This dissertation is the first step in a larger research project aimed at bridging the gap between Western philosophy and Indigenous thought. Here, I identify a methodological approach to the social contract by analyzing the tradition under an historical lens. I highlight that, along with the justificatory capacities of the social contract, comes a great deal of modelling involved in different versions of the social contract. This modelling comes in the form of four pre-contractual elements that different authors model in different ways. I show how different authors choose different structural problems or injustices that such theories want to address, as well as normative commitments that their theories are committed to, a standard of considerability of interests that identifies whose interests matter for those deliberating the terms of the contract, and a contractual device. I then go on to develop a framework for the development of a theory of global justice. I focus on the first three pre-contractual elements. For the sake of a global theory of justice, I identify four circumstances that need to be the focus of our concerns about global justice: Serious existential uncertainty due to climate change and massive animal extinction; the existence of a shared global institutional framework that forces us to think in terms beyond the state; the disproportionate distribution of the planet’s scarce resources; and the pervasive racial, gender and disabled-bodied-targeted inequalities that are characteristic of today’s world. I then move on to identify the “dignity of being” as a non-anthropocentric, core normative commitment that can be used as the basis for a theory of global justice. I conclude by developing a standard of considerability of interests that can adequately incorporate the interests of diverse beings into the social contract deliberations. / Dissertation / Doctor of Philosophy (PhD) / This dissertation is the first step in a larger research project aimed at bridging the gap between Western philosophy and Indigenous thought. Here, I identify a useful methodological approach to the social contract by analyzing the tradition under an historical lens. I highlight that, along with the justificatory capacities of the social contract, comes a great deal of modelling involved in different versions of the social contract. This modelling comes in the form of four pre-contractual elements that different authors model in different ways. I show how different authors choose different structural problems or injustices that such theories want to address, as well as normative commitments that their theories are committed to, a standard of considerability of interests that identifies whose interests matter for those deliberating the terms of the contract, and a contractual device. Once that has been established, I am able to provide some foundational elements for establishing a framework for the development of a theory of global justice. I focus on the first three pre-contractual elements.

In this study I examine the two major cosmetic categories - products for skin and products for hair - aimed at frican American women and advertised within the black press between 1920 and 1960. Specifically, I examine the Chicago Defender, Afro-American, Plaindealer, and Ebony. My project analyzes the images and conceptions of blackness and beauty sold to women of colour by white-owned and black-owned cosmetics companies.  I explore the larger racial and social hierarchies these advertising images and messages maintained or destabilized. A central theme of this project has been tracing the differences in advertising messages and conceptions of beauty communicated by black-owned and white-owned companies. Many of the images and much of the advertising copy produced by black-owned cosmetic companies challenged hegemonic beauty ideals that venerated white beauty and sold white idealization as a norm. The black cosmetic industry, however, was dominated by white-owned companies. The dominant position of white-owned companies was linked to the advantages associated with whiteness, which allowed these companies to advertise with greater frequency throughout the forty-year period. White-owned and black-owned companies often pursued diverging advertising strategies and messaging about black beauty. An important finding of the project is that white-owned companies were more likely to use degrading language and stereotypes to describe black beauty in their advertisements. However, a company’s racial identity did not always determine advertising strategies or messaging about black beauty. An important concept that permeated the 1920s and 1930s was the strategy of racial uplift, which was promoted by several black-owned companies. This strategy tapered out by the1940s as new technologies like photography regularly depicted black women with dignity and accuracy. The 1940s and 1950s witnessed new advertising strategies including the appeal to glamour. This period also saw the introduction of Ebony magazine, which fundamentally altered advertising messages through their appeal to middle class sensibilities. / Thesis / Master of Arts (MA) / My project analyzes skin bleaching and hair straightening advertisements appearing in four black-owned periodicals between 1920-1960: Chicago Defender, Afro-American, Plaindealer, and Ebony. The main goal has been to document the advertising messages about blackness and beauty communicated to black women through the advertisements of black-owned and white-owned cosmetic companies. I explore the larger racial and social hierarchies these advertising images and messages maintained or destabilized. A major finding of this project has been that advertising messages usually, but not always, diverged along racial lines. White-owned companies were more likely to use denigrating language to describe black hair and skin, and more likely to measure the beauty of black women based on how closely they approximated whiteness. Black-owned companies tended to challenge this ideology. They used messages about racial uplift as part of this challenge.

