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“Is It Not Possible to Be a Radical and a Christian?” Dorothy Day Navigates thePatriarchal Worlds of Journalism and CatholicismDick, Bailey G. 01 October 2018 (has links)
No description available.
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Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student AffairsGraham, Daria-Yvonne J. 29 May 2018 (has links)
No description available.
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Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning PracticesMcKenzie, Christine 12 September 2011 (has links)
The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women.
This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions.
Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful.
The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed.
This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices.
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Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning PracticesMcKenzie, Christine 12 September 2011 (has links)
The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women.
This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions.
Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful.
The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed.
This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices.
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Think we must: politiques féministes et construction des savoirsPuig De La Bellacasa, Maria 09 December 2004 (has links)
Cette dissertation porte sur les liens entre les pratiques politiques et la construction des savoirs, académiques et scientifiques, explorés dans le mouvement féministe et les « Études féministes » contemporains, notamment anglo-américaines (women studies), depuis les années 1970. <p>Dans la première partie, après avoir introduit le sens que donnent à la pratique « politique » certaines traditions féministes, nous présentons différentes entrées des critiques féministes des savoirs scientifiques :la critique de l'exclusion historique des femmes de la production des savoirs et des sciences et l’examen critique des préjugés sexistes intervenant dans les contenus et les critères de validation des connaissances (théorie de la connaissance ou épistémologie). <p>La deuxième partie de la thèse propose une lecture d’auteures anglophones qui ont abordé les sciences à partir d’une perspective féministe et qui ont développé des propositions qui encouragent à la reconnaissance active du caractère partiel et situé de toute construction de savoir. Nous abordons, plus précisément :les théories sur l’incidence épistémologique de points de vue et positionnements féministes (standpoints) ;le travail de la philosophe Sandra Harding spécialement sa conceptualisation d’une « objectivité forte » ;et la conception des « savoirs situés » dans le travail de l’historienne de la biologie Donna Haraway. Ces propositions de politiques du savoir sont aussi abordées dans l’optique de montrer les problèmes spécifiques qu’elles rencontrent quand elles s’adressent aux savoirs de la tradition scientifique expérimentale.<p>Une question traverse la thèse :Comment ces critiques et propositions tiennent-elles compte de la diversité des pratiques spécifiques de construction des savoirs ?Alors même que le cœur des propositions féministes qui nous intéressent est de situer les savoirs dans leur spécificité reste à savoir comment ces mêmes politiques féministes résistent à se désituer à savoir, à emprunter les formes d'une théorie générale pour aborder les pratiques singulières. Prendre en compte de la spécificité des pratiques exige en outre d’envisager les auteures féministes au travail dans les pratiques et problèmes singuliers qui les intéressent, et ainsi montrer la richesse de ce courant de pensée.<p> / Doctorat en philosophie et lettres, Orientation philosophie / info:eu-repo/semantics/nonPublished
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Becoming a Master Manager: An Analysis of SNAP Recipient Stories of Navigating Government AssistanceGay, Kallie 01 May 2019 (has links)
This study examines experiences of utilizing government assistance in the United States. It focuses on the ways in which persons participating in the Supplemental Nutrition Assistance Program (SNAP) communicatively managed their lives in relation to their role in the program. Specifically, the research reveals that SNAP recipients are master managers. After synthesizing the pre-existing body of research concerning social assistance in the U.S. and its effects on those who utilize it, the author argues that sharing the stories of marginalized groups can serve to reduce stigma surrounding government assistance participation. Employing a Feminist Standpoint Theory sensibility to elicit such stories, the author drew out narratives gathered through qualitative interviews with current SNAP participants. Findings indicate that communicative management of SNAP participation was experienced as multi-layered and complex. Positioned to navigate the carceral environment of the SNAP program, participants adopted various disciplined communicative actions as they managed program membership, stigmatized identity, and behavioral surveillance.
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Ochrana životního prostředí ve vybraných řízeních podle stavebního zákona / Environmental protection within specific proceedings pursuant the Building ActŠimák, Filip January 2019 (has links)
Environmental protection within specific proceedings pursuant the Building Act Unrestrained construction activity damages natural resources and diverse environmental components in irreversible or in difficult-to-repair ways, thereby further thwarting thriving or even surviving of the World population. In the Czech legal system, the regulatory measures of administrative bodies, along with the participation of the affected stakeholders, contribute to the environmental protection of the individual development project. This dissertation examines the methods, means, and tools of environmental protection within the framework of designated proceedings regulating the construction. Specifically, it analyzes the possibilities of implementing protective environmental measures within the construction-permitting procedures enshrined in the provisions of Sections 103 to 117 of the Building Act. Five construction-permitting regimes are examined separately: the building permit process; notification; public law contract; notification with certificate of the authorized inspector and projects requiring neither building permit nor notification. If followed lawfully, each of the regimes allows the prospect applicant to commence a relevant construction project. Permitting procedures are significantly influenced by...
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Classism, Ableism, and the Rise of Epistemic Injustice Against White, Working-Class MenBostic, Sarah E. 03 June 2019 (has links)
No description available.
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Uncovering the well-springs of migrant womens' agency: connecting with Australian public infrastructureBursian, Olga, olga.bursian@arts.monash.edu.au January 2007 (has links)
The study sought to uncover the constitution of migrant women's agency as they rebuild their lives in Australia, and to explore how contact with any publicly funded services might influence the capacity to be self determining subjects. The thesis used a framework of lifeworld theories (Bourdieu, Schutz, Giddens), materialist, trans-national feminist and post colonial writings, and a methodological approach based on critical hermeneutics (Ricoeur), feminist standpoint and decolonising theories. Thirty in depth interviews were carried out with 6 women migrating from each of 5 regions: Vietnam, Lebanon, the Horn of Africa, the former Soviet Union and the Philippines. Australian based immigration literature constituted the third corner of triangulation. The interviews were carried out through an exploration of themes format, eliciting data about the different ontological and epistemological assumptions of the cultures of origin. The findings revealed not only the women's remarkable tenacity and resilience as creative agents, but also the indispensability of Australia's publicly funded infrastructure or welfare state. The women were mostly privileged in terms of class, education and affirming relationships with males. Nevertheless, their self determination depended on contact with universal public policies, programs and with local community services. The welfare state seems to be modernity's means for re-establishing human connectedness that is the crux of the human condition. Connecting with fellow Australians in friendships and neighbourliness was also important in resettlement. Conclusions include a policy discussion in agreement with Australian and international scholars proposing that there is no alternative but for governments to invest in a welfare state for the civil societies and knowledge based economies of the 21st Century.
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