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

Canada's immigration policy is based on the notion that increased levels of immigration will bring economic prosperity to the nation and its citizens. However, some immigrants and refugees face a number of challenges in finding adequate employment which has contributed to their living in low socio-economic conditions. Using a document analysis, I investigated the structural and historical contexts and the accountability mechanisms of Canada’s immigration policy under the lens of critical political studies theory and critical race theory to gain some insight as to what some of the dynamics are which could account for the discrepancy between the expected economic outcomes and the actual experiences of new Canadians. I learned that the policy is driven by hegemonic economic forces. From this perspective, I have concluded that immigration is a policy tool used to support the nation’s economic policy resulting in settlement and integration practices favouring the industry that immigration has created rather than the interests and needs of immigrants.

Recently, colleges and universities across the country have created executive level positions responsible for institutional diversity. The origins of this work within higher education lay in the civil rights movements and its consequences for desegregation of higher education. Early diversity officer positions usually resided within student affairs. However, as the responsibilities of these offices have changed, the reporting lines have also changed such that diversity officers are now commonly situated within academic affairs. This exploratory study examines these administrative positions responsible for diversity at southern white institutions. The research takes an in-depth look at how these positions have shifted over time and how people who hold these positions understand their work. This study presents an analysis of nine personal narratives of diversity officers at three predominantly white institutions in Kentucky from the early 1970s to the present. Counterstories, or stories that challenge majority accounts, are used to elicit the experiences of the black diversity officers. The analysis uses critical race theory to begin telling stories that have been muted. Pigeonholing and its relevance to the counterstories of the administrators are discussed to contextualize the administrators’ experiences at predominantly white institutions. The shift in responsibilities and reporting lines and changes in required credentials resulted in tensions, including intraracial tensions, among the diversity officers. Despite the tensions between generations of officers, these administrators shared a common interest in racial uplift. This was evident as they discussed what attracted them to positions responsible for diversity. In the past, scholars writing on black diversity officers suggested that the positions were the result of tokenism; however, administrators holding these positions view themselves and their roles as an opportunity to help others on their educational journeys.

<p>"Corporeal Resurfacings: Faustin Linyekula, Nick Cave and Thornton Dial," examines art and performance works by three contemporary black artists. My dissertation is opened by the analytic of black female flesh provided by Hortense Spillers in her monumental essay, "Mama's Baby, Papa's Maybe: An American Grammar Book." Drawing on Spillers, I argue that it is not the black female body but the material persistence and force of that body, expressed through the flesh, that needs to be theorized and resituated directly with respect to current discourses that take up black ontology, black subjectivity and black aesthetics. I expand Spillers' conclusions to an analysis of how the materiality of this flesh continues to structure, organize and inflect contemporary aesthetic interventions and performances of blackness in the present. The five chapters that comprise the dissertation map a specific set of problems that emerge from a tangled web of gender, race and performance. I argue that black female flesh, forged through desire and violence, objection and subjectivity, becomes the ground for and the space through which black masculinity is fashioned and articulated as open, variable, and contested within artistic practices. </p><p>Examining the work of these artists, I identify a set of practices that channel this neglected black flesh as a site of aesthetic reclamation and recovery. Focusing on the art of collage and assemblage and its techniques of cutting, pasting, quoting and tearing I demonstrate how black identity is always assembled identity. Moreover, I demonstrate how artistic assemblage makes visible the dense and immeasurable compressions of race, gender and sexuality that have accumulated over time. I argue that these practices offer us unique opportunities to inhabit this flesh. The dissertation expands upon connections between visibility, solidarity, materiality and femininity, bringing them to light for a critical discussion of the unique expressions and co-productions of blackness and sexuality in the fields of visual art and performance. I draw upon thinkers who help me think about the material status of black female flesh and its reproductive value. The project aligns itself with current black scholarly work that treats not simply black subjectivity but blackness itself as central to an understanding of a history of devaluation that subtends the historical construction of modern subjectivity. I theorize how the degraded materiality of blackness, linked to the violent rupturing of black flesh, indexes a deeper history of devaluation that becomes the very condition for and means of qualifying and substantiating our definitions of subjectivity and personhood. I conclude by tracing an aesthetic community or aesthetic sociality grounded in the recovered, lost materiality of Spillers' ungendered black female flesh, a community that I argue, may be glimpsed through particular instantiations of the flesh in art and performance.</p> / Dissertation

Canada's immigration policy is based on the notion that increased levels of immigration will bring economic prosperity to the nation and its citizens. However, some immigrants and refugees face a number of challenges in finding adequate employment which has contributed to their living in low socio-economic conditions. Using a document analysis, I investigated the structural and historical contexts and the accountability mechanisms of Canada’s immigration policy under the lens of critical political studies theory and critical race theory to gain some insight as to what some of the dynamics are which could account for the discrepancy between the expected economic outcomes and the actual experiences of new Canadians. I learned that the policy is driven by hegemonic economic forces. From this perspective, I have concluded that immigration is a policy tool used to support the nation’s economic policy resulting in settlement and integration practices favouring the industry that immigration has created rather than the interests and needs of immigrants.

