This dissertation, submitted in article format, explores how the physical movement theories of Anne Bogart's Viewpoints may lead to a liberatory setting, one which echoes the theories of Paolo Freire, for college theatre students. It examines whether Viewpoints is effective in creating a studio classroom culture and whether the Viewpoints exercises can lead to a heightened clarity in individual performance, with a much more satisfying and involved learning experience for students of the theatrical arts. In addition, this dissertation applies the theory of Mead's symbolic interactionism to the discoveries that students make while using Viewpoints exercises. Research methods include autoethnography, analysis of case studies, and examination of interview data from three college directors and thirteen student actors who have trained and used Viewpoints in rehearsal.

This study elucidates the history and program structure of an urban out of school time program designed for liberatory education for K-16 students. This study aims to define the Catto Freedom Schools Way and examine the extent to which it is being followed at the Hamer-Still Freedom Charter School. This study contributes to what we know about school design and ethnic studies as a strengths-based approach to educating youth of color. A review of the literature reveals that Freedom Schools have been in existence since African people came to the Western hemisphere and The Freedom Schools Way has meant different things to each entity over that time (Countryman, 2006; Du Bois, 1903; Garvey, 1923; Payne & Strickland, 2008; Williams, 2005; Woodson, 1933). Findings suggest that The Catto Freedom Schools Program (CFSP) Way is a combination of two complimentary elements: learning about Black history and culture (Asante, 1980; Carr, 2009; Diop, 1996; Gay, 2000; King, 2005; Murrell, 2002; Myers, 1997; Nobles, 1976) and chain mentorship (Andrews, 2001; Olson, 2008; Welty, 2000). Learning about Black history and culture consists of reading and writing about Black history and culture and assuming African values and customs. Chain mentorship consists of looking up to older people for direction and guidance as well as stepping up in service to give younger people guidance. Hamer-Still Freedom Charter School (HSFCS), a school designed on the CFSP model, is experiencing the most success in implementing reading and writing about African history and culture and having accessible adult role models on whom the students, also known as Servant Leader Scholars, can rely on for academic and personal support. In order for HSFCS to embody the CFSP Way, it needs to strengthen opportunities for its students to step up and provide service for younger children as well as fully develop a spirit of positive peer pressure throughout its upper school. / Urban Education

The Ethics of Liberation in the Age of Globalisation and Exclusion by the Latin American philosopher Enrique Dussel aims to be 'a day to day ethics, starting from and in favour of the immense majorities of humanity excluded from globalisation, in the historic 'nonnality' that is presently prevalent' 1 • Dussel's Ethics is based around the material principle of 'the production, reproduction and development of life', the formal discursive principle that decision-making processes should be open to all those affected by them, and the principle of (ethical and empirical) feasibility. Ethical critique and liberatory practice, Dussel argues, should start from and be carried out by the 'victims' of the partial or non-realisation of these principles. Nevertheless, the discussion of Dussel's philosophy has tended to stay at the philosophical level. This thesis moves beyond this discussion by relating the universal principles Dussel proposes to the concrete experiences of two movements that are insisting on universalistic normative ideas in the context of globalisation and eicclusion: The Zapatistas in Mexico and the Narmada Bachao Andolan (Save Narmada Movement - NBA) in India. My study of these concrete struggles to challenge victimisation reveals both the similarities between their nonnative content and Dussel's principles and the complex questions that arise in attempts to realise these normative principles precisely in the situations of domination and exclusion that Dussel takes as his starting-point. While some of these questions constitute a challenge to rethink aspects of the philosophical debate, others can only legitimately be answered by those who participate in practical attempts to challenge material and discursive exclusion. From this background, the relationship between philosophy and practice becomes an important question in itself. / The Joseph Rowntree Charitable Trust