This historical study examines events, institutions, experiences, and relationships in Pinkerton's life for educational significance in developing her extraordinary commitment to the common good. Data are viewed through the Deweyan lens of education as continuous, participative, and experiential. Additionally, the study illuminates from Pinkerton's speeches examples of her education of others regarding the need for the common good. Components of the common good found in the philosophical literature and ego transcendence stemming from a wisdom deep within oneself found in the literature of transpersonal psychology form the conceptual framework upon which this study builds. The chapters are thematic in scope with the content of each chapter presented chronologically to illuminate a continuous education. The study revealed an integral interaction of education, spirituality, and history in the development and educative embodiment of Pinkerton's transpersonal commitment to the common good. Pinkerton lived a uniquely structured life as a member of the Congregation of Saint Joseph religious community. Emphasis on theological reflection, critical reflection, dialogue, and action for change fostered a perspective transformation regarding the role of women religious in the Roman Catholic Church and led to an analysis of systems that bring oppression of other groups and of planet earth. This awareness eventually led Pinkerton to educate and lobby the U.S. Congress for inclusion of all in the common good. The study concludes with a metaphor of Pinkerton's life as a whole cloth or seamless garment being constructed from threads of the past, present, and envisioned future. A dialogical shuttle weaves the threads into vibrant, ever-changing, richly hued designs. The design increases in complexity and richness guided by radical, responsible freedom. Such freedom arises from a relationship with a divine wisdom deep within Pinkerton-a relationship through which developed an understanding of the interconnectedness of all things in the common good. Pinkerton's championship of the common good evolved historically through continuous, participative, experiential engagement with learning. / Ph. D.

This 3-month long, participatory-action research study with 19 college freshmen exposed students to children's literature selections hoping to initiate dialogue on social justice. The following questions guided the study: 1) How do students in a freshman writing course at a small, private liberal arts college initially perceive social justice? 2) How will critical reading of children's literature texts impact students' perceptions of social justice? 3) How do students self-identified as preservice teachers differ from the remainder of class members in relation to the first 2 questions? Data included 152 short narratives, 19 long narratives, field notes of the primary researcher and the student research assistant, and a group interview transcript. Findings included the following themes: a) Students and teachers should interact dialogically on their own cultural backgrounds as they consider their social justice perceptions; b) It is possible to go beyond the "tunnel" vision of prejudice and see "difference" as a positive attribute; c) All students, but particularly preservice teachers, need to wrestle with how they "fit" into a larger world context and teacher education should provide this critical opportunity; d) Personal, critical reflection on texts and discussion within a caring, secure environment can foster change; and e) Students embrace change as they hope to avoid becoming "stagnant." The findings serve to explicate the research theories on building caring classroom communities (Noddings, 2003), transformational learning opportunities (Hooks,1994; Villegas & Lucas, 2002), the use of text to drive change (Rosenblatt, 1995; Trites, 1997; Vandergrift, 1993; Zipes, 2001), and the value of dialogue on social justice topics to preservice teachers and others (Ladson-Billings & Tate, 1995; Lowery, 2002; Marshall & Oliva, 2006). / Ph. D.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state. / Ph. D.