This research seeks to grasp the effect that trust in algorithm word has on the decisions made by hiring managers when it comes to selecting candidates. Specifically, this research will focus on whether trust in algorithms affects how much emphasis hiring managers put on important traits such as Experience, Education, and Qualifications. Ultimately, the goal of this research is to assess whether algorithm formulas or traditional assessment methods are currently producing better hires for organizations. Understanding the impact of trust in algorithms will help determine which method is best for employers to use moving forward. Also, how managers cope with bias and what role they play during the hiring selection. The data collected from the experiment will help identify and analyze Artificial Intelligence's impact on hiring managers' decisions. The study will also use the data from the experiment to test the hypothesis. Ultimately, this will help us to determine if Artificial Intelligence can reduce bias in the recruitment process and provide employers with more accurate insights into applicants' abilities. This study is expected to lead to more efficient and effective use of Artificial Intelligence in recruitment while helping employers make more informed decisions. We hope this research will pave the way for a more equitable hiring process by reducing bias and providing an objective evaluation of applicants' abilities. By having such a variety of diversity in Industries, Race and Gender, this research is a piece of real world that every employer can replicate for their hiring or training employees. We look forward to seeing how AI can improve the recruitment process. By accurately assessing applicants and considering their abilities, employers can make informed decisions that benefit both applicants and employers. / Business Administration/Human Resource Management

Esta dissertação aborda um estudo de caso da experiência educacional realizada pela Organização não Governamental Themis, cuja missão é promover, defender e proteger os direitos humanos das mulheres. A pesquisa foi realizada com um grupo de mulheres cuja identidade racial abrange negras, brancas e indígena, residentes nos municípios de Canoas e Porto Alegre, no estado do Rio Grande do Sul. Todas são lideranças comunitárias que concluíram o curso de formação de Promotoras Legais Populares (PLPs), coordenado pela ONG Themis-Assessoria Jurídica e Estudos de Gênero. O período em estudo vai de 1996 a 2000, quando foi incluída a temática racial no programa do curso de formação das PLPs. Os fundamentos dessa pesquisa empírica/teórica estão no campo dos estudos sobre gênero, raça e educação popular, com ênfase no conceito de exclusão social. Trabalhei na perspectiva de compreender, a partir do ponto de vista das PLPs, se a inclusão da temática racial junto ao curso de formação de PLPs contribuiu ou não para a construção de suas identidades raciais e nas suas práticas sociais e políticas, como sujeitos multiplicadores de cidadania e defesa dos direitos das mulheres A experiência educacional é um recurso muito recorrente utilizado pelos movimentos sociais e pelas ONGs, como uma forma de suprir a ausência do Estado em responder pela construção plena da cidadania de todos brasileiros e brasileiras. Portanto, a pesquisa tem por referência um projeto pedagógico cujo objetivo é evidenciar o fenômeno do racismo, do patriarcalismo existente na sociedade brasileira, buscando resgatar ou reconstruir relações raciais, de gênero e classe social, baseadas no respeito às diferenças e no acesso universal dos direitos, bem como aos bens e serviços a todos e a todas / This study approaches a case study based on an educational experience conducted by an a non govemmental organization (NGO) called Themis, whose aim is to promote, defend and protect women's rights, recognizing the Judicial Power as the strategically privileged space for accomplishing a project aiming at women's social justice. This research was conducted with a group of women whose racial identities include black, white and indigenous women residing in Canoas and Porto Alegre, in the state of Rio Grande do Sul. They are ali community leaders, who have concluded the Popular Legal Prosecutors (PLPs) preparation course, which was coordinated by the Juridical and Gender Studies Support from Themis-NGO. The period studied began in 1996 until 2000, when the racial issue was included in the PLPs formation course. The fundaments of this theoretical/empirical research belong to the studies on gender, race and popular education, with emphasis on the concept of social exclusion. From this angle, social exclusion presents increasing obstacles towards the access of goods and social services resulting from the social production of wealth. The exclusion processes affect social groups in different ways, with higher or lower degree contact with exclusion, revealing itself to be extremely cruel, and the more extensive, the more the race, gender and social class overlap I have worked aiming at acquiring, from the PLPs point of view, a better understanding at whether the inclusion of the racial topic towards their formation, contributes or not to the construction of their racial identities