Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 80-83).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. R. Bruce Bickley, Florida State University, college of Arts and Sciences, Dept. of English. Title and description from dissertation home page (Jan. 19, 2005). Includes bibliographical references.

Thesis (M.S.W.) - Carleton University, 2007. / Includes bibliographical references (p. 124-132). Also available in electronic format on the Internet.

Orientador: Regina Maria de Souza / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T14:31:08Z (GMT). No. of bitstreams: 1 Agrella_RegianePinheiro_M.pdf: 1575256 bytes, checksum: b43d90afccd45ee4700f305a0884d416 (MD5) Previous issue date: 2010 / Resumo: Neste texto procuro trazer a memória o que pode me dar esperança. Faço de minha historia de vida, um caminho de reflexão, perpassando por autores como Freud, Lacan, Foucault, Souza, etc; que me oferecem recursos para estabelecer um olhar critico só passado na busca do "conhece-te a ti mesmo" (Sócrates e Foucault 2006). Nestas muitas memórias apresento os entraves pelos quais se deparam na pessoa surda em todo seu processo de construção da subjetividade. Bem como aquisição dos "saberes" que por hora se perdem nos emaranhados lingüísticos de uma comunicação truncada diante do outro que se nega o embasamento das leis e decretos parcialmente cumpridos, camuflando uma construção social e educacional excludente enquanto sujeitos surdos, "somos construídos" á luz do outro (ouvinte), vivemos uma constante batalha na incansável luta por vaporização da língua de sinais e neste caminho, construo minhas memórias a linha do tempo, e nela encontro a opressão, a marginalidade, o acaso, e descaso. Discorro a submissão imposta enchendo-me de questionamentos. Envolvo-me em delírios? Sim, os autores que estudo permitem. Assim segue esta minha historia buscando construir novos caminhos com passos firmes. / Abstract: In this dissertation I try to make my life story a way for reflection, by going through the lines of authors such as Freud, Lacan, Foucault, Souza, etc, who provided me with resources to establish a critical viewpoint on my past experiences in the seek of "knowing yourself" (Sócrates in Foucault, 2006). Through those experiences I show the obstacles that a deaf person must face during the whole process for developing his subjectivity, as well as for acquiring knowledge. As deaf individuals, we are "built" based on the other (the hearing person) and we have to fight for the recognition of sign language. Through my memories I show the oppression, the social exclusion and the negligence. Herein I talk about the submission I have been imposed and the questions I have asked about it. Can I be day-dreaming? Yes, but the authors whose work I am based on allow it. So, what follows is my life story in the seek of new ways. / Mestrado / Psicologia Educacional / Mestre em Educação

No description available.

This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Man Chi-shing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 198-205). / Abstracts in English and Chinese. / List of Tables --- p.i. / Abstract --- p.ii. / 摘要 --- p.iii. / Acknowledgement --- p.iv. / Chapter Chapter 1 --- Going into migrants in the Pearl River Delta --- p.1 / Chapter I --- The living strategy besides political resistance --- p.2 / Chapter II --- Exploring the migrants in township-and-village areas of the Pearl River Delta --- p.6 / Chapter III --- Methodology --- p.9 / Chapter IV --- Overview of this study --- p.13 / Chapter V --- Terms clarification --- p.14 / Chapter Chapter 2 --- Literature review: understanding migrants in South China --- p.16 / Chapter I --- Migration --- p.18 / Chapter II --- Floating population in China after the economic reforms --- p.22 / Chapter III --- Theoretical framework --- p.38 / Chapter Chapter 3 --- A dichotomous community: the construction of oppressed and oppressor in Tianshen Township --- p.59 / Chapter I --- Going down to the field site --- p.60 / Chapter II --- Unequal relationships between the oppressed and the oppressor --- p.73 / Chapter III --- Concluding remarks --- p.97 / Chapter Chapter 4 --- "The voice from migrants: ""The outside world is splendid, but also ruthless.""" --- p.102 / Chapter I --- Living experience --- p.103 / Chapter II --- Working experience --- p.110 / Chapter III --- Floating: a short stage of life --- p.117 / Chapter IV --- Concluding remarks --- p.131 / Chapter Chapter 5 --- Exit and familism: the ways to accommodate dissatisfaction --- p.135 / Chapter I --- The infrequency of direct confrontation --- p.136 / Chapter II --- Job switching as a from of self-defense --- p.140 / Chapter III --- The significance of family support --- p.148 / Chapter IV --- A case study: the entanglement between survival and exploitation --- p.157 / Chapter V --- Concluding remarks --- p.163 / Chapter Chapter 6 --- Economic retreatism: the basic reason of the social stability in the Pearl River Delta --- p.168 / Chapter I --- A comparison with Scott's and Popkin's cases --- p.169 / Chapter II --- A supplement to previous studies concerning Chinese migrant workers --- p.180 / Chapter III --- Suggestions --- p.182 / Chapter IV --- Prediction --- p.184 / Chapter V --- IEpilogue --- p.185 / Appendix A: List of Interviewees --- p.189 / Appendix B: Photos --- p.190 / Appendix C : Cartoon --- p.195 / Appendix D: Map --- p.197 / Bibliography --- p.198