English Learner (ELs) are the fastest growing student population in the United States. With this increase of ELs, come many challenges at the federal, state, and local level. Research shows that teachers and administrators are ill-equipped to meet the needs of culturally and linguistically diverse students. English learners face inequities in today's school- lack of qualified and trained teachers and administrators, ineffective language support programs, persistent achievement gaps compared to their non-EL peers, lack of access to advanced courses as well as institutional marginalization, segregation and racism. School administrators are key in ensuring success for all students, particularly for ELs. Administrators who are knowledgeable about issues of equity and marginalization promote social justice in their schools and increase student achievement for marginalized student populations including ELs. The purpose of this quantitative study was to identify principals' and assistant principals' self-reported levels of preparedness to assist instructional staff who work with English Learners in the school setting. The study was conducted in two school divisions in Virginia. This study used a survey of 25 Likert-scale statements. The survey used was adapted and modified from the Hiatt and Fairbairn (2018) study. This study used quantitative analyses techniques to analyze the data, to include descriptive statistics, and comparative analysis using ANOVA. This study yielded nine findings and seven implications. One of the major finding was that there was no difference between principals' and assistant principals' self-reported levels of preparedness based on the percentage of ELs in their schools. One major implication is that school districts ought to provide principals and assistant principals the necessary professional development to equip them to serve ELs as an ever-growing and changing student population. / Doctor of Education / Schools across the United States have experienced an increase of English Learner (ELs) students. Many schools today struggle to meet the needs of ELs. The challenges ELs face as well as the leadership traits and skills necessary for their success were identified in the literature. The purpose of this quantitative study was to identify principal and assistant principal self-reported levels of preparedness to assist instructional staff working with ELs in the school setting. Data were collected using quantitative methodologies. Principals and assistant principals from two school divisions in Virginia were the participants in this study. The study yielded nine findings and seven implications for practice. A suggestion for future study would be conduct the study across the Commonwealth of Virginia in order to gain a better understanding of the self-reported levels of preparedness for principals and assistant principals and to develop a state-wide comprehensive professional development plan to address their needs.

One substantial vision of maintaining agricultural productivity and sustainability is to improve farmers' and communities' well-being and quality of life. Offering disability-inclusive programs can ideally improve agricultural producers' social, environmental, and economic conditions. In turn, it has the potential to accelerate efforts to achieve social justice across varied environments and contexts. Thus, the study explored AgrAbility as an agricultural assistance program serving people with disabilities. A mixed-method approach (survey and interview) was employed to (1) explore and aggregate frameworks used by different State and Regional AgrAbility Projects (SRAP) for planning assistance programs, (2) examine the common types of evaluations used for assessing AgrAbility program impact, and (3) identify good practices for maximizing self-report tools' usability in program evaluation. Sixteen AgrAbility states were included in this study (Iowa, West Virginia, Alaska, California, Colorado, Kansas, Maine, Missouri, Nebraska, North Carolina, Pennsylvania, South Dakota, Tennessee, Texas, Virginia, and Wisconsin). Two states (Iowa and West Virginia) represent affiliated projects; the other states represent state/national projects. The planning survey was completed by 16 respondents, followed by interviews with 7 of them. The evaluation survey was completed by 11 respondents, followed by interviews with 7 AgrAbility participants (i.e., clients). Three integrated planning models (the Targeting Outcomes of Programs [TOP] model, Sork's planning domains, and Cervero and Wilson's planning model) were used as a conceptual framework to guide the study questions. The study findings offered a framework that could serve as a guideline to answer the following question: "To what extent is the ethical and social-political domain (i.e., power, interests, negotiation, and responsibilities) addressed or enacted within planning programs serving people with disabilities?" Also, the study findings revealed that self-report tools are very frequently used in evaluating AgrAbility outcomes. Ten recommendations were shared by AgrAbility evaluators and program participants with disabilities to improve self-report tools' usability and response rates, specifically in the disability context. / Doctor of Philosophy / Disability has profound effects on farm households. Agricultural workers with disabilities need adequate assistance programs to help them be productive and motivated and feel safe and independent while performing their work. Also, establishing disability-inclusive assistance programs can improve social, environmental, and economic conditions. In turn, these programs have the potential to accelerate efforts to achieve social justice. I explored AgrAbility as an agricultural assistance program serving people with disabilities. I sought to understand AgrAbility's practical implications for enhancing rural well-being and, in turn, seeking social justice. Sixteen AgrAbility states were included in this study (Iowa, West Virginia, Alaska, California, Colorado, Kansas, Maine, Missouri, Nebraska, North Carolina, Pennsylvania, South Dakota, Tennessee, Texas, Virginia, and Wisconsin). They completed a survey asking questions about technical approaches to program planning, followed by interviews with 7. However, only 11 AgrAbility states completed the survey focused on some evaluation questions, followed by interviews with 7 AgrAbility participants with disabilities (i.e., clients). The purpose of the study was to (1) explore and aggregate frameworks used by different State and Regional AgrAbility Projects (SRAP) for planning assistance programs, (2) examine the common types of evaluations used for assessing AgrAbility program impact, and (3) identify good practices for maximizing self-report tools' usability in program evaluation. I came up with a framework that could serve as a guideline to answer the following question "To what extent is the ethical and social-political domain (i.e., power, interests, negotiation, and responsibilities) addressed or enacted within planning programs serving people with disabilities?" Also, the study findings showed that self-report tools are very frequently used in evaluating AgrAbility outcomes. Ten recommendations were shared by AgrAbility evaluators and program participants with disabilities to improve self-report tools' usability and response rates, specifically in the disability context.

