Thesis (Ed.M.)--Boston University

Thesis (Ed. M.)--Boston University, 1950. Includes bibliographical references (leaf 201) PLEASE NOTE: some front matter and pages 1-3 are missing from the physical thesis.

Thesis (Ed. M.)--Boston University, 1940. Includes bibliographical references (leaves 82-83)

Thesis (M.A.)--Boston University Bibliography: leaves 290-316.

Thesis (M.A.)--Boston University / The endeavor to make the significance of Amos and Hosea real and vital, both to teachers of young adults and to young adults themselves, has made the preparation of this thesis a challenging work. The primary purpose has been to provide helpful and reliable information and to suggest conclusions concerning these great pioneering minds of the eighth century B. C., together with presentations of some practical procedures and techniques which might he used in teaching the materials to which reference has been made and which have been included in the main body of the thesis. It has been assumed that too often Biblical materials have seemed unapproachable to modern young adult groups. Like- wise, their teachers are frequently unaware of the great opportunities and challenging possibilities for exploring important truths and teaching the most powerful and pertinent lessons to be found anywhere that are available to them in the pages of the Bible supplemented by the findings of the best scholar- ship of the ages. Therefore, it has been one of the chief aims of this dissertation to call attention to these prevalent attitudes and misconceptions and to seek to arouse enthusiasm for new exploration and discovery in this realm so many times neglected and by-passed. It naturally follows that an additional goal sought by this discourse has been to bring inspiration and revelation through the specific studies of Amos and Hosea which would create a desire for further and continued quest for the riches contained in the Old and New Testaments which would be used as foundation and background for the work of young adults in our churches. [TRUNCATED]

Thesis (Ed.M.)--Boston University Includes bibliographical references (leaves 221-226).

Thesis (Ed.M.)--Boston University

Thesis (M.A.)--Boston University

Allston, considered Boston’s student neighborhood, has a historical trajectory that has been understudied, in that the neighborhood has not followed a linear path of either ascent or descent. Given Allston’s status as a hybrid neighborhood, displaying durable trends of both ascent and decline, residents and other neighborhood actors utilize cultural narratives to orient Allston’s history and future, which, in turn, reify certain aspects of the neighborhood. Based on ethnographic observations for two years and interviews with over 60 residents, students, business owners, real estate agents, and workers in Allston, this study extends previous literature on urban change in demonstrating Allston’s understudied hybridity, as well as locals’ use of cultural narratives to navigate this context. In so doing, neighborhood actors have perpetuated cultural narratives of Allston that embrace Allston’s gritty nature as the root of Allston’s legitimacy. The perception of Allston as a relatively disinvested and student neighborhood have allowed two distinct cohorts to see themselves as early stage gentrifiers, investing in the area. Nostalgia for the past also shapes residents’ cultural narratives of Allston, specifically for lifelong residents and other longtime residents. Tensions persist between the two groups, as an imagined past informs each groups distinct orientation to Allston’s future. Real estate agents and students perpetuate Allston’s student narrative by engaging in ritual interactions specifically related to “Allston Christmas,” or the September 1st moving day. Combined with Allston’s gritty nature, these rituals and interactions perpetuate an exploitative housing market characterized by poor housing conditions. This study demonstrates how neighborhood actors utilize cultural understandings to make sense of their surroundings and how these narratives reify existing conditions and perpetuate neighborhood inequality in the context of non-linear neighborhood change. This study contributes to literature on cultural understandings of place by examining how neighborhood hybridity facilitates specific neighborhood narratives, and how different cohorts utilize the same narrative frame, but with distinct orientations.

Thesis (Ed.M.)--Boston University