and to their social and political practices, while being multipliers of citizenship and women's rights defense_ lt is important to highlight that this study refers to a five-year length experience. However, Themis - Juridical Assistance and Gender Studies - has been developing a pedagogical practice for ten years with popular groups at the county, state and national leveis_ The educational experience is a well used and recurrent resource being used by social movements and NGOs, as a way of supplying for the State's absence in assisting the complete citizenship construction of ali Brazilians. Therefore, this a pedagogical project aiming at making the phenomenon of racism, and the existing patronizing phenomenon in Brazilian society evident, and thus, rescuing or reconstructing racial, gender and social class relationships, based on respect to differences and on universal access to human rights, as well as goods and services to every one.

Esta dissertação aborda um estudo de caso da experiência educacional realizada pela Organização não Governamental Themis, cuja missão é promover, defender e proteger os direitos humanos das mulheres. A pesquisa foi realizada com um grupo de mulheres cuja identidade racial abrange negras, brancas e indígena, residentes nos municípios de Canoas e Porto Alegre, no estado do Rio Grande do Sul. Todas são lideranças comunitárias que concluíram o curso de formação de Promotoras Legais Populares (PLPs), coordenado pela ONG Themis-Assessoria Jurídica e Estudos de Gênero. O período em estudo vai de 1996 a 2000, quando foi incluída a temática racial no programa do curso de formação das PLPs. Os fundamentos dessa pesquisa empírica/teórica estão no campo dos estudos sobre gênero, raça e educação popular, com ênfase no conceito de exclusão social. Trabalhei na perspectiva de compreender, a partir do ponto de vista das PLPs, se a inclusão da temática racial junto ao curso de formação de PLPs contribuiu ou não para a construção de suas identidades raciais e nas suas práticas sociais e políticas, como sujeitos multiplicadores de cidadania e defesa dos direitos das mulheres A experiência educacional é um recurso muito recorrente utilizado pelos movimentos sociais e pelas ONGs, como uma forma de suprir a ausência do Estado em responder pela construção plena da cidadania de todos brasileiros e brasileiras. Portanto, a pesquisa tem por referência um projeto pedagógico cujo objetivo é evidenciar o fenômeno do racismo, do patriarcalismo existente na sociedade brasileira, buscando resgatar ou reconstruir relações raciais, de gênero e classe social, baseadas no respeito às diferenças e no acesso universal dos direitos, bem como aos bens e serviços a todos e a todas / This study approaches a case study based on an educational experience conducted by an a non govemmental organization (NGO) called Themis, whose aim is to promote, defend and protect women's rights, recognizing the Judicial Power as the strategically privileged space for accomplishing a project aiming at women's social justice. This research was conducted with a group of women whose racial identities include black, white and indigenous women residing in Canoas and Porto Alegre, in the state of Rio Grande do Sul. They are ali community leaders, who have concluded the Popular Legal Prosecutors (PLPs) preparation course, which was coordinated by the Juridical and Gender Studies Support from Themis-NGO. The period studied began in 1996 until 2000, when the racial issue was included in the PLPs formation course. The fundaments of this theoretical/empirical research belong to the studies on gender, race and popular education, with emphasis on the concept of social exclusion. From this angle, social exclusion presents increasing obstacles towards the access of goods and social services resulting from the social production of wealth. The exclusion processes affect social groups in different ways, with higher or lower degree contact with exclusion, revealing itself to be extremely cruel, and the more extensive, the more the race, gender and social class overlap I have worked aiming at acquiring, from the PLPs point of view, a better understanding at whether the inclusion of the racial topic towards their formation, contributes or not to the construction of their racial identities and to their social and political practices, while being multipliers of citizenship and women's rights defense_ lt is important to highlight that this study refers to a five-year length experience. However, Themis - Juridical Assistance and Gender Studies - has been developing a pedagogical practice for ten years with popular groups at the county, state and national leveis_ The educational experience is a well used and recurrent resource being used by social movements and NGOs, as a way of supplying for the State's absence in assisting the complete citizenship construction of ali Brazilians. Therefore, this a pedagogical project aiming at making the phenomenon of racism, and the existing patronizing phenomenon in Brazilian society evident, and thus, rescuing or reconstructing racial, gender and social class relationships, based on respect to differences and on universal access to human rights, as well as goods and services to every one.

