Global ETD Search

81	A Comparative Sociometric Study of Negro and White Children Land, Tom 08 1900 (has links) The purpose of the study was to compare the social acceptance of the Negro and white children in the second, fourth, and fifth grades of the Demonstration School associated with the North Texas State Teachers College and the Fred Douglass Negro School, Denton, Texas, and to record the extent of change over a period of time. social acceptance children Fred Douglass Negro School
82	Deviant Society: The Self-Reliant "Other" in Transcendental America Bhagwanani, Ashna 22 July 2013 (has links) This dissertation utilizes theories of deviance in conjunction with literary methods of reading and analyzing to study a range of deviant or transgressive characters in American literature of the 1840s and 50s. I justify this methodology on the basis of the intersecting and related histories of Emersonian self-reliance and deviance in American thought. I contend that each of the texts of self-reliance discussed by the dissertation – The National Police Gazette (1845-present), Frederick Douglass’ Narrative of the Life of Frederick Douglass (1845) and My Bondage and My Freedom (1855), Margaret Fuller’s Woman in the Nineteenth Century (1845), Henry David Thoreau’s “Civil Disobedience” (1849) and Walden (1854), and Nathaniel Hawthorne’s The Scarlet Letter (1850) and The Blithedale Romance (1852) – actually sanctions deviance. Since deviance is endorsed by these texts in some shape or form, it is a critical component of American culture; consequently American culture is one that promotes deviance. My work on Douglass and Thoreau employs the sociological theories of Robert K. Merton (1949) to investigate the tensions between the culturally lauded goal of self-reliance and the legitimate means for securing this. I explore the importance of Transcendentalist self-reliance to the American Dream ethos and the ways in which it is valorized by each protagonist. The work on the National Police Gazette puts popular and elite forms of literary discourse into conversation with one another. My primary concern here is with explaining why and how specific self-reliant behaviours are deemed “deviant” in the literary context, but “criminal” by popular works. The chapters on female deviance elucidate the confines of women’s writing and writing about women as well as the acceptable female modes of conduct during the nineteenth century. They also focus on the ways female characters engaged in deviance from within these rigid frameworks. A functionalist interrogation of female deviance underscores the ways society is united against those women who are classed as unwomanly or unfeminine. My conclusion seeks to reinvigorate the conversation regarding the intersection between literature and the social sciences and suggests that literature in many ways often anticipates sociological theory. Ultimately, I conclude by broadening the category of the self-reliant individual to include, for instance, females and African-American slaves who were otherwise not imagined to possess such tendencies. Thus, this dissertation revises notions of Emerson’s concept of self-reliance by positioning it instead as a call to arms for all Americans to engage in deviant or socially transgressive behaviour. deviant deviance Ralph Waldo Emerson Transcendentalism Transcendentalist transgression American Literature The National Police Gazette Hawthorne Thoreau Fern Fuller Douglass My Bondage Woman in the Nineteenth Century Ruth Hall Civil Disobedience Walden Merton Self-Reliance self-reliant self-reliance English (Literary Studies)
83	Deviant Society: The Self-Reliant "Other" in Transcendental America Bhagwanani, Ashna 22 July 2013 (has links) This dissertation utilizes theories of deviance in conjunction with literary methods of reading and analyzing to study a range of deviant or transgressive characters in American literature of the 1840s and 50s. I justify this methodology on the basis of the intersecting and related histories of Emersonian self-reliance and deviance in American thought. I contend that each of the texts of self-reliance discussed by the dissertation – The National Police Gazette (1845-present), Frederick Douglass’ Narrative of the Life of Frederick Douglass (1845) and My Bondage and My Freedom (1855), Margaret Fuller’s Woman in the Nineteenth Century (1845), Henry David Thoreau’s “Civil Disobedience” (1849) and Walden (1854), and Nathaniel Hawthorne’s The Scarlet Letter (1850) and The Blithedale Romance (1852) – actually sanctions deviance. Since deviance is endorsed by these texts in some shape or form, it is a critical component of American culture; consequently American culture is one that promotes deviance. My work on Douglass and Thoreau employs the sociological theories of Robert K. Merton (1949) to investigate the tensions between the culturally lauded goal of self-reliance and the legitimate means for securing this. I explore the importance of Transcendentalist self-reliance to the American Dream ethos and the ways in which it is valorized by each protagonist. The work on the National