Through a case study of the experiences of eight undergraduate students participating in the St. Thomas More College/Intercordia Canada international community service-learning programme (2008), this thesis seeks to assess whether the participants learning has proved transformational through an analysis of the forms and processes of transformative learning as developed by Richard Kiely (2002, 2004, 2005). Content analysis of semi-structured student interviews (pre and post-participation), programme materials, student journals, academic reflections and essays reveal transformative shifts across the political, moral, intellectual, cultural, personal and spiritual learning domains. The study adds to the research on international community service-learning through an analysis of Kielys transformative learning theory in a new context, and explores how context affects learning processes. Findings indicate the dynamics of participant vulnerability and acceptance from host communities can provide for transformational relationships of solidarity across difference.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 210-219).

Thesis (B.A.)--Haverford College, Dept. of Anthropology, 2003. / Includes bibliographical references.

Thesis--M. Phil., University of Hong Kong, 1987.

Thesis (Ph. D.)--York University, 1997. Graduate Programme in Philosophy. / Typescript. Includes bibliographical references (leaves 209-218). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ27325.

Rawls emphasizes in his later writings that his theory of justice as fairness is not a defense of welfare-state capitalism. He argues that welfare-state capitalism cannot be an acceptable regime for justice as fairness because its ideal institutional description fails to satisfy the two principles of justice in various ways. Against Rawls, I argue in this thesis that his rejection of welfare-state capitalism is not justified. I begin by clarifying an ambiguity regarding what arrangements and policies according to Rawls are essential to satisfy the two principles of justice through closely studying the institutional arrangements of property-owning democracy and liberal socialism—the two regimes thought by Rawls as capable of fully satisfying the two principles of justice. After that, I show that the fundamental reason behind Rawls’s rejection of welfare-state capitalism is his assumption that welfare-state capitalism does not aim to realize justice as fairness. I argue that this assumption held by Rawls is not justified because the essential institutional features of welfare-state capitalism can be compatible with the arrangements and policies necessary to satisfy the principles of justice. I also argue that if Rawls’s assumption regarding the aim of welfare-state capitalism cannot stand, he should not rule out welfare-state capitalism as an acceptable regime for justice as fairness. Finally, I examine different arguments that provide alternative reasons to justify Rawls’s rejection of welfare-state capitalism. I argue that all of them are unsuccessful because they either are based on problematic interpretations of the two principles of justice or fail to conclusively rule out welfare-state capitalism. By showing that welfare-state capitalism can be an acceptable regime for justice as fairness, this thesis proves that a just society does not need to be the one that entitles every citizen to a substantive right to own real capital. Also, in the process of arguing for welfare-state capitalism, this thesis also indirectly contributes to the recent debates between Rawlsians on the left and right over the proper interpretations of the first principle of justice and the Difference Principle. / published_or_final_version / Politics and Public Administration / Master / Master of Philosophy

The purpose of this dissertation study was two-fold. First, the study explored how personal and professional experiences shaped three Latina bilingual Maestras’ identities. Secondly, this qualitative study further explored how histories framed a meaning of pedagogy for the Maestras. Presented in case studies, there were four themes that emerged across the three case studies: First, taking on the role of advocate; second, becoming a leader through professional development; third, developing critical thinkers using relevant classroom practices; and fourth, reflexivity for critical consciousness. Data were manually coded, themed and analyzed to answer the following research questions: Theoretical lenses framing this dissertation study include figured worlds and situated identities, critical race theory/Latina critical theory and sociocultural theory to analyze the data gathered through interviews, narratives, classroom and field observations, classroom and teacher artifacts, lessons and informal conversations collected over nine months of study as this dissertation study attempted to understand the findings as complex componentes entrelazados (interwoven components). The data were gathered in the classrooms and school campuses of three elementary schools across two school districts in two South Central Texas cities. The results provided six findings and they are 1) Tracing the positioning of Maestras, 2) Identifying opportunities of autoring self, 3) ¿Qué es ser maestra? What does it mean to be a maestra?, 4) Identity, culture and language: Racialized notions, 5) Taking on the role of advocate and finally, 6) Learning from lived experiences. The research revealed how Maestras’ positionings challenged structures of oppression in school and education in general and how opportunities for critical dialogue can support development of a more critical concientización (consciousness) and perspective, viewed through a social justice lens. / text

