Thesis (Ph. D.)--York University, 2006. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 323-352). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004 & res_dat=xri:pqdiss & rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation & rft_dat=xri:pqdiss:NR29518.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação tem como objeto as relações familiares dos guianeses que migraram para a cidade de Boa Vista/RR. Aborda-se a temática do deslocamento internacional de populações de países pertencentes à Pan-Amazônia, em especial as implicações desse fenômeno nas relações familiares tanto na localidade hospedeira como outros familiares que residem em outros países como a República Cooperativa da Guiana, os EUA e o Canadá. Nesse contexto, buscou-se identificar, arranjos familiares, vivências transnacionais e demais estratégias que permeiam os vínculos familiares durante o processo migratório. Utilizou-se a metodologia qualitativa, com ênfase na observação participante, entrevistas abertas e conversas informais. Os interlocutores da pesquisa foram homens e mulheres de nacionalidade guianense que se deslocaram em períodos diversos e que exercem distintas atividades profissionais. Embora estes estejam afastados de seu local de origem, identificou-se que tentativas de organização do grupo guianense são localizadas em reuniões com amigos, em encontros religiosos e atividades localizadas. As narrativas dos interlocutores demonstram a existência de vulnerabilidades relacionadas à cor da pele, a obtenção de emprego e aprendizado do idioma, por outro lado a existência de redes familiares na localidade hospedeira é imprescindível para a fixação do migrante e para a ressignificação dos papéis familiares e estabelecimento de novos arranjos na família. / This dissertation has as object the family relationships of Guyanese who migrated to the city of Boa Vista/RR. Addresses the issue of international displacement of populations of countries in the Pan-Amazon, in particular the implications of this phenomenon in family relationships both in the host location as other relatives residing in other countries such as the Cooperative Republic of Guyana, the USA and Canada. In this context, we sought to identify, family arrangements, transnational experiences and other strategies that pervade the family ties during the migration process. We used a qualitative methodology, with emphasis on participant observation, open interviews and informal conversations. The interlocutors of the study were men and women of Guyana nationality who went in different periods and carrying different business activities. While they are away from their place of origin, it was identified that the organization attempts to Guyana group are located in meetings with friends on religious activities and localized meetings. The narratives of the interlocutors demonstrate the existence of vulnerabilities related to skin color, obtaining employment and language learning, on the other hand the existence of family networks in the host locality is essential for fixing the migrant and the redefinition of family roles and establishment of new arrangements in the family.

During the past four decades researchers note that educational institutions fail to “connect” with minority students (e.g. Clark, 1983; Coelho, 1998; Dei, 1994; Duffy, 2003; Ogbu, 1978, 1991). Carr and Klassen (1996) define this lack of “connection” primarily as teachers’ disregard for each student’s culture as it relates to race, and thus, his or her achievement potential. Hence, this disregard encourages minority students to question their ability to be successful. Dei (1994), furthermore, shows a tremendous disconnectedness from schools and education systems being felt by Black students. Few studies give voice to specific groups of Black female high school graduates who opt out of pursuing higher education. I interviewed four Black Guyanese immigrant women to: (a) investigate their reasons and expectations when immigrating to Canada, (b) identify what influenced their decision not to pursue postsecondary education, (c) explore their definitions of success, and (d) investigate how/if their notions of success relate to obtaining postsecondary education in Canada. Critical Race Theory (CRT) was employed in this study to: (a) provide a better understanding of the participants’ classroom dynamics governed by relationships with their teachers, guidance counsellors and school administrators, (b) examine educational outcomes governed by personal and educational relationships and experiences, and (c) provide conceptual tools in the investigation of colour-blindness (Parker & Roberts, 2005) that is disguised in Canadian education, immigration, and other government policies. To support my investigation, I used CRT to guide the research design, modes of documentation, and the process of analysis. It is hoped that my findings and analysis enriches the academy and society by communicating why there is a scarcity of Black Guyanese immigrant women in Canadian postsecondary institutions, making recommendations, to increase their participation in higher education. This study communicates the experiences of four Black Guyanese immigrant women in Canada. It does not intend to make generalizations about the experiences of all Black Guyanese immigrant women in Canada. / Thesis (Master, Education) -- Queen's University, 2009-04-27 11:29:04.43

Thesis (M.A.)--University of Toronto, 2005.

