Thesis advisor: Rebecca Lowenhaupt / Discussions in education today should focus on how schools can develop students who are critically thinking, ethical, and active citizens who contribute to creating a more just society. One way to frame the ability to think critically and act socially is what Freire (1993) described as conscientização, or critical consciousness. School leaders should work to cultivate communities that develop the critical consciousness of students. This case study of a public school district in the Northeastern United States explores the leadership practices that foster the development of critical consciousness in students. Critical consciousness is conceptualized in this study as the ability to analyze systems of oppression, have agency in one’s ability to make change, and take action for social change against injustice. Data sources include13 interviews with administrators, teachers, and students, as well as a document review. Findings indicate that the strategies and practices that leaders use to support students’ critical consciousness can be categorized into the overarching groups of value and vision setting, attending to student voice, and instructional leadership that provides a critical perspective. These categories are not mutually exclusive or exhaustive. Leadership for critical consciousness was also found to be particularly important during times of crisis related to injustice. Recommendations for leaders include building schools with a coherent and explicit vision around critical consciousness, exercising instructional leadership to support courses, curriculum, and professional development that promote critical consciousness, institutionalizing structures that amplify the voice of students, and preparing for challenges and crises that center around issues of justice. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The lower retention and success rates of Black and Latine students in the Cinema/TV Department at a Hollywood-based community college reflect a broader diversity issue in the entertainment industry. This qualitative, arts-based study focused on student voice and the power of counternarratives by utilizing participatory action research to determine Black and Latine student sense of belonging. Four participants engaged 19 of their fellow students in dialogues using the social media platform TikTok to discover what their lived experiences were in the department, and what those narratives revealed about their sense of belonging and support systems. The resulting 54 TikTok videos and participant interviews revealed that Black and Latine students did feel a sense of belonging in the department when it came to peer acceptance and resources, but their belonging could be greatly increased with more diverse curriculum and faculty, and more opportunities to create community. Findings demonstrated that centering student voice in the classroom is key to creating safe and inclusive spaces for Black and Latine students, who might then feel a greater sense of belonging, which in turn can increase their retention and success rates in the department and lead to greater opportunities for employment in the film and television industry, further diversifying the media landscape.

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Global economical crisis has set high expectations to national politics. Working issues are highly connected to many political principles and actions. This is why concentrating on the form and efficiency of interventions of the International Labour Organization (ILO) can be seen as a very current topic. In this study there are two case countries, Ar-gentina and Finland. In democratic point of view they have fairly similar paths in the field of labour and the activity concerning these issues has been quite noticeable in the past, even though they are in different stage of development.Work is seen as a human right and fair conditions of work are presented through impor-tant international covenants. The ideology of social justice, as presented by John Rawls, is introduced here as the concept is central to the work of the ILO. In order to under-stand the meaning of social justice to the functionality of the ILO and to get a clearer picture of organizational relations in the labour markets, the organizational theoretical approaches by Starbuck and Scherer are brought up. This is also done in order to under-stand whether an international organizational actor, within field that is still seen to be highly under the control of sovereign countries themselves, can work efficiently.There were no directly related former studies found concerning not only the work of national labour organizations but also of the ILO. The indicators are based on most gen-eral and central subjects covered by the International Labour Standards, provided by the ILO. Indicators used to measure the efforts of the countries to appreciate the contents of international covenants are: ratification of international conventions, national legislation and labour organizational structure. The ones used to measure the efficiency of the ILO interventions are: activity of the ILO in the national level, functionality of the complaint system and the number of complaints. By analysing the information found through the indicators is meant to find out if the ILO has had effective interventions to the labour markets of the case countries in 1990s and the early 21st century. The hypothesis is that concerning the developing countries the ILO has more flexibility and power to its inter-ventions, and in question of highly developed and generally democratic countries more challenges are met concerning how to keep the response system active and abreast.

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.