Police Gazette puts popular and elite forms of literary discourse into conversation with one another. My primary concern here is with explaining why and how specific self-reliant behaviours are deemed “deviant” in the literary context, but “criminal” by popular works. The chapters on female deviance elucidate the confines of women’s writing and writing about women as well as the acceptable female modes of conduct during the nineteenth century. They also focus on the ways female characters engaged in deviance from within these rigid frameworks. A functionalist interrogation of female deviance underscores the ways society is united against those women who are classed as unwomanly or unfeminine. My conclusion seeks to reinvigorate the conversation regarding the intersection between literature and the social sciences and suggests that literature in many ways often anticipates sociological theory. Ultimately, I conclude by broadening the category of the self-reliant individual to include, for instance, females and African-American slaves who were otherwise not imagined to possess such tendencies. Thus, this dissertation revises notions of Emerson’s concept of self-reliance by positioning it instead as a call to arms for all Americans to engage in deviant or socially transgressive behaviour. deviant deviance Ralph Waldo Emerson Transcendentalism Transcendentalist transgression American Literature The National Police Gazette Hawthorne Thoreau Fern Fuller Douglass My Bondage Woman in the Nineteenth Century Ruth Hall Civil Disobedience Walden Merton Self-Reliance self-reliant self-reliance English (Literary Studies)
84	Perception by incomgruity / Religion and slavery in Harriet Beecher Stowe's Uncle Tom's cabin and Frederick Douglass's The Narrative of the life of Frederick Douglass : an American slave Sibanda, Brian 08 1900 (has links) This study examines the paradoxical and at the same time interesting relationship between Christian religion and the system of slavery in the American historical context. Through the use of Kenneth Burke’s concept and theory of Perception by Incongruity as a theoretical and conceptual framework, this study examines Harriet Beecher Stowe’s Uncle Tom’s Cabin and Frederick Douglass’ The Narrative of the Life of Frederick Douglass: An American Slave. In the view of this study, Perception by Incongruity, as a theoretical and conceptual tool has the literary and the rhetorical resources to unmask the ironies and paradoxes involved in slave holding religion and religion holding slaves. The principal research question of the present study seeks to probe the usability of the Christian faith by slave owners to dominate and pacify the slaves, and the instrumentalisation by the slaves of the Christian faith as a liberatory and emancipatory belief. Perception by Incongruity enriches the present study in so far as it unmasks the incongruity and paradox of masters and slaves sharing the same definition of God and faith and still remaining in their conflictual positions of masters and slaves. Since this study is a study in literature, the methods of literature study and textual analysis are deployed in examining the primary texts, Uncle Tom’s Cabin and The Narrative of the life of Frederick Douglass: An American Slave. A multiplicity of secondary texts; in form of critical and empirical literature; are used throughout this study to support observations, arguments and conclusions that are advanced by the study. Summatively, this study observes and concludes that religion, in this case Christianity occupies a perceptively incongruous position where it is suable by people in conflicting situations. Further, where domination, power and capitalism as an economic system meet, religion belongs in the mind and the eye of the beholders who seeks to use it to justify and defend their particular interests and positions. / English Studies / M.A. (English Studies) Perception by incongruity Piety Impiety 973.8092 Douglass, Frederick,--d1818-1895 Abolitionists--United States--Biography Stowe, Harriet Beecher,--d1811-1896 Slavery--Fiction
85	Relocations of the 'Outraged Slave': Transatlantic Reform Conversations through Douglass's Periodical Fiction Fernandes, Nikki D 01 January 2017 (has links) Through their editorial arrangements of African-American, Euro-American and European poetry, fiction and news, Frederick Douglass’s anti-slavery periodicals (The North Star and Frederick Douglass’ Paper) imagine a cosmopolitan discourse that predates the segregated realities of the antebellum United States. In spite of Southern blockades against the infiltration of Northern texts, Douglass’s material space uniquely capitalized on the limited restrictions of his reprinting culture to relocate the voice of the ‘outraged slave’ onto a global stage. From the poems of Phillis Wheatley and William Cowper to Charles Dickens’s Bleak House and Douglass’s own novella “The Heroic Slave,” this project considers how Douglass’s literary inclusions—and exclusions—complicate our static considerations of the historicized Douglass and exhibit his savvy insertions of black print into an exclusive, transatlantic nineteenth-century print culture. The North Star Frederick Douglass' Paper Charles Dickens Bleak House Phillis Wheatley The Heroic Slave Antebellum Anti-slavery African American Studies American Literature American Material Culture Literature in English, British Isles Literature in English, North America
