Since the beginning, U.S. public schools have perpetuated harm towards students that do not fall under the descriptors of male, middle/upper class, cis-gender, heterosexual, able-bodied, neurotypical, and white. Education scholars with varying ideological backgrounds have approached questions of education equity for decades; yet, in asking these questions through the "white gaze" (Wright, 2023), some scholars have perpetuated the harm they seek to demystify. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes harmful white supremacist ideological hegemony embedded in education policy, the second manuscript is an ethnographic portrait (Lawrence-Lightfoot and Davis, 1997) that resists the "white gaze" and illuminates the good in a thriving classroom comprised of Black and Brown teachers and students through a lens of Black feminist theory, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar who seeks ubuntu feminist solidarity. The dissertation concludes with a posture of hope. Hope of an otherwise world (Greene, 1995) of education in which ubuntu feminist scholarship will inform praxis so that students may experience pedagogies that liberate instead of harm. / Doctor of Philosophy / Since the beginning, U.S. public schools have perpetuated harm towards students that do not fall under the descriptors of male, middle/upper class, cis-gender, heterosexual, able-bodied, neurotypical, and white. Various types of education scholars have approached questions of education equity for decades; yet, in asking these questions some scholars have perpetuated the harm they seek to examine. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes problems and harms embedded in education policy, the second manuscript gives the reader a seat in the classroom of an educator that exemplifies liberatory pedagogy, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar. The dissertation concludes with a posture of hope. Hope of an otherwise world (Greene, 1995) of education in which collective feminist scholarship will inform teaching practice so that students may experience pedagogies that liberate instead of harm.

Emily Dickinson, with a soul passing beyond the confines of mainstream gender ideology, religiosity, natural theology, transcendentalism, and literary conventions, creates the sublime in her poetry, which demonstrates her realization and manipulation of inspiring thoughts and liberating movements experienced where diverse conscience stirrings, ideologies, ideas, axioms and discourses intersect. Dickinsonian sublime offers an example for Jean-François Lyotard¡¦s discourses on the modern and postmodern sublime, which coincidentally mirror Dickinson¡¦s time, her personal response and reaction. Liberating herself from the confines of gender ideology as well as female literary conventions, Dickinson invents her own self and identity, suggesting differences among women, who can be discontinuous and multiple instead of being a category with ¡§ontological integrity¡¨ (Judith Butler, Gender Trouble 23). She embodies a writer who creates according to her nature and experience as a sensitive person constantly investigating inwardly and outwardly, blurring traditionally-assigned gender distinctions, alternating between various roles, and reversing gendered traits instead of just being a subordinate advocate of mainstream domesticity, gender identity, or religiosity. Not traveling on the path constructed by the traditional theological system but abolishing its authority over her thoughts, attitudes, deeds, or interpretations and manipulation of language, Dickinson interrogates received doctrines and develops her own understanding of religion, idiosyncratic employment of the Bible, and definition of language. Inspired but not dominated by new sciences, natural theology, or transcendentalism, Dickinson cultivates and reinforces her ability to analyze, judge, and examine things ¡§without respite, without rest, in one direction¡¨ but in all directions (Ralph Waldo Emerson, ¡§Intellect¡¨ 179), transcending the confines of both natural theology and optimistic transcendentalism while displaying her ¡§active soul,¡¨ "power of forming great conceptions¡¨ and ¡§vehement and inspired passion¡¨ (Longinus, ¡§On the Sublime¡¨ 80) and intending to be what is advocated in Emerson¡¦s ¡§The American Scholar¡¨¡X ¡§Man Thinking¡¨ (64). Not conforming to literary traditions, Dickinson enters a realm of artistic experiment, representing a great poet reflecting the individualism and potentiality of American poetry in her age as well as in the modern and postmodern periods. Not making her readers passive receivers of messages or meanings, her idiosyncratic methods in rhyme, language, images, and syntax promote ¡§the sense of palpitant vigor¡¨ (Amy Lowell 7) and sublimity, repeatedly challenging, deconstructing, or activating her readers¡¦ thinking and various faculties. As a self-reliant nonconformist experimenter with a Socratic philosophic spirit, her poetry of ¡§possibility¡¨ provokes ¡§polymorphous,¡¨ multiple, ¡§psychological¡¨ inspirations and creates a subjective, dynamical, and liberatory sublime.

