide sites for understanding girls' experiences and exploring girlhood itself as a socially constructed identity, yet are often overlooked due to their presumed insignificance. Simple dismissal of these texts ignores the weight of their popularity and the processes through which they reach such status. This project challenges the derisive attitude towards girls' culture and begins with the assumption that these cultural texts do ideological work and therefore require consideration. The dissertation traces the development of the ideal and non-ideal girl over time, taking into account the cultural, political, and economic factors that facilitate the production of the discourses of girlhood. I include analysis of texts from six popular American girls' series as primary texts; visual elements or media productions related to the series; and supporting historical documents such as newspapers, "expert" texts, popular parents' and girls' magazines, film; and advertising. Methodological approach incorporates elements of literary criticism and discourse analysis, combining literary, historical, and cultural approaches to primary texts and supporting documents to trace the moments of production, resistance, and response in the figure of the ideal girl. Throughout the project, I pay particular attention to the intersections of race, class, gender, sexuality, and nationality in the figure of the ideal girl and her non-ideal counterparts. I argue that girls' series, slipping under the radar as a denigrated cultural medium, capture and perpetuate cultural anxieties around heterosexuality, whiteness and American identity, appropriate gender roles, and class mobility. These texts discipline the non-ideal girl toward the ideal, always with the expectation of failure. / Dissertation/Thesis / Ph.D. Gender Studies 2013

abstract: Using arts-informed ethnographic approaches, theatrical techniques and a feminist/performance studies lens, this study analyzes the construction of US girlhood from the perspective of girls ranging in age from fourteen to seventeen by examining their original artistic creations and performances. Placing the artifacts of girl-created culture and the girls' representations, which I view as a performative practice, at the heart of my study, I connect girlhood studies to Butler's gender performance theories and to the larger field of performance studies. Rather than strictly analyzing these original works myself, I involve the girl participants as co-theorists in the analysis of the resulting artistic creations as a performance of girlhood. Through our theory building sessions, we aim to discover a nuanced understanding of girlhood and how gender identity can be performed by adolescent girls, as well as how artistic and theatrical practices can serve to assist youth in exploring complex issues. The adolescent female participants serve as active writers and performers of girlhood and through their writing and performances demonstrate their understanding of what it means to be a girl in contemporary US society. In viewing the girls as theorists, I demonstrate their capabilities while honoring their experiences and knowledge, an approach I believe should be more often employed in academia and in everyday life. Specifically, my study's central research question asks: how do US girls consume mass media representations of girlhood and reproduce or subvert these representations? In what ways do girls perform their understandings of their own identities and what it means to be a girl in contemporary US society through their creations of original art and literature, live theatrical pieces, and digital cultural practices? These works include theatrical performances, creative writing, self-portrait sculptures, and blogs/journals. Additionally, I conduct and analyze both solo and group interviews. I assert the importance of creative space and theatrical/artistic practices as tools with which girls can examine and challenge girlhood and gender discourses. / Dissertation/Thesis / Ph.D. Theatre 2014

Although the prevalence of Autism Spectrum Disorder (ASD) is currently 1 in 68 (Centers for Disease Control, 2015) and research in this area is growing, high-functioning individuals on the spectrum are often overlooked. This is because of their relatively milder symptoms. The recent collapse of Asperger Syndrome (AS) with autism in the most recent version of the Diagnostic and Statistical Manual (DSM-5; APA, 2013) also has obscured the differences that may exist between those with higher vs. lower levels of functioning. Among youth with High-Functioning Autism Spectrum Disorder (HFASD), girls are a particularly understudied and potentially vulnerable group. Previous research has suggested that girls with HFASD may be more affected by their differences from typically developing peers during adolescence than are boys (Solomon, Miller, Taylor, Hinshaw, & Carter, 2012). Other recent findings suggest that girls with HFASD receive less support than boys with HFASD in school (May, Cornish, & Rinehart, 2014). The purpose of this study was to explore the social and school experiences of adolescent females with HFASD from both the girls’ and their mothers’ perspectives. The results of the study yielded six themes that emerged from the interviews with four adolescent girls with HFASD and their mothers. Four of the themes were voiced by both the girls and their mothers. Specifically, they both discussed the girls’ high levels of interest in imaginary characters, experiences with teachers and peers at school who did not understand them, the need for kind and flexible teachers, and the girls’ reluctance to initiate in social interactions. Mothers also discussed two themes that were not mentioned by the girls. All of the mothers expressed frustration with motivating their daughters in activities unrelated to their interests and described their role as their daughters’ protectors. These ideas were not mentioned by the girls. Although results are not expected to generalize to all females with HFASD, the current study adds to the scant literature on this population and offers some insight into the experiences that these girls may face during adolescence.