The study looks at the land issue from the perspective of Missiology. It shows in what sense the land issue is an issue for mission. The pastoral cycle of Henriot and Holland is used to analyse the land issue in Zimbabwe. The analysis takes seriously the situation of the marginalized in Zimbabwe in relation to other stakeholders in the land issue. The study also looks at the ecological implications of the land issue. A comparison is drawn between South Africa and Zimbabwe as far as the land issue is concerned. A major aspect of the study is the theological question on God and land. The study concludes with a proposal on the kind of action that needs to be taken in resolving the land question. / Christian Spirituality, Church History and Missiology / M.Th.(Missiology)

This dissertation examines theatre and film in Ireland between 1988 and 2005, focusing on the plays of Sebastian Barry and Marina Carr, as well as a select group of films from this period. Employing a method of analysis that couples close-readings with attention to socio-cultural context, aesthetic form, and issues of representation, the dissertation demonstrates how theatre and film work to complicate conventional Irish historical narratives and thereby encourages a reassessment of contemporary constructs of Irish identity. The introduction provides a contextual framework for significant contemporaneous social, cultural and economic changes in Ireland, and includes a case study of ‘The Spire,’ a monument unveiled on Dublin’s central boulevard in 2003, which I argue is the architectural metonym for the transitional nature of Celtic Tiger Ireland. The case study explores the aesthetics of the monument, as well as the politicised public debate that ensued, and thereby provides a snapshot of issues relevant to the readings pursued in dissertation’s remaining chapters. The discussion of Sebastian Barry’s ‘family plays’ reveals the playwright’s effort to refuse traditional binary conceptions of identity and to proffer, instead, a dramatic landscape that similarly refuses to allow conflict to dominate. Barry’s use of a non-conflictual dramatic form supports his narrative interest in compassion and peaceful resolution, and provides a model for living with otherness that could prove useful in an increasingly diverse and globalised Ireland. Marina Carr’s plays share Barry’s desire to represent aspects of Irish character anew, but they also dramatise how cultural transitions are difficult and never linear, and how the conventional pull of memory and the past has a residual presence in the ‘new’ Ireland. Taken together, these chapters reveal Barry’s hopefulness as an antidote to Carr’s tragic endings. The final chapter provides close readings of several ‘Celtic Tiger’ films, arguing that the representation of landscape is the key lens through which Irish film communicates shifting images of Irish identity. A cycle of films from the first years of the new millennium ekes out a space for new modes of representation through a critical dialogue with major tropes in Irish film history.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