86	Aspekt motivační autobiografie ve vyprávění uprchlých otroků (tzv. slave narratives) / Slave Narratives as a variation on motivational self-help books Klimt, Vojtěch January 2014 (has links) This thesis aims to examine the representative of classic Enlightenment self-help text, Benjamin Franklin's Way to Wealth, and two representatives of the slave narrative genre, Frederick Douglass's and Olaudah Equiano's works, in terms of their possible affinity. The thesis compares and contrasts the individual texts and seeks to find analogies in structure and content which would indicate the influence of the self-help genre in American literature on the narratives and demonstrate the presence of the self-improvement element in the reading of slave narratives. The thesis consists of two key parts, the theoretical introduction onto the issues and practical part which analyses the texts themselves. KEY WORDS Frederick Douglass, Olaudah Equiano, Benjamin Franklin, slave narratives, self-help books, self-improvement, US history, uplift, autobiography, slavery, Enlightenment, 18th Century, 19th Century
87	Perception by incomgruity / Religion and slavery in Harriet Beecher Stowe's Uncle Tom's cabin and Frederick Douglass's The Narrative of the life of Frederick Douglass : an American slave Sibanda, Brian 08 1900 (has links) This study examines the paradoxical and at the same time interesting relationship between Christian religion and the system of slavery in the American historical context. Through the use of Kenneth Burke’s concept and theory of Perception by Incongruity as a theoretical and conceptual framework, this study examines Harriet Beecher Stowe’s Uncle Tom’s Cabin and Frederick Douglass’ The Narrative of the Life of Frederick Douglass: An American Slave. In the view of this study, Perception by Incongruity, as a theoretical and conceptual tool has the literary and the rhetorical resources to unmask the ironies and paradoxes involved in slave holding religion and religion holding slaves. The principal research question of the present study seeks to probe the usability of the Christian faith by slave owners to dominate and pacify the slaves, and the instrumentalisation by the slaves of the Christian faith as a liberatory and emancipatory belief. Perception by Incongruity enriches the present study in so far as it unmasks the incongruity and paradox of masters and slaves sharing the same definition of God and faith and still remaining in their conflictual positions of masters and slaves. Since this study is a study in literature, the methods of literature study and textual analysis are deployed in examining the primary texts, Uncle Tom’s Cabin and The Narrative of the life of Frederick Douglass: An American Slave. A multiplicity of secondary texts; in form of critical and empirical literature; are used throughout this study to support observations, arguments and conclusions that are advanced by the study. Summatively, this study observes and concludes that religion, in this case Christianity occupies a perceptively incongruous position where it is suable by people in conflicting situations. Further, where domination, power and capitalism as an economic system meet, religion belongs in the mind and the eye of the beholders who seeks to use it to justify and defend their particular interests and positions. / English Studies / M.A. (English Studies) Perception by incongruity Piety Impiety 973.8092 Douglass, Frederick, 1818-1895 Stowe, Harriet Beecher, 1811-1896 Slavery in fiction
88	Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940) Dass, Permeil 10 January 2014 (has links) Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools. Franklin D. Roosevelt educational policy New Deal Great Depression youth teachers schools CCC NYA EEP Presidential Advisory Committee Office of Education Congress Pat Harrison George Deen Douglass George Zook Studebaker George Johnson National Catholic Welfare Conference HR9544 Harry Hopkins NEA HR5923 HR12120 Fechner S2883 HR5962 Hugo Black Brooks Fletcher S1305 NAACP HR3517 S1305 Larrabee