Esta dissertação aborda um estudo de caso da experiência educacional realizada pela Organização não Governamental Themis, cuja missão é promover, defender e proteger os direitos humanos das mulheres. A pesquisa foi realizada com um grupo de mulheres cuja identidade racial abrange negras, brancas e indígena, residentes nos municípios de Canoas e Porto Alegre, no estado do Rio Grande do Sul. Todas são lideranças comunitárias que concluíram o curso de formação de Promotoras Legais Populares (PLPs), coordenado pela ONG Themis-Assessoria Jurídica e Estudos de Gênero. O período em estudo vai de 1996 a 2000, quando foi incluída a temática racial no programa do curso de formação das PLPs. Os fundamentos dessa pesquisa empírica/teórica estão no campo dos estudos sobre gênero, raça e educação popular, com ênfase no conceito de exclusão social. Trabalhei na perspectiva de compreender, a partir do ponto de vista das PLPs, se a inclusão da temática racial junto ao curso de formação de PLPs contribuiu ou não para a construção de suas identidades raciais e nas suas práticas sociais e políticas, como sujeitos multiplicadores de cidadania e defesa dos direitos das mulheres A experiência educacional é um recurso muito recorrente utilizado pelos movimentos sociais e pelas ONGs, como uma forma de suprir a ausência do Estado em responder pela construção plena da cidadania de todos brasileiros e brasileiras. Portanto, a pesquisa tem por referência um projeto pedagógico cujo objetivo é evidenciar o fenômeno do racismo, do patriarcalismo existente na sociedade brasileira, buscando resgatar ou reconstruir relações raciais, de gênero e classe social, baseadas no respeito às diferenças e no acesso universal dos direitos, bem como aos bens e serviços a todos e a todas / This study approaches a case study based on an educational experience conducted by an a non govemmental organization (NGO) called Themis, whose aim is to promote, defend and protect women's rights, recognizing the Judicial Power as the strategically privileged space for accomplishing a project aiming at women's social justice. This research was conducted with a group of women whose racial identities include black, white and indigenous women residing in Canoas and Porto Alegre, in the state of Rio Grande do Sul. They are ali community leaders, who have concluded the Popular Legal Prosecutors (PLPs) preparation course, which was coordinated by the Juridical and Gender Studies Support from Themis-NGO. The period studied began in 1996 until 2000, when the racial issue was included in the PLPs formation course. The fundaments of this theoretical/empirical research belong to the studies on gender, race and popular education, with emphasis on the concept of social exclusion. From this angle, social exclusion presents increasing obstacles towards the access of goods and social services resulting from the social production of wealth. The exclusion processes affect social groups in different ways, with higher or lower degree contact with exclusion, revealing itself to be extremely cruel, and the more extensive, the more the race, gender and social class overlap I have worked aiming at acquiring, from the PLPs point of view, a better understanding at whether the inclusion of the racial topic towards their formation, contributes or not to the construction of their racial identities and to their social and political practices, while being multipliers of citizenship and women's rights defense_ lt is important to highlight that this study refers to a five-year length experience. However, Themis - Juridical Assistance and Gender Studies - has been developing a pedagogical practice for ten years with popular groups at the county, state and national leveis_ The educational experience is a well used and recurrent resource being used by social movements and NGOs, as a way of supplying for the State's absence in assisting the complete citizenship construction of ali Brazilians. Therefore, this a pedagogical project aiming at making the phenomenon of racism, and the existing patronizing phenomenon in Brazilian society evident, and thus, rescuing or reconstructing racial, gender and social class relationships, based on respect to differences and on universal access to human rights, as well as goods and services to every one.