On-farm apprenticeships are gaining momentum as an important strategy for beginning farmer training. They are also a space for identity work and rehearsal of alternative agrifood movement practice (AAMs; MacAuley and Niewolny, 2016; Pilgeram, 2011). AAMs embody and recursively construct values of biophysical sustainability, food quality, egalitarianism, and agrarianism (Constance, Renard, and Rivera-Ferre; 2014). However, AAMs have been critiqued for disproportionately representing upper- to middle-class white cultural norms (Allen, 2004; Guthman, 2008a; Slocum, 2007), for romanticized agrarian ideology (Carlisle, 2013), and for mechanisms reproductive of neoliberalism, which buttresses the dominant agrifood system (Guthman, 2008b). These AAM discourse elements are expressed in on-farm apprenticeships. On-farm apprenticeships are variably understood as beginning farmer training (Hamilton, 2011), as inexpensive farm labor (MacAuley and Niewolny, 2016; Pilgeram, 2011), and as sites of tension between economic and non-economic attributes (Ekers, Levkoe, Walker, and Dale, 2016). I illuminate these dynamics within on-farm apprenticeships through the complementary theoretical lenses of cultural historical activity theory (Engeström, 1999), cognitive praxis (Eyerman and Jamison, 1991), and cultural identity theory (Hall, 1996). I employ critical ethnographic case study methodology to explore issues of power, social reproduction, and equity. I conducted 53 days of participant observation, worked alongside 19 apprentices on six farms for 37 days, conducted interviews (n=25), and completed a document analysis (n=407). I observed white spaces and class-based work values re/produced, mediated by AAM discourse. Furthermore, I observed three distinct objectives within the activity system: beginning farmer training, inexpensive labor for farms, and an authentic farm lifestyle experience. In contrast to the first two, this third objective, the authentic lifestyle, resists market-based logics. Instead, logics that did govern behavior include membership in a movement; an ascetic bent; the valorization of farmers and the authentic farm lifestyle; alignment with clean, healthy, and dirty parts of the job; and communitarianism. These logics point towards the creation of a third type of nonmarket/quasimarket space (Gibson-Graham, Cameron, and Healy, 2013). I describe several considerations for on-farm apprenticeship to lead to greater equity, reproduction of viable small farm labor models, and stabilized and legitimate nonmarket understandings of what makes on-farm apprenticeship function. / Ph. D.

No / Decision making in relation to admitting people to train as social workers is, either explicitly or implicitly, an ethical activity. This paper considers ethical and practical issues related to the processing of applicants to social work training in England who have criminal convictions. These issues are explored by focusing on policies that strengthen regulations that exclude ex-offenders from working with children and vulnerable adults. The admissions processes for social work education are analysed in terms of how they contribute to, or counteract, processes of social exclusion. The advice and guidance from the General Social Care Council of England (GSCC) is summarised and analysed. A case study of a social work education partnership grounds the ethical discussion by illustrating the complexities of engaging with combating social exclusion whilst seeking to ensure that the public is protected.

yes / This paper brings together a number of theoretical and political interests we have with the concept of global movements and the alter-globalisation, anticapitalist, and social justice movements in particular (Chesters & Welsh, 2004, 2005, 2006). The argument contained in this paper is that these movements are the emergent outcome of complex processes of interaction, encounter and exchange facilitated and mediated by new technologies of mobility and communication and they suggest the emergence of a post-representational cultural politics qualitatively different from the identity based social movements of the past.