The aim of the present inquiry is to analyze the depiction of racism through given or withheld voice in Harper Lee’s novel To Kill a Mockingbird. A thematic analysis of marginalized and commonly occurring voices in the novel reveals discrepancies along an ethnic divide. Applying Critical Race theory affords the analytical tools of voice, ethnicity and stereotypes, while Critical Race Pedagogy provides the grounds for a discussion of how students can learn how to criticize ethnic hierarchies in classic works, such as To Kill a Mockingbird. The results of the inquiry show a clear hierarchy in which African American characters are often silenced. The critical lens focusing on voice, ethnicity and stereotypes, enables the reader to reach a more multifaceted examination of the novel by generating an in-depth view of racism. Discussing racist occurrences in a novel often lauded as the epitome of anti-racism in the EFL classroom, can possibly illustrate just how ingrained racism can be. As a result, the students may develop critical tools that, hopefully, empower them to raise their voices against racist acts in today’s society.

abstract: ABSTRACT A hallmark of Arizona schools is the choice of parents in program and school for their child under the Open Enrollment laws. Among the choices for parents at some schools is Dual Language education, a form of enrichment wherein students learn the content of the Arizona State Standards through the medium of their primary language and a second language. The schools of this study use English and Spanish as the two languages. After 13 years of existence, changes in enrollment patterns have been noticed. Some parents whose older children attended Dual Language classes have chosen to dis-enroll their families from the program, so that their younger children are in English Only classes. At the same time that these trends in enrollment began, so too did strict enactment, enforcement, and monitoring of Arizona's Structured English Immersion program, the Department of Education's response to the voter approved Proposition 203--English for the Children--in November 2000. This study asks the following research question of de-selecting parents involved with Dual Language programs in Phoenix, Arizona: What are the rationale that influence parents to de-select Dual Language instruction in Arizona public schools in 2010 after having selected Dual Language for their older child(ren)? The study uses a Latino Critical Race Theory (LatCrit) Conceptual Framework to analyze interviews of 10 parents and 2 administrators from Dual Language programs in Phoenix, Arizona. There are three general findings of the study: 1) Parents sought asymmetrical measures of program design if their children were struggling in one language more than another, and chose to de-select when these asymmetrical measures were not enacted, 2) the de-selection process was generally not the result of family decision making, but rather reactionary to a situation, and 3) legislative mandates resulted in de-selection of the program. The LatCrit perspective showed most strongly in the third of these, wherein the de-selection was not necessarily a result of parent de-selection of the program, but rather the state's de-selection of willing participants in a language learning option. The hopes of the study are to hear the voices of parents who have to negotiate language policies and make programmatic choice decisions for their children. I also hope to provide information that Dual Language schools can use to understand the motivations and perspectives of the parents that will enable them to strengthen their programs and advocate for equality in opportunity for enrichment language programs for all children at their schools. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

abstract: National mandates to decrease suspension numbers have prompted school districts across the country to turn to a practice known as restorative justice as an alternative to removing students through suspension or referral to law enforcement for problematic behavior. This ethnographic case study examines school-based restorative justice programs as potentially disruptive social movements in dismantling the school-to-prison-pipeline through participatory analysis of one school’s implementation of Discipline that Restores. Findings go beyond suspension numbers to discuss the promise inherent in the program’s validation of student lived experience using a disruptive framework within the greater context of the politics of care and the school-to-prison-pipeline. Findings analyze the intersection of race, power, and identity with the experience of care in defining community to illustrate some of the prominent structural impediments that continue to work to cap the program’s disruptive potential. This study argues that restorative justice, through the experience of care, has the potential to act as a disruptive force, but wrestles with the enormity of the larger structural investments required for authentic transformative and disruptive change to occur. As the restorative justice movement gains steam, on-going critical analysis against a disruptive framework becomes necessary to ensure the future success of restorative discipline in disrupting the school-to-prison-pipeline. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2018

This essay explores the hierarchy amongst the characters in J.K Rowling’s Harry Potter novels with a theoretical focus on Critical Race Theory. The representation of the house-elves will be examined in relation to racism and slavery, which will be compared to values that have been influential in the past and that still shape society today. The result reveals that racism and slavery is presented throughout the novels and has a distinct connection with the British Empire as well as with Great Britain today. Counter narratives exhibit a new truth that is unveiled through the stories of the house-elves and create better understanding regarding discrimination. A pedagogical analysis has in addition been conducted on the novels to enhance the counter narratives through empathy. The student will with the novels, receive different perspectives that can help them to develop their empathic abilities.

Att arbeta med grafisk formgivning är att arbeta mot samhället. Per definition är det ett yrke som handlar om att nå ut till andra människor, och som grafisk formgivare är det därför viktigt att vara förhålla sig till rådande samhällsfrågor. Genom sin kommunikativa förmåga har den grafiska formgivaren möjlighet att interagera med sin samtid, kommentera samhällsproblem och använda dessa för att skapa debatt och diskussion. En av samtidens högts relevant samhällsfrågor är rasismen, fördelningen av makt och förtryck baserat etnicitet, religion eller nationell tillhörighet. Syftet med denna explorativa studie är att undersöka huruvida grafiska formgivare kan implementera anti-rasistisk teori (i detta specifika fall Critical Race Theory) i skapandet av grafisk form. Om så är fallet undersöks även vilka användningsområden detta arbetssätt kan ha, och vilken långsiktig effekt det kan få. Genom användandet av semiotisk analys, en normkritisk designprocess och en diskuterande fokusgrupp har ett antal designprototyper tagits fram, utvärderas och analyserats. De viktigaste slutsatserna av studien är att det går att urskilja semiotiska likheter mellan Critical Race Theory och grafiska designprinciper, att dessa kan implementeras i en designprocess, och att arbetssättet har potential att skapa diskussion kring hur normer inom grafisk formgivning förhåller sig till rådande samhällsnormer.