Global ETD Search

421	Voices as Weapons : Incorporating The Hate U Give in the EFL classroom to discuss institutional racism, double-consciousness and the importance of minoritized voices Roxburgh, Amy January 2020 (has links) The aim of this thesis is two-fold. Firstly, the aim is to analyze the three aspects institutional racism, double-consciousness and importance of minoritized voices in Angie Thomas’ novel The Hate U Give in connection to the thesis’ theoretical framework, Critical Race Theory. Secondly, the aim is also to argue for the inclusion of The Hate U Give in the Swedish EFL classroom, by investigating potential pedagogical implications in connection to the literary analysis and the thesis’ pedagogical framework, Critical Race Pedagogy. Potentially as a way of hoping for social justice and change for a minoritized group of people, the literary analysis of the three aspects demonstrates that Thomas depicts racial inequality as natural and fixed within many layers of American society such as economic opportunities, law enforcement, education, identities and which voices are heard vs. ignored. Therefore, this thesis argues that Thomas’ counter narrative The Hate U Give, with its portrayal of the racially inequal American society and the effects on the African American characters, could serve as a point of departure for discussions of institutional racism, double-consciousness and the importance of minoritized voices in the Swedish EFL classroom, to raise awareness of the situation for a minoritized group of people in America and connect it to the students’ own experiences and knowledge of these aspects. EFL Upper Secondary school Young Adult Literature Angie Thomas The Hate U Give Critical Race Theory/Pedagogy Institutional Racism Double-Consciousness Minoritized Voices Gymnasieskola Engelska Ungdomslitteratur Angie Thomas The Hate U Give Critical Race Teori/Pedagogik Institutionell rasism Dubbelmedvetenhet Marginaliserade röster Languages and Literature Språk och litteratur
422	An unjust execution: a case study of Inouye Kanao, the Kamloops Kid Fitzgerald, Kyla 31 August 2020 (has links) This thesis examines the legal case of Inouye Kanao, a second-generation Japanese Canadian who was executed for high treason in August 1947 in Hong Kong. In this thesis, I trace not only Inouye's legal case, but also his early life, the broader political context, diplomatic correspondence, and other war crimes cases. By employing race-thinking and Critical Race Theory as theoretical frameworks, I consider the role of race and racism and aim to better understand its influence on Inouye's legal case. In doing so, this thesis challenges previous narratives and misinformation about Inouye. I conclude that racism was a significant factor that affected all aspects of Inouye's case, resulting in an unjust execution that did not reflect the crimes. Ultimately, Inouye was executed not because of his actions but because he was racialized as a treacherous and cruel Japanese Canadian. / Graduate Inouye Kanao Kamloops Kid Kamloops British Columbia war crimes Hong Kong World War II Second World War Treason Treason Act 1351 Japanese Canadian Dual nationality POW Prisoner of War Critical Race Theory Racism Racialization Minor war crimes Hong Kong Trials Execution Canada Race-thinking Kempeitai Imperial Japanese Army Nisei Tokyo Tribunal Tokyo Trials Japan
423	Developing an Instrument to Measure Educator Perceptions of African American Male Students PreK - 12 Scott, Delbert Christopher Eugene 27 November 2019 (has links) No description available. Adult Education African American Studies African Americans African History Early Childhood Education Elementary Education Gender Ethnic Studies Legal Studies African American Male Perceptions Critical Race Theory Educator Perceptions Black Males in School Leadership Implicit Biases Explicit Biases
424	Exploring the Lived Experiences of Black, Indigenous, and Women of Color Leaders' Perceptions On and Access to Opportunities that Support Positional Leadership at a Catholic, Marianist, Predominately White Institution: A Critical Hermeneutic Phenomenological Study. Coleman-Stokes, Vernique J. 10 August 2022 (has links) No description available. Black History Womens Studies Education Educational Leadership Gender Management Minority and Ethnic Groups Religion Religious History Systematic Responsibility Prestige Reward Social Justice Servant Leadership Critical Race Theory Critical Race Feminism Intersectional Theory
425	What's Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools Drakeford, Lillian Dowdell 03 October 2010 (has links) No description available. African Americans American History Black History Education Education History History School Administration Secondary Education Teaching Vocational Education education educational reform American history critical race theory inequality secondary education Gary, Indiana Theodore Roosevelt High School historiography case study racism African Americans Blacks school leadership race-critical