This study focuses on Alexandria Ocasio-Cortez, the U.S. Representative for New York's 14th Congressional District, and how news media portray her based on her gender, age, and ethnicity, which still play essential roles in the political system in the United States. The analysis of previous academic research, newspaper articles from the New York Times and the Washington Post (June 1, 2018 to June 30, 2019) and framing and feminist theories are used to evaluate coverage of Alexandria Ocasio-Cortez. The newspaper stories are examined based on the framing of traits including being the youngest woman ever elected to Congress, being Latina, and being one the most progressive politicians in the Congress. The main objective of this study is to shed light on a topic that at this moment in time is more relevant than ever because the 116th Congress has the highest number of women and women of color in U.S. history. I examine media coverage that Rep. Alexandria Ocasio-Cortez receives for stereotypical frames, so that, overall, all women running or holding public office may receive unbiased and more balanced media coverage. This study also intends to hold media outlets accountable for the way they portray different candidates because it has a significant influence on the voting population.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-02-07T16:47:37Z No. of bitstreams: 1 2017 - Tarciso Manfrenatti de Souza Teixeira.pdf: 3974204 bytes, checksum: 8e67a847e6f7ea213dcf86c16762a2df (MD5) / Made available in DSpace on 2018-02-07T16:47:37Z (GMT). No. of bitstreams: 1 2017 - Tarciso Manfrenatti de Souza Teixeira.pdf: 3974204 bytes, checksum: 8e67a847e6f7ea213dcf86c16762a2df (MD5) Previous issue date: 2017-02-14 / I grew up writing private diaries. However, when I got my masters degree, I was invited to re-read my writings. As I re-read it I realized that I did not write about the racial issue. This absence became a highly relevant fact that made me realize and question myself about the powerful of schooling that taught me to be a man, or rather to be male, white, heterosexual and christian, fundamentally. So today, I visualize that a "pedagogy" circulates within different educational spaces (at school, in the family, in religious spaces, in leisure spaces, in the media, in the street, at work, etc.) that ends up (re)producing inequalities of race, gender and sexuality. In this perspective, social markers of race, gender and sexuality will be presented in a vision, intersectional, polymorphic and polyphonic. According to Narrative Studies; I conjugate the verb to write/search attached to the verb to exist. And so, I'm narrating what happens to me, I write what touches me as a minor people, bastard, always unfinished. / Eu cresci escrevendo di?rios ?ntimos. No entanto, quando cheguei ao mestrado, fui convidado a re-ler os meus escritos. ? medida que ia re-lendo percebi que n?o escrevia sobre a quest?o racial. Essa aus?ncia, tornou-se um dado altamente relevante que fez com que eu percebesse e me questionasse sobre os poderosos ?instrumentos de escolariza??o? que me ensinaram a ser homem, ou melhor, a ser macho, branco, heterossexual e crist?o, fundamentalmente. Ent?o, hoje, visualizo que no interior de diferentes espa?os educativos (na escola, na fam?lia, nos espa?os religiosos, nos espa?os de lazer, na m?dia, na rua, no trabalho, etc) circula uma ?pedagogia? que acaba por (re)produzir desigualdades de ra?a, g?nero e sexualidade. Nesta perspectiva, os marcadores sociais de ra?a, g?nero e sexualidade ser?o apresentados em uma vis?o, interseccional, polim?rfica e polif?nica. Baseando-me na ?pedagogia narrativa?; conjugo o verbo escrever/pesquisar atrelado ao verbo existir. E, assim, vou narrando aquilo que me acontece, escrevo o que me toca enquanto um povo menor, bastardo, sempre inacabado.

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