La montée en puissance d’une philanthropie élitaire privée est l’un des principaux faits saillants des deux dernières décennies. Évoluant de plus en plus dans une logique de partenariat avec les États et les groupes communautaires, cette philanthropie, dont le principal avatar est la « philanthropie d’investissement », est un acteur majeur dans l’émergence de la « gouvernance du social ». À partir du cas de l’organisme communautaire Harlem Children’s Zone à New York et de la Fondation Lucie et André Chagnon au Québec, cette étude comparative analyse comment la philanthropie d’investissement reproduit à l’intérieur de la gouvernance du social l’ascendance du donateur, comment les groupes financés parviennent à faire preuve d’une capacité d’action leur permettant de dialoguer et de négocier avec les bailleurs de fonds, et comment les relations triangulaires entre les acteurs philanthropiques, communautaires et publics affectent le développement des politiques sociales. Mots-clés : Philanthropie élitaire - Philanthropie d’investissement – gouvernance du social – politiques sociales. / The rise of an elite private philanthropy is one of the main highlights of the past two decades. Evolving more and more in a partnership logic with governments and community groups, philanthropy, and most specifically "investment philanthropy", is a major player in the emergence of "social governance". From the cases of the Harlem Children's Zone, a non-profit organization in New York and the Fondation Lucie et André Chagnon in Quebec, this comparative study analyzes how investment philanthropy replicates the donor’s influence within social governance, how funded groups manage to demonstrate some forms of agency allowing them to discuss and negotiate with the donors, and how the triangular relationship between philanthropic, community and public actors affects the development of social policies. Keywords: elite philanthropy; investment philanthropy; social governance; social policies.

The current neoliberal education system often positions bilingual youth as deficient or lacking in skills. The discourse from some academic research paradigms tends to also take up this deficit orientation, focusing on the issues and needs of Latinx bilingual students, or the pedagogical strategies to “close achievement gaps.” The NYC Department of Education has attempted to address gaps in achievement by offering increased access to college and career readiness programs, positioning access as synonymous to equity. However, access alone does not lead to equity when the systems and norms that prioritize assimilation to the dominant white culture are not being challenged; moreover, increased access will not lead to equity if the voices and experiences of marginalized youth experiencing the transition to college are not amplified. This project will add to the growing body of scholarly work that aims to subvert deficit discourse around bilingual students by inviting them to author their own stories about their experiences in the transition to college. These narratives bring up various aspects of the transition to college: how first-generation Latinx bilingual youth navigate cultural and linguistic expectations in college, how they navigate the white, western, and patriarchal institutional norms of the college going process, sources of support in their educational journeys, what factors influenced their college choices, and how they have experienced college in the context of a global pandemic. This research recognizes bilingual students’ experiences and knowledges as truths, positioning them as knowledge creators. The purpose of this study is to document and explore how first-generation Latinx/ bilingual students experience the transition from high school to college, and how they navigate and question spaces in high school and college fraught with linguistic and cultural erasure. Employing Chicana Feminist epistemologies and post-positive realist perspectives of identity, this study will use pláticas to better understand the experiences of Latinx students as they transition to college, what educators can do to support their transition, and to think about how educators can work alongside Latinx students to fight erasure.

In this dissertation project, I make three separate contributions to the study of the political economy of automation which center the agency of workers and society over technological change. The papers presented here each take a historical approach, both to contextualize modern debates over new technologies and to describe political responses that may have fallen out of contemporary awareness. In the first paper, I examine the origin of the term “automation” to reveal the ways that this concept has been shaped by social and political imperatives. I then propose a new definition and conceptualization of automation which respect this reality and open new avenues for research into this form of technological change. In the second paper, I examine the role played by the occupational structure of unions in determining their responses to automation. Drawing on a comparison of the cases of 1) the AFL-CIO and its Industrial Union Department and 2) New York Typographical Union No. 6 from approximately 1950–1975, I show that industrially-organized unions are more receptive of automation than are unions organized along craft lines. In the final paper, I examine the role that the different approaches to labor force control adopted by craft unions play in shaping both their responses to new technologies and their inclusion or exclusion of women workers. Through a comparison of the histories of the typographical unions in the United States and the United Kingdom over 150 years, I show that unions adopting an apprenticeship-based system of labor force control are both more resistant to new technologies and more exclusionary of women than are unions adopting a strategy of incorporation. Taken together, these papers show that workers and unions have been neither helpless cogs nor implacable wrenches in the machinery of technological change.