This thesis analyzes the life and career of Hans J. Morgenthau, commonly accepted as the father of the realist paradigm within the field of international relations. It does so by offering a dynamic revisionist account of the nature of Morgenthau's classical realism and suggests how the approach discussed might have wider application in the field of international relations. Traditional perspectives of Morgenthau suggest that in the course of his career, he changed from holding what would generally be labeled a conservative political viewpoint to a liberal political viewpoint. This thesis takes a different starting point. It does so by suggesting that constancy, not change, was the hallmark of Morgenthau's intellectual development. Thus, what appeared to be a shift from right to left, was in fact merely the different applications of a consistent reading of international relations. Central to this interpretation of Morgenthau's work is the second innovative argument of this thesis: that Morgenthau's realism contained within it the potential for both conservative (as traditionally defined) and progressive (as traditionally defined) applications. Acknowledging that realism as conservatism is already an accepted understanding within the field of international relations, this thesis focuses on drawing out the progressive potential of Morgenthau's realism, by proving that what appeared in Morgenthau's later career to be an intellectual shift in fact stemmed from the progressivism inherent in the actual existing realism of Morgenthau's early career applied to new situations met in his later career. Based on this analysis of what has been accomplished within the framework of classical realism by Morgenthau, it is the challenge of this thesis to invite contemporary realist thinkers to do the same. In short, the thesis invites contemporary theorists to explore, recover and reclaim the liberatory and progressive potential of classical realism. In so doing, the thes is suggests the potential for two new research programs. First, reclaiming the liberatory potential of Morgenthau's approach and use of realism provides for the creation of a new understanding of contemporary realism which can transcend both the essentially sterile internal debates between classical and neo-realism and those between classical realism, neo-realism and neo-classical realism. Second, foregrounding the liberatory possibilities of classical realism offers a fruitful approach for the recreation of common ground between realism and other more 'politically progressive' paradigms in contemporary international relations theory such as peace research or constructivism. It is the final hope for this thesis that it might, by building bridges within and between different fields, lay the foundations of a possible path for the reintegration of the whole discipline of international relations.

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Internalized oppression is one of the conceptual foundations of social justice education. Though the literature on internalized oppression is rich with descriptive data, little theory has been developed in this area. To date, the field of Social Justice Education has been limited by this oversight. Drawing upon the work of theorists who have examined this topic across a variety of social identities, this study presents a generalizable framework for understanding and analyzing internalized oppression. More specifically, this research focuses on the internalized oppression of subordinant groups, also known as internalized subordination. The framework presented within this study identifies internalized oppression as having three core components or "defining elements": process, state, and action. It is intended to be used as a foundation and starting point for, rather than in lieu of, the examination of the internalized oppression specific to particular social identities. Further, this framework is intended to benefit both scholars and practitioners of social justice and will aide in the development of methodologies and pedagogies aimed at interrupting internalized oppression and promoting liberatory consciousness.

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This study will be potentially beneficial to teachers as it guides them on how they can work with important but often neglected aspects of the curricula by using the book Frankenstein, or, The Modern Prometheus by Mary Shelley. My thesis statement is that goals from the core contents of English 7 and Social science 3 syllabuses are intertwined and have a connection to democratic values and, as I demonstrate in the analysis that follows, can be taught in connection by using Content and Language Integrated Learning (CLIL) as a method and Frankenstein as the content from which this collaboration can be created. CLIL will be used to show teachers how they can work in connection to create joint lessons that address both syllabi's goals when teaching content from Frankenstein and how it can be connected to democratic values. Liberatory teaching is one of the methods which match well with teaching content from Frankenstein and democratic values, as it gives the students the autonomy they need to develop their absorptive habits and critical thinking skills. The key concepts that will be used to analyze the chosen content in Frankenstein are alienation, mechanisms of inclusion, and exclusion. The key concepts are transparent in the content taken from Frankenstein, as the book is very well suited for such research. The analysis is split into two parts that show how the key terms affect Victor and the monster. Content for the analysis is taken in chronological order and is comprised of several different scenes and passages from Frankenstein where the key terms are most transparent. The pedagogical discussion will show how a teacher can use the content showcased in the analysis to connect to different goals in the respective syllabi and how teaching can be connected to teaching democratic values from the upper secondary school curricula. Further, it will recommend how teachers can create teaching content and activities suited for the content in Frankenstein, depending on the lesson's goals. Teachers will also be recommended different approaches and methods when teaching content from Frankenstein and what they need to avoid and think about to make liberatory teaching effective in the classroom.

This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools. / Urban Education

Published Article / This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

This project explores the possibilities of implementing a critical and liberatory pedagogy within the confines of the prison. Building upon the fields of critical prison theory, literacy studies, and (dis)ability studies, I assert that implementing small, organic, and tactical changes though the principles of Universal Design for Learning allows the prison educator to make impactful moves with liberatory goals. I conclude by reimagining what a prison education mission statement that takes this perspective looks like then imagine the liberatory applications of the principles of universal design for learning within the prison.