426	Gör oss levande igen : En undersökning om hur teologi kan göras genom att dansa / Make us alive again : An inquiry into how theology can be done through dancing Andelius Sjöström, Karin January 2023 (has links) In this essay I explore how dance can be interpreted as a theological practice. I stage an encounter between the lived experience of the dancer’s body and word-based tradition of theological discourse. This encounter between the word and the image of dance reveals the limitations of theological discourse to account adequately for the full range of human and creaturely experience that have its sources in colonialism and imperialism. This paper argues that introducing the image of dance and the lived experience of the dancer into theological discourse then will serve to reduce the effects of these dangerous prejudices. This essay will use two of Simone Weil's most well-known concepts, attention and presence. They will serve as the interpretive bridge for a dialogue between dance and theology. I will focus on the experience of dancing and explain how this subjective, embodied practice of movement can enhance theology. At a time of great instability and uncertainty globally with ecological crises, racial injustice, and economic disparity on one hand and the rise of anxiety, depression, loneliness, and despair on the other hand, it is important that we find new ways to cultivate inner peace and encourage responsible action. And important way to do this is to welcome the creative opportunities of instability and uncertainty, of the unknown and the unexplored. Dance and theology—in collaboration and conversation—can offer useful resources for cultivating these practices that allow us to meet these challenges with faith, hope, and love. Dance theology systematic theology attention presence subjectivity critical race theory Dans teologi systematisk teologi Simone Weil uppmärksamhet närvaro subjektivitet implicit tro danserfarenheten kritisk rasteori Laura Hellsten Lissa McCullough Kimerer L. LaMothe José Gil Philosophy, Ethics and Religion Filosofi, etik och religion Religious Studies Religionsvetenskap
427	Spheres of Ambivalence: The Art of Berni Searle and the Body Politics of South AfricanColoured Identity Schwartz, Erin M. 24 September 2014 (has links) No description available. African History African Studies Art History Art Criticism Fine Arts Gender Studies History South African Studies South Africa Contemporary Art African Art Berni Searle Body Art Performance Art Racial Identity Race Theory Gender Studies National Identity Art Theory Body Theory Identity Theory South African Coloured Identity South African Art
428	Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice Hinton, Armenta 21 October 2013 (has links) No description available. African American Studies African Americans American History Black History Black Studies Education Education History Educational Leadership Higher Education Higher Education Administration History Minority and Ethnic Groups Higher Education Delphi Method Leadership HBCU Fordice African Americans Blacks Desegregation Critical Race Theory
429	Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place Sutters, Justin Peter 29 August 2012 (has links) No description available. Art Education Education Educational Evaluation Educational Theory Education Philosophy Geographic Information Science Pedagogy place, space, art education art inner-city urban education ethnography qualitative research grounded theory pre-service education teacher education GPS critical race theory critical geography Whiteness travel tourism consumerism race
430	An Oblique Blackness: Reading Racial Formation in the Aesthetics of George Elliott Clarke, Dionne Brand, and Wayde Compton Haynes, Jeremy D. 10 1900 (has links) <p>This thesis examines how the poetics of George Elliott Clarke, Dionne Brand and Wayde Compton articulate unique aesthetic voices that are representative of a range of ethnic communities that collectively make-up blackness in Canada. Despite the different backgrounds, geographies, and ethnicities of these authors, blackness in Canada is regularly viewed as a homogeneous community that is most closely tied to the cultural histories of the American South and the Atlantic slave trade. Black Canadians have historically been excluded from the official narratives of the nation, disassociating blackness from Canadian-ness. Epithets such as “African-Canadian” are indicative of the way race distances citizenship and belonging. Each of these authors expresses an aesthetic through their poetics that is representative of the unique combination of social, political, cultural, and ethnic interactions that can be collectively described as racial formation. While each of these authors orients her or his own ethnic community in relation to the nation in different ways, their focus on collapsing the distance between citizenship and belonging can be read as a base for forming community from which collective resistance to the racial violence of exclusion can be grounded.</p> / Master of English Canada blackness race gender class African-Canadian poetry poetics critical race theory postcolonial theory multiculturalism nationalism belonging aesthetics blues jazz hip hop baptist Africa slave trade abolition community racial formation African American Studies Ethnic Studies Ethnomusicology Modern Literature Other English Language and Literature Reading and Language African American Studies

Search results