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This thesis is an exercise in responsibility regarding my actions as an architect. It is based upon the belief that architecture is a product conveying culture. While architecture can convey culture, it also has the potential to shape and facilitate change q in culture. Therefore, one can view the architect as more than a technician, making architecture stand and work properly, or an artist, concerned with the aesthetic/architectonic qualities of architecture, but rather as an active entity who can both convey and change cultural values through the built environment. The struggle in this thesis regarding responsibility has been to make my role more than an active entity in culture, but a consciously active entity in culture. Since I have long viewed culture as a political product and one's existence in culture as a political act, then one’s responsibility as an architect could be to make architecture as the conscious embodiment of a political ideology. For me, feminism is the political ideology, and Liberative Architecture is the conscious embodiment. / Master of Architecture

This thesis focuses on a few of the different possibilities for an infill housing project. The site is located in Queens, New York, adjacent to the East River. The site is an old railroad yard. The surrounding neighborhood is a mixture of commercial and residential areas. The linear axis of the site offers the possibility for a strong horizontal object for the city. / Master of Architecture

Post-World War II public schools in Harlem, New York were segregated, under-resourced and educationally inequitable. Addressing disparities in education was of paramount importance for the socioeconomic mobility and future of the neighborhood. In an effort to understand how race, religion, community, and education intersected in this context, this dissertation answers the following research question: How did St. Philip’s, the first Black Episcopal church in the city and one of the most historic churches in Harlem, participate in education during the post-World War II period? Responding to and preventing inequities in the neighborhood, including the substandard state of the public schools, St. Philip’s served as an educational space and organizational base for the community. St. Philip’s participation accounts for the way a Black church emerged as a space for education when the public schools were foundering. The church’s ethos of education - community engagement - reframes traditional frameworks of teaching and learning beyond schoolhouse doors. During the postwar period, St. Philip’s expanded its in-house programming for Black children, youth and adults, constructing a new community youth center, where classes, tutoring, after-school activities, college counseling, career guidance, day-care, recreation and clubs were community staples. Understanding the importance of inclusivity, continuity and consistency, programming was accessible to the entire neighborhood, regardless of membership with year-round services such as summer camp and career counseling. As an organizational base, the church hosted education talks and committee meetings, facilitating a forum for the community to engage in critical conversations about the state of education. It was a safe space for transparency and troubleshooting. Concerns about education expanded beyond conversations in the church, however. St. Philip’s corresponded directly with city governance, petitioning school-makers with recommendations and demands. This dissertation broadens the traditional civil rights narrative of Black religious activism, which has the tendency to dichotomize who participated and how they participated. This polarization includes regions: North-South, religions: Christian-Muslim, figureheads: Martin Luther King, Jr.-Malcolm X, and strategies: peaceful-militant. Historians Charles Payne and Nikhil Pal Singh push back on this oversimplified interpretation as “King-centric.”* St. Philip’s educational activism foils this paradigm as a Black Episcopal institution in a northern city. St. Philip’s brings nuance to categorizations of Black churches as either being focused on the far-reaching goal of social transformation or compliant with conservative social philosophies based on respectability politics. Its participation was both radical (such as establishing educational programming at the Community youth center that was open to members and non-members alike, regardless of class, age, political or religious beliefs) and conservative (such as sitting out of the 1964 citywide school boycott, while the majority of the Black community participated). In this way, St. Philip’s educational activism in Harlem calls into question criticisms of the Black Episcopal Church that position it as elitist and accommodationist to white values and white power, hence, apathetic to the challenges facing the Black population in cities during the post-World War II period. *Nikhil Pal Singh, Black Is a Country: Race and the Unfinished Struggle for Democracy (Cambridge: Harvard University Press, 2004), 6; and Charles Payne, I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle (Berkeley: University of California Press, 1995), 419.

