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The politics of educational racism : A case study of educational policy and politics in WolverhamptonStredder, K. N. M. January 1987 (has links)
No description available.
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Challenging understandings of racism through drama education praxis : steps to an ecology of cultureWeiss, Ben-Zion, University of Western Sydney, College of Arts, School of Education January 2007 (has links)
This research challenges understandings of racism through a drama based education praxis. The thesis structure is informed by the inquiry into the two part research question: How can critically reflecting on my praxis deepen my understanding of anti-racism processes in Australia? How can I document, evaluate and communicate my praxis? I situate the research in a qualitative methodology. I discuss the choice of narrative inquiry, arts-based inquiry and creative action research. I augment this with intuitive inquiry and explore lived experience research of hermeneutic phenomenology as applied to education and the social world and include first-person research. The creative action research is in three stages. The thesis is written in six chapters with a provocation, a prologue, an epilogue and appendices. The structure of the writing follows the stages of development of a drama-based experiential learning process. In the praxis chapters, I present theory and practice together, where the practice is presented as narratives that illuminate the theory. These stories of practice are usually followed by praxis discussions that are reflections on the practice in the light of the theory. Cultural conflicts such as racism can be transformed through drama education into intercultural communication and education. My argument is that taking steps towards ecology of culture in Australia today could significantly influence both the multicultural and the ecological projects / Doctor of Philosophy (PhD)
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"Look at him. It's obvious he doesn't speak english!" : the impact of race and gender on my teaching experiences /Jailall, Narendra M. January 2006 (has links)
Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 100-105). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19726
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The majority minority academic experiences of white students in a predominately racial/ethnic minority school /Morris, Edward William. January 2003 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.
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Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth.Govender, Kasambal. January 2005 (has links)
This thesis explores the construction and experience of racial identity among eight grade eleven learners at a desegregated school in Chatsworth. The possible challenges and threats faced by these learners in terms of racial identity were also examined.
Semi-structured interviews were utilized as qualitative method to interrogate the ways in
which the eight grade eleven learners construct their racial identities. There were many
contradictions which emerged from my study. This points to the fact that research is
never clear-cut; results do not always fall neatly into place. Nonetheless, the primary
findings of the interviews reflect that learners are comfortable with the idea of racial
integration and expressed positive views about interacting with learners from different
race groups. However, the participants made reference to pockets of racism and threads
of interracial conflict evident at the school.
The data in my study also shows that the Indian learners, forming the majority in the
school, enjoy a more advantaged position as the school adopts an assimilation policy. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.
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African indigenous knowledges and education : implications for youth of African descent and Black focused schools in Toronto /Solomon-Henry, Gale, January 2006 (has links)
Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2453. Includes bibliographical references (leaves 183-191).
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Bookmarking racism challenging white privilege through children's literature and participatory research in a suburban shcool /Koster, Joan Bouza. January 2005 (has links)
Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2005. / Includes bibliographical references.
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Inequities of power and privilegeBlidgen-McKinley, Bonnie Faye. January 2008 (has links)
Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.
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Resegregation: the impact on educationUnknown Date (has links)
This qualitative study examined the impact and implications of resegregation on
students of color by capturing and analyzing the lived experiences of school principals
leading high poverty and low poverty schools where resegregation was occurring.
Despite the growing concern for resegregation, little has been down to reverse the
adverse affects of this phenomenon. The body of research that has explored the essence
of resegregation has in small volumes acknowledged the perception of school principals.
A much clearer portrait of the impact resegregation was having on schools as perceived
by school principals offered an in-depth understanding of the way in which policy and
practices affect schools undergoing resegregation. Hence, this study used the hermeneutic
phenomenological methodology in an attempt to gain a deeper understanding and
meaning of the complex experiences of resegregation from the perspective of school
principals. The data was explicated by using Hycner’s (1999) five step process. The findings and conclusion of this study were intended to inform policy alternatives and practices through aggregating collected and analyzed perspectives of school principals of high poverty and low poverty schools. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
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Da política socioeducativa à (des) regulação da vida de jovens negros brasileiros /Ribeiro, Igo Gabriel dos Santos. January 2017 (has links)
Orientador: Silvio José Benelli / Banca: Alessandro de Oliveira dos Santos / Banca: Lúcia Helena Oliveira Silva / Resumo: Nessa dissertação interrogamos e analisamos o modo como os acontecimentos históricos, tais como a abolição da escravidão, a difusão do racismo científico e os projetos de Nação formulados nesse contexto, se interseccionam com a política socioeducativa, com a invenção da personagem menor delinquente e com a regulação da vida de jovens negros que cumprem medidas socioeducativas de liberdade assistida e de prestação de serviços à comunidade. Utilizamos procedimentos de pesquisa bibliográfica e documental, bem como de análise de dados estatísticos referentes ao Sistema Socioeducativo (SINASE), às desigualdades raciais e à violência praticada contra a juventude negra. Adotamos a genealogia foucaultiana como perspectiva teórica possível para interrogar e compreender a forma como o Estado intervém na vida de jovens negros por meio do sistema de responsabilização penal juvenil e de outros mecanismos, o que permitiu eleger a raça e o racismo científico como categorias fundamentais para entender e explicar a política socioeducativa enquanto fenômeno histórico atual, bem como para a problematização de seus efeitos. Identificamos que os discursos, práticas e procedimentos se atualizaram ao longo do século XX de acordo com a reorganização do Estado que, em sua configuração moderna, demandou tanto um reposicionamento prático-discursivo, quanto a alteração dos mecanismos de controle, de regulação e de governo da população. O biopoder, a biopolítica e a necropolítica compõem as novas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this dissertation we interrogate and analyze how historical events, such as the Emancipation proclamation, the diffusion of scientific racism and the projects of Nation formulated in this circumstances, intersect with socio-educational politics, with the invention of the juvenile delinquent persona and with the control of the life of young blacks who comply with socio-educational actions including assisted freedom and communitarian services. We used bibliographic and documentary research procedures, as well as statistical data analysis regarding the Socio-Educational System (SINASE), racial inequalities and violence practiced against black youth. We have adopted the foucauldian genealogy as a possible theoretical perspective to interrogate and understand the way the State intervenes in the lives of young blacks through the system of juvenile criminal responsibility and other mechanisms, which has allowed to choose race and scientific racism as fundamental categories to understand and explain socio-educational policy as a current historical phenomenon, such as for the problematization of its effects. We identified that the ideologies, practices and procedures were updated throughout the twentieth century according with the reorganization of the state, which, in its modern configuration, demanded both a practicaldiscursive repositioning and the alteration of the mechanisms of control, legislation and governance. biopower, biopolitics and necropolitics integrate the new technologies of power inaugurated in the transition from the classical form of governance in which the exercise of power was directed towards the body-organism, into the modern form of governance in which power is directed to the body-species both considering a politics of life, as well as an economy and death politics. Indeed, we found that the entire black population... (Complete abstract click electronic acess below) / Mestre
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