Motivée par l’enjeu de la construction du sujet basée sur ses rencontres littéraires, nous nous intéressons aux objets littéraires qu’on prescrit dans le cursus scolaire en Guyane. En rapport avec l’objectif général de cette discipline qui vise la formation du citoyen, nous nous sommes interrogée sur l’opportunité d’accorder au lycée, du moins dans ce contexte, une place plus conséquente aux constructions littéraires basées sur une intelligibilité régionale. Sur ce territoire, l’archétype du sujet moderne, stable et homogène, proposé par l’école et qui légitime la transmission d’une culture nationale génère des situations de décalages que le sujet apprenant a à gérer. Actuellement, dans une société reconfigurée par les migrations massives de la fin du XXe siècle, la conjonction de référents traditionnels, issus d’une culture primaire, superposés aux discours médiatiques ambiants, multiplie les effets de ces écarts. Nous postulons que soumettre aux lycéens de cette région des objets littéraires qui traitent de discours sur le pays et des attitudes citoyennes liées à celui-ci leur permet de mobiliser des ressources pertinentes qu’ils peuvent réinvestir dans leur parcours d’apprenant. Le cadre théorique de l’étude concerne, en matière de constructions citoyennes, l’enjeu de la transmission de la littérature dans cette région, le cadre historique et éducatif qui y est associé, le concept de littérature guyanaise et la mise en relation avec les théories de la réception littéraire et les questionnements scientifiques qu’elles impliquent. Sur la base d’une lecture libre proposée aux élèves et centrée sur un corpus d’écrivains guyanais, il est question en termes d’analyse de discours d’évaluer la pertinence d’une telle proposition. La méthodologie envisagée repose sur une analyse qualitative des données recueillies. Cette approche épistémologique se veut essentiellement exploratoire, descriptive voire évolutive en fonction des cas de figure rencontrés. / Motivated by the challenge of the human being’s construction based on the individual reading experience we focused our analysis onregional literature material recommended by the Guyanese State Department of Education. In connection with the general objective of the course of Literature which seeks the education of the citizen we questioned the opportunity to offer high school students, at least in this context, a larger exposure to regional literature that corresponds to their familiar environment and living experience. In French Guiana, the archetype of the modern, stable and homogeneous individual as an academic requirement legitimating the transmission of national culture generates most of the time offset situations that the learner subject has to manage. Nowadays, in a society reconfigured by massive migrations of the late twentieth century, the combination of traditional referents from a primary culture superimposed to the global media speech increases the consequences of those differences. In our opinion, students from French Guiana involved in regional literature that deals with a realistic approach of the society and with a reflection about civism are certainly more able to mobilize the relevant resources that they will reinvest in their personal learning process. The theoretical framework of our purpose is related, in terms of civic training, to the issue of transmission of literature as well as to the historical and educational context associated with it that also include the concept of Guyanese literature and the relation with the theories of literary reception and the scientific questions they imply. On the basis of a free reading offered to students and focused on a Guyanese writer’s corpus we intended, in terms of discourse analysis, to assess the relevance of this proposal. Our methodology is based on a qualitative analysis of collected data. This epistemological approach is essentially explorary, descriptive or progressive depending on the situations encountered.

This exploratory study investigates how racialized immigrant women experience and respond to intimate partner abuse (IPA). The American and European models of intersectionality theory are used to highlight structural constraints and agentic responses as experienced and enacted by racialized immigrant women. Eight women described their experiences through semi-structured interviews, revealing an array of both defensive and pro-active types of strategies aimed at short- and long-term outcomes. Responses included aversion, negative reinforcement or coping strategies like prayer or self-coaching, and accordingly varied by the constraints under which the women lived as newcomers to Canada. Policy recommendations promote acknowledgement of women’s decision-making abilities and provide a model in which women can choose from a selection of options in how to respond, rather than strictly interventionist models. Study results can help to challenge stereotypes of abused women as passive victims, and empower the image of immigrant women as active knowers of their circumstances.

This exploratory study investigates how racialized immigrant women experience and respond to intimate partner abuse (IPA). The American and European models of intersectionality theory are used to highlight structural constraints and agentic responses as experienced and enacted by racialized immigrant women. Eight women described their experiences through semi-structured interviews, revealing an array of both defensive and pro-active types of strategies aimed at short- and long-term outcomes. Responses included aversion, negative reinforcement or coping strategies like prayer or self-coaching, and accordingly varied by the constraints under which the women lived as newcomers to Canada. Policy recommendations promote acknowledgement of women’s decision-making abilities and provide a model in which women can choose from a selection of options in how to respond, rather than strictly interventionist models. Study results can help to challenge stereotypes of abused women as passive victims, and empower the image of immigrant women as active knowers of their circumstances.

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