There has been an increased push away from the traditional combustion-engine powered vehicle due to environmental, health, and political concerns. As a result, alternative methods of transportation such as electric vehicles (EVs) have gaining popularity in the market. However, the EVs are not penetrating the market as quickly as expected, due in part to a combination of range, charge anxiety, and their financial costs. EVs cannot travel far due to limited driving range and require longer charge times than combustion-engine powered vehicles to recharge. Coupled with a lacking infrastructure for charging, the feasibility of an all-electric transportation market is still not possible. We propose a novel system in which we study and characterize the feasibility of increasing the effective driving range of a battery electric vehicle by utilizing inductive charge transfer to create an ad-hoc charging network where vehicles can “share” charge with one another. The application of wireless charge transfer from vehicle-to-vehicle (V2V) is the first of its kind and does not require any changes to current metropolitan infrastructures. Through the use of computer networking and communications algorithms, we analyze real-world commuter and taxi data to determine the potential effectiveness of such a system. We propose a participation and incentive mechanism to encourage participation in this network that enables the system to be functional.To illustrate proof of principle for V2V charging at traffic lights, we simulate a simplified model in which vehicles only exchange charge at traffic lights without coordination with other vehicles. Using a greedy heuristic, vehicles only exchange charge if they happen to meet another vehicle that has charge to share. The heuristic is greedy since decisions are made at each iteration with longer optimality not being considered. We are able to demonstrate an increase in effective driving range of EVs using these simplistic assumptions. In this thesis, we develop and quantify a complete simulation framework, which allows EVs to operate using charge sharing. We analyze data from the United States Department of Transportation, New York City Taxi and Limousine Commission, and Regional New York City data sources to understand the cumulative driving distance distributions for passenger/commuter vehicles and taxicabs in large metropolitan areas such as New York City. We show that the driving distributions can best be represented as heavy-tail distribution functions with most commuter vehicles not requiring additional charge during a typical day’s usage of their vehicle as compared to taxicabs, which regularly travel more than 100 miles during a 12-hour shift. We develop and parameterize several variables for input into our simulation framework including driving distance, charge exchange heuristics, models for determining pricing of charge units, traffic density, and geographic location. The inclusion of these parameters helps to build a framework that can be utilized for any metropolitan area to determine the feasibility of EVs. We have performed extensive evaluation of our model using real data. Our current simulations indicate that we can increase the effective distance that an electric vehicle travels by a factor of at least 2.5. This increased driving range makes EVs a more feasible mode of transportation for fleet vehicles such as taxicabs that rely heavily on commuting long cumulative distances. We have identified areas for future improvement to add further parameters to make the model even more sensitive. Finally, we focus on the application of our charge sharing framework in a real-world application for utilizing this methodology for the New York City bus system. In partnership with the New York City MTA, we launched a feasibility study of converting the currently majority hybrid bus fleet into a complete electric bus fleet with charging available at bus stops during scheduled bus stops. Unlike the earlier charge sharing framework, this simulation focuses on discrete distances that are traveled by the bus before having an opportunity to charge at the next bus stop. In this scenario, a large source of variability is the amount of time that the bus is able to stop at a bus stop for charging since this is determined by the amount of time needed to successfully embark and disembark the passengers at the given bus stop. This particular variability impacts how much charge the bus is able to gain during any given stop. We conclude with a list of opportunities for future work in expanding the model with additional parameters and conclusions of our work. Further, we identify areas of further research that outline the potential positive and negative outcomes from a charge sharing system that can be extended to various other applications including micro-mobility applications such as electric scooters and bicycles.

The creative submission for my dissertation includes two of my documentary works: They Will Take My Island, a thirty-minute multimedia collaboration with filmmaker Atom Egoyan for amplified string octet, electronic track, and film, commissioned by the Metropolitan Museum of Art; and Paper Pianos, a ninety-minute staged collaboration with director Nigel Maister and projection artist Kevork Mourad. The written submission for my dissertation is an examination of the ways in which experiences around transgenerational trauma inform and manifest in my creative practice. I offer a summary of my own family history of survivors of the Armenian Genocide and Lebanese Civil War, as well as a survey of displacement amongst the Armenian community in the past century. Furthermore, I discuss identity processing as diaspora and the act of cultural preservation, as inspired by genocide survivor, composer, priest, writer, and musicologist, Komitas Vardapet. I later examine these ideas in the context of creating They Will Take My Island and Paper Pianos, both of which were constructively motivated by transgenerational survivor’s guilt and draw from extra-musical documentary and horror genre practices.