Caryl Churchill, the most widely performed female dramatist in contemporary British theatre, is a playwright preoccupied with the dissection of the traditional relations of power. She challenges social and dramatic conventions through her innovative exploration of the male gaze, the objectification of women, the performativity of gender, and women as objects of exchange within a masculine economy. In so doing, Churchill locates her concerns in the area of `materialism and gender'. Churchill explicates a socialist-feminist position by pointing directly at the failure of liberal feminism. The lack of a sense of community among women, highlighted by Churchill's portrayal of women such as Marlene in `Top Girls', forms a critical aspect of Churchill's work. Her drama re-iterates how meaningful change is impossible while women continue to oppress one another, and while economic structures perpetuate patriarchy. Altered consciousness, aligned to socio-political re-structuring, is necessary for both the oppressors and the oppressed, in a society where too much emphasis has been placed on individualism. The outspoken hope for a transgression of the conventional processes of identification and other omnipresent, oppressive socio-political phenomena, is a strong aspect of Churchill's work. Her plays reveal how signs create reality rather than reflect it, and she uses Brechtian-based distancing methods to induce a critical examination of gendered relations. Time-shifting, overlapping dialogue, doubling and cross-casting are used by Churchill to manipulate the sign-systems of the dominant order. Cross-gender casting, Churchill's most widely reviewed dramatic device, is employed to destabilise fixed sexual identities determined by dominant heterosexual ideology. She calls into question the traditional sign `Woman' - which is constructed by and for the male gaze - and addresses the marginality of the female experience in a non-linear framework. Although dealing with serious issues, Churchill's plays are often executed in a style that is at once amusing and thought-provoking to exclude the possibility of didacticism. With her skilful use of language and innovative techniques as her highly effective instruments, Churchill accomplishes her broader purpose with originality. In its originality and complexity, her drama is in itself a `new possibility' for different forms. / English Studies / M. A. (English)

Caryl Churchill, the most widely performed female dramatist in contemporary British theatre, is a playwright preoccupied with the dissection of the traditional relations of power. She challenges social and dramatic conventions through her innovative exploration of the male gaze, the objectification of women, the performativity of gender, and women as objects of exchange within a masculine economy. In so doing, Churchill locates her concerns in the area of `materialism and gender'. Churchill explicates a socialist-feminist position by pointing directly at the failure of liberal feminism. The lack of a sense of community among women, highlighted by Churchill's portrayal of women such as Marlene in `Top Girls', forms a critical aspect of Churchill's work. Her drama re-iterates how meaningful change is impossible while women continue to oppress one another, and while economic structures perpetuate patriarchy. Altered consciousness, aligned to socio-political re-structuring, is necessary for both the oppressors and the oppressed, in a society where too much emphasis has been placed on individualism. The outspoken hope for a transgression of the conventional processes of identification and other omnipresent, oppressive socio-political phenomena, is a strong aspect of Churchill's work. Her plays reveal how signs create reality rather than reflect it, and she uses Brechtian-based distancing methods to induce a critical examination of gendered relations. Time-shifting, overlapping dialogue, doubling and cross-casting are used by Churchill to manipulate the sign-systems of the dominant order. Cross-gender casting, Churchill's most widely reviewed dramatic device, is employed to destabilise fixed sexual identities determined by dominant heterosexual ideology. She calls into question the traditional sign `Woman' - which is constructed by and for the male gaze - and addresses the marginality of the female experience in a non-linear framework. Although dealing with serious issues, Churchill's plays are often executed in a style that is at once amusing and thought-provoking to exclude the possibility of didacticism. With her skilful use of language and innovative techniques as her highly effective instruments, Churchill accomplishes her broader purpose with originality. In its originality and complexity, her drama is in itself a `new possibility' for different forms. / English Studies / M. A. (English)