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Using Black feminist thought and BlackCrit/critical race theory frameworks, this qualitative study examined Black educators' practices in addressing the behavior of their students in an urban school district. It utilized counternarratives and storytelling to explore the cultural dynamics at play between Black educators and their Black students. The Black educators in this study operated under several behavior systems, including positive behavioral interventions and supports (PBIS), socio-emotional learning (SEL), restorative practices (RPs), and zero tolerance policies (ZTPs). Such systems have been implemented based on research that they have the capacity to train Black students to make appropriate decisions regarding their behavior. These systems are also reinforced under the notion that they create learning spaces which promote academic achievement. Due to their own experiences and understanding about how institutional practices and disciplinary interventions result disproportionately in oppression and violence against Black students, these educators disrupted these practices and utilized cultural approaches that centered Black-ness. In doing so, they were able to address behavior and affirm Black students' well-being. The cultural approaches conceptualized as disruptive pedagogies include aspects of othermothering, otherfathering, critical caring, sermonizing, womanist caring, and Black masculine caring. An analysis of the stories and counternarratives illustrated that Black principals, counselors, and teachers draw from the long tradition of Black resistance and Black radical leadership to create educational spaces that support both emotional well-being and academic excellence. Implications, recommendations and future research are discussed.

This BA thesis studies Göteborg Film Festival from a feminist theoretical perspective. It examines how the festival responds to recent efforts of working towards gender equality in the film industry. Through an interview with Göteborg Film Festivals Artistic Director topics on gender equality, representation and initiatives on gender equality reforms are discussed and analysed with the help from literature in film festival studies, film studies and feminist studies alongside other printed materials such as the festival´s website, press releases and interviews. The thesis also examines the festival´s way of marketing itself during their 5050 Vision initiative. It further discusses how the festival’s work with gender equality and inclusion could at the same time be consolidating a normative social order in society. The thesis concludes that Göteborg Film Festival is a progressive festival with regards to its work towards gender equality. Measures include attempts towards a more gender balanced film festival programming as well as hosting seminars and summits discussing gender equality in the festival sector and in film production. Although Göteborg Film Festival has not yet achieved gender equality, it provides a role model for how festivals can take a stand in a contested cultural arena.

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