Global ETD Search

51	Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning Practices McKenzie, 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. Adult and Continuing Education Popular Education Non-Credit Learning Non-Formal Learning Praxis Feminist Educators Feminist Pedagogy Consciousness Raising Feminist Informed Research Black Feminisms Indigenous Feminisms Feminist Standpoint Theory Privilege Identity Intersectionality Interlocking Oppression Anti-Oppression 0516 0453 0733
52	Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning Practices McKenzie, 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. Adult and Continuing Education Popular Education Non-Credit Learning Non-Formal Learning Praxis Feminist Educators Feminist Pedagogy Consciousness Raising Feminist Informed Research Black Feminisms Indigenous Feminisms Feminist Standpoint Theory Privilege Identity Intersectionality Interlocking Oppression Anti-Oppression 0516 0453 0733
53	Becoming a Master Manager: An Analysis of SNAP Recipient Stories of Navigating Government Assistance Gay, 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. Feminist Standpoint Theory SNAP stigma identity communication management qualitative research Appalachian Studies Communication Community-Based Research Critical and Cultural Studies Inequality and Stratification Other Communication Politics and Social Change Social Policy Social Welfare Social Work Work, Economy and Organizations
54	Classism, Ableism, and the Rise of Epistemic Injustice Against White, Working-Class Men Bostic, Sarah E. 03 June 2019 (has links) No description available. Demographics Cultural Anthropology Epistemology Gender Gender Studies Philosophy Political Science Sociology Womens Studies Rhetoric working-class masculinity white united states epistemic injustice phenomenology feminist standpoint theory critical discourse analysis 2016 presidential election white working-class men basket of deplorables Clinton Trump political rhetoric
55	Uncovering the well-springs of migrant womens' agency: connecting with Australian public infrastructure Bursian, 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. Subjugated knowledges feminist epistemology cross cultural ontology women's agency migrant women cross cultural feminism trans-national feminism feminist standpoint theory community services women's self determination resettlement hybridity epistemic violence women and diaspora multicultural policy multicultural citizenship post colonial theory Australian multiculturalism Australian welfare state regimes globalised welfare states comparative welfare states diversity and civil society cultural theory lifeworld theory non-Western lifeworlds non-Western societies gender relations of domination women and colonialism public infrastructure public services Australian immigration policy feminist methodology de-colonising research methodologies inter-subjective ethics.
56	Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs Graham, Daria-Yvonne J. 29 May 2018 (has links) No description available. African American Studies African Americans African History African Studies American History Black History Black Studies Education Education History Educational Leadership Educational Sociology Educational Evaluation Educational Theory Epistemology Ethnic Studies Gender Studies Gender Higher Education Higher Education Administration Minority and Ethnic Groups Multicultural Education Organizational Behavior critical race theory Black Feminist Thought student affairs Black women administrators leadership Servant Leadership Theory servant leadership decenter standpoint standpoint theory leadership development intersectionality race social justice

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