Global ETD Search

1	Understanding the London Corresponding Society: A Balancing Act between Adversaries Thomas Paine and Edmund Burke Hunt, Jocelyn B. January 2013 (has links) This thesis examines the intellectual foundation of the London Corresponding Society’s (LCS) efforts to reform Britain's Parliamentary democracy in the 1790s. The LCS was a working population group fighting for universal male suffrage and annual parliaments in a decade that was wrought with internal social and governmental tension. Many Britons, especially the aristocracy and those in the government, feared the spread of ideas of republicanism and equality from revolutionary France and responded accordingly by oppressing the freedom of speech and association. At first glance, the LCS appears contradictory: it supported the hierarchical status quo but fought for the voice and representation of the people; and it believed that the foundation for rights was natural but also argued its demands for equal rights were drawn from Britain’s ancient unwritten constitution. This thesis contextualizes these ideas using a contemporary debate, the Burke-Paine controversy, as Edmund Burke was the epitome of eighteenth century conservative constitutionalism in Reflections on the Revolution in France while Thomas Paine’s Rights of Man represented a Lockean interpretation of natural rights and equality. Thus using Reflections and Rights of Man as a framework, this thesis demonstrates that the LCS thoroughly understood its demands for parliamentary reform and uniformly applied its interpretation of natural rights and equality to British constitutionalism and the social and governmental hierarchies. London Corresponding Society Thomas Paine Edmund Burke Parliamentary Reform Radical Movement Eighteenth Century Great Britain Working Class Consciousness History
2	Understanding the London Corresponding Society: A Balancing Act between Adversaries Thomas Paine and Edmund Burke Hunt, Jocelyn B. January 2013 (has links) This thesis examines the intellectual foundation of the London Corresponding Society’s (LCS) efforts to reform Britain's Parliamentary democracy in the 1790s. The LCS was a working population group fighting for universal male suffrage and annual parliaments in a decade that was wrought with internal social and governmental tension. Many Britons, especially the aristocracy and those in the government, feared the spread of ideas of republicanism and equality from revolutionary France and responded accordingly by oppressing the freedom of speech and association. At first glance, the LCS appears contradictory: it supported the hierarchical status quo but fought for the voice and representation of the people; and it believed that the foundation for rights was natural but also argued its demands for equal rights were drawn from Britain’s ancient unwritten constitution. This thesis contextualizes these ideas using a contemporary debate, the Burke-Paine controversy, as Edmund Burke was the epitome of eighteenth century conservative constitutionalism in Reflections on the Revolution in France while Thomas Paine’s Rights of Man represented a Lockean interpretation of natural rights and equality. Thus using Reflections and Rights of Man as a framework, this thesis demonstrates that the LCS thoroughly understood its demands for parliamentary reform and uniformly applied its interpretation of natural rights and equality to British constitutionalism and the social and governmental hierarchies. London Corresponding Society Thomas Paine Edmund Burke Parliamentary Reform Radical Movement Eighteenth Century Great Britain Working Class Consciousness History
3	Racing Solidarity, Remaking Labour: Labour Renewal from a Decolonizing and Anti-racism Perspective Ng, Winnie Wun Wun 09 March 2011 (has links) The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building. labour studies anti-racism solidarity and movement building critical education anti-racism education race and class inter-racial working class consciousness decolonization Aboriginal circle methodology arts-informed research social movement 0340 0631
4	Racing Solidarity, Remaking Labour: Labour Renewal from a Decolonizing and Anti-racism Perspective Ng, Winnie Wun Wun 09 March 2011 (has links) The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building. labour studies anti-racism solidarity and movement building critical education anti-racism education race and class inter-racial working class consciousness decolonization Aboriginal circle methodology arts-informed research social movement 0340 0631
5	Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents Thomson, Marion Arthur 31 August 2011 (has links) This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings. radical education working class consciousness formative experience revolutionary critical pedagogy popular education popular theatre sociological auto/biography critical human rights arts based education Ghana Scotland collective self ontology/epistemology anti-racism critical consciousness oral history gender and class communist/socialist parties auto-ethnography ideology of educator mining communities and unionism organic intellectuals 0727 0520 0534
6	Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents Thomson, Marion Arthur 31 August 2011 (has links) This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings. radical education working class consciousness formative experience revolutionary critical pedagogy popular education popular theatre sociological auto/biography critical human rights arts based education Ghana Scotland collective self ontology/epistemology anti-racism critical consciousness oral history gender and class communist/socialist parties auto-ethnography ideology of educator mining communities and unionism organic intellectuals 0727 0520 0534

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