Operating from Burrell and Morgan's (1979) Radical Humanist Paradigm and using Foster's (1986) conception of moral, transformative leadership as a theoretical framework, this dissertation presents three empirical studies that demonstrate the potential for social justice efforts and leadership. Guided by a critical grounded theory approach, the first study represents transformation of self in its analysis of critical consciousness development and praxis in White, privileged individuals. The second study provides an example of school transformation and presents a re-conceptualization of transformational leadership and professional learning communities as a guide for inclusive practices. The final study demonstrates the mutually beneficial components of community/school transformation and responds to critiques of social justice recently presented by the author (2014) and Capper and Young (2014) that social justice efforts in schools have not included transformation of community and the greater society. Furthermore, the article demonstrates the use of motivational theory (Maslow, 1943), originally aimed in educational leadership to increase efficiency, as a guiding principle for social justice and community transformation.

Critical social work theories have taken a prominent place in Canadian social work curriculums and academic social work literature in recent years. The prevalence of critical social work theory is understandable considering that the content of critical theories can help social workers grapple with how to carry out a practice that is centrally concerned with social justice. However, critical social work theories have generally been presented abstractly, with little attention placed upon the particular contexts of social work practice. As a result, not much is known about how critical social work theory is actually applied in practice. This is especially important in the context of child protection, where issues of oppression and power are particularly acute. / This thesis is premised on the assumption that an understanding of the context of child protection work is necessary in order to develop a critical social work theory that is applicable to this field. The thesis examines the context of child protection practice by exploring the subjective experiences of 14 front-line child protection workers. Drawing on in-depth interviews that focus on day-to-day practice, this thesis suggests that child protection work involves dealing with a range of fears that influence workers' practice, including their fears about children being harmed and about their own physical and professional vulnerability. As well, child protection workers presented a picture of the ways that their legislative and organizational context shaped their work. These factors of child protection appeared to influence a practice in which relationships and interventions with clients were focused on monitoring parents' completion of a series of tasks and children were constructed as vulnerable, individual, and rights-bearing. Ideas for a critical child protection practice are offered, based on these results. In particular, a critical child protection practice that includes the adoption of more detailed attention to the internal worlds of parents, child-care workers and children is discussed.

This qualitative research examines how school principals perceive social justice and accountability, the actions they take, and the reasoning process they use in their attempt to satisfy accountability mandates while simultaneously tackling the various causes of social injustices in their schools. This constructive study aims to gain an in-depth understanding of the world from the subjects’ points of view, to unfold the meaning of their experiences, and to uncover their lived world. It employs semi-structured interviews with open-ended questions guided by the conceptual framework developed from review of literature on social justice, educational leadership, and accountability policy. Twenty-two school principals and vice-principals from the Greater Toronto Area (GTA) were interviewed. The findings show that some participants define social justice as equity, which goes from the economic and political dimensions of resource distribution and equality of opportunity and access, to the cultural aspect of social representation and inclusion. Some view public education as a social justice endeavour with a particular reference to the purpose of public education. Others construe social justice by focusing on its end goal – the academic and social outcomes of students and the impact on their lives. Study participants implement their social justice beliefs and values in praxis by engaging all stakeholders and catalyzing them to be the new force for the social justice movement. Evident in this study is that participants enacted their social justice practices by putting students at the centre, positioning themselves as social justice leaders, developing people for social justice, building school climate through justice, and fostering positive relationship with families and communities. Under current accountability context, principals in this study responded to the current reform by going beyond its narrow focus through instilling a sense of moral responsibility in their perceptions of accountability itself. As social justice activists, they are proactively engaged in expanding its parameters by encompassing the moral, social, and professional aspects of their accountability. Leading for social justice thus becomes a process of constantly confronting and tearing down such obstacles and barriers by leveraging the politics of accountability and social justice to move towards what is best for students.