As the U.S. experiences widespread critical examination on gender and patriarchy, it is important for family therapists to learn how men perceive their masculinity amidst this critical discourse. In contemporary politics, feminist activism is largely conducted through social media and hashtag activism and is often called "hashtag feminism." The feminist hashtags #MeToo, #HeForShe, and #HowIWillChange are well-known symbols of the modern feminist movement. Despite the large role that men and masculinity play in the construction of patriarchy, there is currently little research on how hashtag feminism influences men's perceptions of their own role in gender politics. This interpretive phenomenological study explored how Millennial and Generation Z men perceive the hashtag feminist movement. It also aimed to capture how these men experienced and perceived their masculinity as it related to contemporary gender politics. We conducted interviews with 12 social media-using Millennial and Generation Z men about their experiences of masculinity and hashtag feminism. We found that men's views on hashtag feminism and gender inequality were contradictory and overlapping, changing in response to different contexts. Additionally, findings indicated that participants did not see hashtag feminism as representative of the feminist movement as a whole. Results suggested that features of online activist discourse deterred men from engaging in hashtag feminism. Lastly, results suggested that Millennial and Generation Z men want cultural norms of masculinity to change to integrate the pro-social aspects of traditional masculinity with non-traditional qualities of empathy, emotionality, relationality, and vulnerability. Study discussion reviews clinical implications and research recommendations. / Master of Science / Gender and patriarchy are undergoing critical examination the United States. In this context it is important for family therapists to learn how men experience masculinity. "Hashtag activism," or online feminist activism, uses social media to engage in feminist discourse. The feminist hashtags #MeToo, #HeForShe, and #HowIWillChange are well-known symbols of the modern feminist movement. Despite the large role men and masculinity play in patriarchy, there is little research about how hashtag feminism impacts men. However, it is important to gain an understanding of how men see their own role in gender politics. This interpretive phenomenological study explored how Millennial and Generation Z men perceive the hashtag feminist movement. It also aimed learn about how these men experienced and understood their masculinity in the context of contemporary gender politics. We conducted in-depth interviews with 12 Millennial and Generation Z men who use social media. Interview questions were about their experiences of masculinity and hashtag feminism. We found that men's views on hashtag feminism and gender inequality were not divided into separate categories of pro-feminist and anti-feminist. Instead, each participant held multiple viewpoints that overlapped and sometimes contracted each other. These viewpoints depended on the context in which the participant found himself. We also found that participants did not see hashtag feminism as representative of the feminist movement overall. Results suggested that men were disinclined to engage in hashtag activism because of unique features of online activism. Finally, we found that participants wanted masculinity norms to change to include more vulnerable, emotional, and relational qualities. We discussed clinical implications and research recommendations for family therapists.

No / The McDonald's Corporation is not only the largest system-wide sales service in the world, it is a phenomenon in its own right, and is now recognized as the most famous brand in the world. By providing a detailed analysis of the extent to which the McDonald's Corporation adapts or imposes its labour relations policies in Europe, this volume represents a real life case study revealing the interaction between a global multi-national enterprise and the regulatory systems of a number of different European countries. Key features include: an overview of the McDonald's Corporation's development and structure; an analysis of its corporate culture and the issues of franchising; an examination of key union strategies, including systems of co-determination, consultation and collective-bargaining; and a chapter dealing specifically with European legislation, in particular the McDonald's European Works Council. The author systematically analyses the conflict between the McDonald's Corporation and the industrial relations systems of the European countries within which it operates, and exposes this conflict as an 'unequal struggle' between economic liberalism and collectivism.