Cette thèse met en relief comment la primauté de la relationalité est représentée dans sept romans nord-américains contemporains écrits par des femmes. Pour y arriver, je montre, d’un point de vue critique, comment les notions de « géographies du care » et de « care posthumain » favorisent l’identification de pratiques et d’attitudes d’un « prendre soin » qui facilitent, non sans obstacle, l’appropriation de structures sociales et intimes par le développement d’espaces et de relations de solidarité. Cette étude fait ainsi interagir les pratiques du care et les pratiques discursives afin de mieux cerner « les inégalités structurelles et les enjeux de la domination qui touchent les sujets marginalisés » (Bourgault & Perreault 11). Le premier chapitre déploie le tissage conceptuel de la thèse à l’intersection de la géographie émotionnelle (Davidson, Bondi & Smith; Anderson & Smith), de théories féministes sur l’espace (Shands, Miranne & Young, Massey), des éthiques du care (Laugier, Tronto) et du discours sur le posthumain (Braidotti, Hayles). Situant d’abord les ancrages entre l’espace vécu et le care, je propose un déplacement de la notion de « chez soi » vers celle de « géographies du care » afin de mieux circonscrire les expériences relationnelles imaginées dans les romans. Puis j’introduis le concept du « care posthumain » comme outil critique afin de mieux identifier les nouvelles subjectivités représentées et d’approfondir les apports du care lorsque les relations intersubjectives mettent en scène des figures non humaines et non vivantes. Le deuxième chapitre explore les pratiques soucieuses et spatiales de préservation et de protection dans les romans Housekeeping et Room en portant attention à comment chacun des textes montre les difficultés de recevoir et de donner différentes formes de care en contextes d’oppression patriarcale, de marginalisation sociale et de tensions familiales. Je pose aussi certaines balises théoriques et méthodologiques quant à la lecture et à la configuration, en tant que lectrice privilégiée, des représentations de subjectivités fragiles et de lieux de dominations dans les textes. Le troisième chapitre pose un regard critique sur deux romans qui imaginent un espace domestique marqué par l’exclusion, les dynamiques de pouvoir et le contrôle des corps : The Birth House et Sous béton. Les géographies du care dans ces deux romans montrent les liens complexes entre les notions de proximité relationnelle, d’appartenance et d’autonomie alors que le quotidien des personnages est inscrit dans une dynamique oppressive articulée par des conventions morales, sociales et scientifiques qui tendent à déshumaniser ceux et celles qui ne se conforment pas. Le quatrième chapitre analyse comment le fardeau du trauma et les figures fantomatiques affectent l’expérience relationnelle des personnages ainsi que leur rapport à l’hospitalité et au processus de guérison. Les romans Home et Le ciel de Bay City montrent comment ces figures fantomatiques symbolisent les liens entre mémoire, trauma, et responsabilité, des liens entre passé et présent que le care illumine. Finalement, le cinquième chapitre aborde la notion de « care posthumain » directement, par un retour à Sous béton et à Room, dans lesquels les protagonistes évoluent au fil de relations avec des éléments non humains. J’analyse aussi le roman post-apocalyptique The Year of the Flood, dans lequel les protagonistes usent de stratégies de résistance qui favorisent la solidarité, la guérison et l’adaptation à des débordements technoscientifiques. / This dissertation explores how seven contemporary North-American novels written by women illustrate the primacy of relationality. To achieve this goal, I use the notions of “geographies of care” and “posthuman care” critically to uncover, in the texts, gestures, and attitudes of care that facilitate, despite obstacles, the appropriation of social and intimate structures through the development of spaces and relationships of solidarity. This study places caring and discursive practices into dialogue to circumscribe “les inégalités structurelles et les enjeux de domination qui touchent les sujets marginalisés” (Bourgault & Perreault 11). The first chapter consists of a theoretical discussion at the intersection of emotional geography (Davidson, Bondi & Smith, Anderson & Smith), feminist space theory (Shands, Miranne & Young, Massey), care ethics (Laugier, Tronto, DeFalco), and critical posthumanism (Braidotti, Hayle). I expose the interconnections between care and relational space before showing the relevance of geographies of care over the notion of home. Finally, I introduce the idea of posthuman care as a critical tool for reading new subjectivities and for complicating the input of care when intersubjective relations involve the nonhuman. Chapter two explores caring and spatial preservation and protection practices in the novels Housekeeping and Room, by looking at how each text illustrates difficulties of caregiving and care receiving in contexts of patriarchal oppression, social marginalization, and familial tensions. It also sets certain theoretical and methodological beacons regarding the reading and the configuring, as a privileged reader, of representations of fragile subjectivities and spaces of domination in the texts. The third chapter investigates two novels that dramatize domestic spaces marked by exclusion, power dynamics, and control of the body: The Birth House and Sous béton. In both novels the geographies of care expose complex links between notions of relational proximity, belonging and autonomy as the characters’ everyday struggle is characterized by constraining social, moral and scientific conventions that tend to dehumanize those who do not fit. Chapter four analyzes how the burden of trauma and ghostly figures affect the relational experiences of characters, their sense of hospitality and ability to heal. The novels Home and Le ciel de Bay City illustrate how these ghostly figures symbolize and testify to the interconnections between memory, trauma, and responsibility and uncover links between past and present that care illuminates. And finally, Chapter five addresses the notion of “posthuman care” directly by returning to Sous béton and Room, in which the characters evolve through interactions with the nonhuman. I also address the post-apocalyptic novel The Year of the Flood, in which the protagonists make use of strategies of resistance that foster solidarity, healing, and easier adaptation to techno-scientific excesses.

Poverty in the United States has been widely explored, but very seldom does research consider the impacts of poverty among undocumented immigrants. As a result, policymakers are unable to account for or accommodate the unique needs of undocumented immigrants. Using Dalton's theory of the psychology of poverty, this case study explored the experiences of undocumented immigrants in Immokalee, Florida to better understand how the current policy landscape impacts their existence and livelihoods. The data were collected through 18 interviews with undocumented immigrants and a review of government data related to poverty among this population from the United States Census Bureau, the Department of Homeland Security, and the Bureau of Labor. All data were inductively coded and subjected to thematic analysis. Findings indicate that these undocumented immigrants in South Florida experienced a range of social and economic depravities, including stress, fear, and anxiety as well as inadequate housing and poor health and nutrition, particularly among children, all of which are consistent with Dalton's theory of the psychology of poverty. Another key finding reinforces previous research that undocumented workers were subject to inadequate working conditions and were at risk of exploitation by employers, particularly in the agricultural industry. The positive social change implications stemming from this study include recommendations to policymakers in South Florida to develop policies to alleviate uncertainty for undocumented immigrants, including creating policy to specifically address inadequate working conditions in order to reduce the potential exploitation of socio-economically marginalized workers.

Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.

Introduction The beggars are one the most vulnerable and stigmatized groups in the European society and are determined to live in substandard conditions, characterized by lack of sanitation and overcrowdings, and bare the harsh weather conditions to earn their living. Often, they have limited access to healthcare and their lifestyle has a great impact upon their health. However, little is known about their own perceptions of their health and their strategies to keep it. Aim The aim was to explore the Romanian beggars’ perceptions of their health prior to and during begging, the perceived consequences of begging on their health, and their coping strategies to maintain health while begging in Uppsala, Sweden. Method Data was collected from 8 semi-structured interviews in Uppsala, Sweden during March 2015. The collected data was then analysed using manifest qualitative content analysis. Findings The Romanian beggars in Uppsala perceived their health status to be affected through their activity. Physical consequences involved developing new illnesses and conditions, but also aggravating previous health conditions, and mental consequences included degrading and marginalizing effects of begging, but also harassment from passersby. Access to healthcare in Sweden was limited and determined the beggars to develop alternative strategies for health management or to return to Romania for treatment.     Conclusion The health status was found to be both negatively and positively affected through complex interactions between the individual and the surrounding levels: social network, community, institutions and society. More attention should be given to this group from all levels to improve their health status.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.