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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 8 of 8 (0.025 seconds)Spelling suggestions: "subject:"decolonial"" "subject:"decolonizing""
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Decolonizing Ecology Through Rerooting EpistemologiesBitter, Lauren M 01 April 2013 (has links)
My project is centered around a community garden in Upland, California called the People and Their Plants garden. This garden represents a five hundred year living history designed to show the changes in the ecological landscape of Southern California caused by colonization. This autoethnographic thesis works towards personal, interpersonal, and community-wide decolonization through building reciprocal relationships with Indigenous Elders. I explore, critique and problematize research and ethnography by examining the politics of knowledge, language, history, and ecology. I interrogate my own learned knowledge systems as well as colonial/capitalist food systems—and recognize how those systems/relations have worked to render Indigenous ways of knowing as invisible. Furthermore, I examine the connection between colonialism, gender, and capitalist food systems. I explain how the People and Their Plants garden is an act of resistance to colonial/capitalist food systems as it creates space for alternative economic practices and decolonial food practices. As part of this project, I co-authored a brochure about the garden with a Tongva Elder.
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Education and experience in the preparation of non-Indigenous researchers working in Indigenous contextsBrophey, Alison 16 December 2011 (has links)
In order to learn from non-Indigenous researchers who have engaged in respectful relationships with Indigenous communities, this study sought to explore the preparation and experiences of a group of non-Indigenous researchers at the University of Victoria who have sustained research partnerships with Indigenous communities. The existing literature suggests methodologies, processes and procedures that the non-Indigenous researchers should consider when engaging in research with Indigenous communities (Battiste, 1998; Wilson, 2007; Menzies 2004; Fleras, 2004); however, it does not address issues of researcher preparedness or readiness. Through a narrative inquiry process, this study examines the ways non-Indigenous researchers’ personal characteristics, values, knowledge, skills, and prior life experiences contribute to their abilities to research respectfully and sustainably with Indigenous peoples. Findings show that participants in this study embody an ally-based orientation and employ decolonizing methodologies. / Graduate
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Aubade from the Woman No Longer AsleepTalbot, Allison Elizabeth 31 July 2018 (has links)
No description available.
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An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and TheologySales, Terrelle Billy 01 June 2017 (has links)
This decolonizing interpretive analysis serves to provide bicultural researchers the opportunity to engage and challenge the dominant literature on pedagogy, curriculum, methodology, and schooling. Bicultural researchers have been forced to navigate the dialectical social terrain of dominant/subordinate tensions and contradictions, as part of their process of survival, as subaltern or subordinate cultural citizens and critical scholars. This study seeks to deconstruct Eurocentric epistemicides that compartmentalize knowledge, particularly within the fields of theology and education. Western Christianity tends to separate God from humanity. This is an epistemological problem. The nature of this study necessitates a process by which critical theory, critical pedagogy, and liberation theology serve to reconstruct traditional Westernized notions of the interrelatedness of theology and education. This study seeks to determine what can be learned from a critical pedagogy of Jesus Christ by examining His integration of theology and pedagogy as presented in His praxis detailed in the New Testament. Jesus is positioned as the literal embodiment of both theology and pedagogy, where both are procured through praxis for liberation, resulting in an emancipatory pedagogy that reconciles humanity back to God and God to humanity.
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Duwamish history in Duwamish voices: weaving our family stories since colonizationAllain, Julia Anne 22 December 2014 (has links)
Duwamish people are “the People of the Inside,” “the Salmon People”—Coast Salish people who occupied a large territory inside the Olympic Mountains and the Cascade range. Ninety Longhouses were situated where Seattle and several neighbouring cities now stand. Today, over six hundred Duwamish are urban Indigenous people without legal recognition as an American Indian tribe, still battling for rights promised by the Point Elliott Treaty of 1855. Portrayals of Duwamish history since the time of colonization are often incomplete or incorrect.
A tribe member myself, I set out to record and present family stories concerning the period 1850 to the present from participants from six Duwamish families. I gathered histories told in the words of the people whose family experiences they are. It is history from a Duwamish perspective, in Duwamish voices. Collected family stories are recorded in the appendices to my dissertation. In my ethnographic study, I inquire as to what strengths have carried Duwamish people through their experiences since colonization. The stories reveal beliefs and practices which have supported the Duwamish people, and hopes for the future.
Data was gathered using multiple methods, including fieldwork—visiting a master weaver; attending tribal meetings; and visiting historic sites—reading existing documents by Duwamish authors and by settlers, and interviewing, including looking at photos to elicit information. Five themes emerged from the data: Finding a True History; What Made Them Strong; Intermarriage; Working for the People; and Working with the Youth. These themes together constitute what I term the Indigenous Star of Resilience (see Figure One in Chapter Six). For me, this study has truly been swit ulis uyayus—“work that the Creator has wrapped around me” (Vi Hilbert, quoted in Yoder, 2004); work that is a gift. / Graduate / 0727 / 0452 / 0740 / juliemorgana@yahoo.ca
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Bios éducatifs : problèmes du biopouvoir dans les représentions littéraires et filmiques du milieu éducatif (1984-2015)Allouch, Hanen 12 1900 (has links)
No description available.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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