Global ETD Search

1	Racial Profiling and Moral Responsibility for Racialized Crime Gordon, Tiffany M. 11 1900 (has links) This thesis began (in thought) as a response to the killing of Trayvon Martin in 2012 and that of Mike Brown not too long after, and the many victims who succumbed to some form of racial profiling of another before these deaths, in-between, and after. Desmond Cole wrote an article in 2015 that further precipitated the thought into action and the desire to address racial profiling in writing form. In the thesis I take a philosophical approach to racial profiling, and although in the first two chapters I address the ordinary discussions surrounding racial profiling, in the latter two I tackle the problem of moral responsibility which I take to be central. In the first part of the thesis I defend the policy in the case of illegal weapons possession based on Henry Shue’s principle of basic rights, but in the latter part I question this assertion. Even if blacks were shown to commit more of certain crimes or even violent crimes, that does not address the fact that crime arises out of context and in the case of “black crime” out of a racialized context. In the latter part of the thesis I work through the problem of collective and personal moral responsibility, eventually maintaining that not only is reparations just, but for racial profiling to be justified investment must be made into racialized communities with high rates of poverty. This is because collective responsibility must be taken for the societal oppression and discrimination that has partly resulted in high rates of racialized crime. / Thesis / Master of Arts (MA)
2	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451
3	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451

1

Page generated in 0.0341 seconds