89	History Will Be My Judge: A Cultural Examination of America's Racial Tensions Presented Through the Symbolization of Booker T. Washington Keturah C Nix (8088539) 06 December 2019 (has links) <i> History Will Be My Judge: A Cultural Examination of America's Racial Tensions Presented Through the Symbolization of Booker T. Washington</i> is an interdisciplinary study about the emergence of Booker T. Washington as a black cultural hero. By the turn of the twentieth century, Washington had become the most prominent African American educator, economic reformer, entrepreneur, and race leader in the United States. He is most recognized as the founder of Tuskegee Institute (now University) and his highly acclaimed autobiography, <i>Up From Slavery</i>, which recounts his life growing up enslaved to becoming an international icon. Since his death in 1915, several monuments, memorials, landmarks, and commemorative tributes have been established in his honor. During the 1940s, Washington became the first African American pictured on the United States postage stamp and minted silver half-dollar. Additionally, he was spotlighted in a series of media campaigns called "Famous American Firsts," and was the first African American inducted into the Hall of Fame for Great Americans. Moreover, amidst the presidential transition between Barack Obama and Donald Trump, black popular media has alluded to Washington's economic philosophy through music videos, documentaries, and television programs. I argue that each of these posthumous commemorations belong to larger social justice movements, namely, the Civil Rights movement and Black Lives Matter movement. Throughout these eras, Washington's legacy has served to counter white supremacy and symbolize the rise of integration, the black middle class, economic justice, black self-made, black education, and the legacy of slavery.<div> The purpose of this study is to examine how during periods of racial unrest, African Americans leverage Booker T. Washington's image to counter racist stereotypes and reaffirm black citizenship. The primary framework applied in this study is William L. Van Deburg's theory of the <i>black cultural hero. </i>Two emergent theories from this research are my developing frameworks called <i>Black Hustle Theory</i> and <i>nostalgic tension</i>. Using literary and visual analysis, I assess historical archives from popular press, black literature, American memorabilia, and black popular culture to examine Washington's commemorative legacy through a black radical lens. Specifically, I explore how the following four people have connected Washington's legacy to the Civil Rights movement and Black Lives Matter movement: Major Richard Robert Wright, Sr., founder of Savannah State University; Langston Hughes, famed Harlem Renaissance poet and author; Stanley Nelson, award-winning producer; and, Beyonce Knowles-Carter, singer and pop mogul. I put Washington's legacy in conversation with each of these cultural producers to simulate a call-and-response between his lifework and the generations after him.<br><div><br></div></div> History Race and Ethnic Relations Booker T. Washington Langston Hughes Beyonce Knowles-Carter Major Richard Robert Wright, Sr. Tuskegee Civil Rights Movement Lemonade Black Lives Matter Tell Them We Are Rising HBCU black popular culture commemoration white supremacy W.E.B. Du Bois Stanley Nelson black cultural hero race racism Frederick Douglass Black Hustle Theory nostalgic tension Up From Slavery postage stamp self-made slavery economic justice
90	AFRICAN AMERICAN SPIRITUALS AND THE BIBLE: SELECTING TEXTS FOR SECONDARY EDUCATION INSTRUCTION Michael James Greenan (9719168) 15 December 2020 (has links) <p>The research in this thesis attempts to select texts from the African American Spirituals and the Bible that are appropriate for secondary language arts instruction, specifically for grades 9-12. The paper first gives an overview of legal justifications and educational reasons for teaching religious literature in public schools. Then, relevant educational standards are discussed, and, using the standards as an initial guide, I identify common themes within the Spirituals and Bible, which, from my analysis of various literatures, are slavery, chosenness, and coded language. Next, I describe my systematic effort to choose texts from the Spirituals and the Bible. To help accomplish this, I draw primarily from two tomes: <i>Go Down Moses: Celebrating the African-American Spiritual</i> and <i>Biblical Literacy: The Essential Bible Stories Everyone Needs to Know</i>. After I describe the research process of selecting texts, I form judgments about which biblical passages and African American Spirituals are particularly worthy of study, along with their applicable and mutual themes. </p> Education African American Spirituals Bible Spirituals English Education African Americans Slavery Chosenness Coded Language Themes Secondary Education High School Curriculum Texts Interpretation Religion Christianity Judaism Scripture Critical Thinking Hebrew Bible New Testament Literature Blacks Selecting Texts Exodus Revelation Go Down Moses Biblical Literacy Standards Religious Texts Bound for Canaan Land Daniel Obama Religious texts in public schools language arts secondary instruction negro spirituals Moses Frederick Douglass John Brown's Body A Promised Land biblical interpretation biblical allusions allusions sorrow songs W.E.B. Du Bois Book of Revelation apocalypse in literature apocalypse biblical apocalypse Book of Daniel Genesis religion in public schools Black Spirituals African American religion Bible as literature African American history American slavery slavery in Bible Book of Exodus chosen high school curriculum religion in curriculum religious texts religious literature

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