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Dissertations / Theses on the topic 'Society of Inquiry'
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Sjöquist, Anna. "Crime as Process : An Exploratory Inquiry." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150593.
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The aim of the thesis is to theoretically discuss and problematizing the influence of gender and sex throughout the crime as process in Sweden. The issue of gender, criminality and a system for justice will be discussed from different angles to identify, understand and problematize the different parts of the process.The research question has been: In what way may theories, research and knowledge give understanding regarding the socially constructed gender within the crime as process in an overall perspective?Different theories and examples of research and other knowledge for each step in crime as process is presented in order to understand the impact of gender. The context is delimited to Sweden, Swedish law, crime fighting and courts as well as corrective instances in Sweden. In this project, the model used for the reflection is first and foremost allowing a systematic work through of the crime as process in order to identify and formulate patterns of interest. The model is used to drive the theoretical discussion forward.The moving between sex and gender considering crime and criminality opens several challenges. They contest perceptions on crime and criminality, on its development, its extent and its appearance. The constructed systems and ideas on the importance of gender is probably of importance but are at the same time questioning, at a fundamental level, a strong tradition. Since the queries are at fundamental level it is probably hard to address theories’ accuracy built on these premises. There are too many, simultaneously effecting processes, of different directions, to understand neither good or bad nor right or wrong. What could be said is that biological sex does not suffice to understand neither crime, criminality, crime fighting nor its descriptions. If we assume the society creates all the above mentioned: how would it look if we fully accepted gender as a key variable?
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Taylor, Justin W. "A Philosophical Inquiry into the Role of Universities in American Democratic Society." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3738.
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The infusion of market-logic has undermined American universities as democratic institutions. This issue was examined through an analysis of what role universities play in democratic governance. As a philosophical inquiry, the data were seminal texts from political science, education, and philosophy, such as those by Alexis de Tocqueville, John Dewey, and Henry Giroux. The most salient theme unveiled by this study was how central universities are to functional democracy, both as key fixtures and critics. However, universities have adopted market-logic ideologies, which inhibit universities’ abilities to function as democratic institutions. The study concludes by calling for a reinvigoration of the public, requiring universities to maintain a public nature. Such transparency lives in tension with neoliberal efforts to privatize public institutions, so universities must provide spaces for debates on that tension. In this way, universities will be able to embody the democratic dispositions necessary for supporting and defending democratic values.
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Makki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
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Smith, Lauren W. "A QUALITATIVE INQUIRY INTO UNDERSTANDING THE EXPERIENCE OF WILDERNESS FAMILY THERAPISTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/116.
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Wilderness therapy is a unique approach to therapy that incorporates nature and experiential learning as a part of the therapeutic process. Wilderness therapy has proven to be a successful means of treatment, but research suggests the importance of family involvement for sustainable change post-wilderness therapy treatment. Wilderness family therapy was created as a result of this research; however, limited research reflects the experience and outcomes of wilderness therapy that includes more intense family involvement. Moreover, research lacks data collected from the therapists within the wilderness family therapy programs. Because the therapist plays an integral role in the success of treatment, it is important to consider the therapist’s experience of providing wilderness therapy, especially wilderness family therapy. The present study used a qualitative phenomenological approach to reach a greater understanding of the experience of wilderness family therapists. Results revealed six major themes that describe this experience including personal background, the role of a wilderness family therapist, positive and affirming experiences, difficult and challenging experiences, advantages of a wilderness family therapy approach, and limitations of a wilderness family therapy approach. Finally, a description was provided that portrays the essence of the experience of a wilderness family therapist.
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MacDonald, Susan Hardie. "Alternative Responses to the Orange County Bankruptcy: An Inquiry into the Images Underlying Theory." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28808.
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The bankruptcy of the government of Orange County, California in 1994 is treated as a case study depicting a potentially critical problem emerging for democracies. The analysis links finan-cial and fiduciary perspectives by re-examining the actions of Orange County officials and citi-zens through three separate analytical frames: the dynamics of economic globalization; citizen engagement through the channel of civil society; and the theory of risk--both its nature generally and its financial aspect specifically. The conclusion reached is that globalization has made con-tingency and uncertainty ubiquitous and this indicates that the practice of governance in its pub-lic administration dimension should include a return to pragmatic, process approaches to policy and implementation.Ph. D.
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Earles, Bruce, University of Western Sydney, and School of Contemporary Arts. "Inquiry into the appeal of anonymity to the artist." THESIS_XXX_CAR_Earles_B.xml, 1998. http://handle.uws.edu.au:8081/1959.7/499.
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This paper, in conjunction with a series of paintings and drawings, attempts to outline the theme of anonymity. The work contains images portraying the feeling of remaining anonymous within a city. The inquiry not so much records the necessity of remaining anonymous for the purpose of urban experience but examines whether the subject matter of the artwork could be communicated to a group of spectators. During an exhibition of the artworks, 20 subjects were surveyed for their opinions. Questions relating to subject matter and aspects of anonymity were posed to the spectators in a questionnaire and structured interview format. In a large majority of cases, spectators of the artworks isolated the multiple-choice answer that most described the subject matter of the artworks. This study gave a strong indication to the artist that the group of spectators could comprehend the subject matter of the paintings exhibitedMaster of Arts (Hons) Visual Arts
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Earles, Bruce. "Inquiry into the appeal of anonymity to the artist." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/499.
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This paper, in conjunction with a series of paintings and drawings, attempts to outline the theme of anonymity. The work contains images portraying the feeling of remaining anonymous within a city. The inquiry not so much records the necessity of remaining anonymous for the purpose of urban experience but examines whether the subject matter of the artwork could be communicated to a group of spectators. During an exhibition of the artworks, 20 subjects were surveyed for their opinions. Questions relating to subject matter and aspects of anonymity were posed to the spectators in a questionnaire and structured interview format. In a large majority of cases, spectators of the artworks isolated the multiple-choice answer that most described the subject matter of the artworks. This study gave a strong indication to the artist that the group of spectators could comprehend the subject matter of the paintings exhibited
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Karlson, Nils. "The state of state an inquiry concerning the role of invisible hands in politics and civil society /." Uppsala : Stockholm : S. Academiae Ubsaliensis ; Distributor, Almqvist & Wiksell, 1993. http://books.google.com/books?id=hCiOAAAAMAAJ.
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Earles, Bruce. "Inquiry into the appeal of anonymity to the artist." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030923.131203/index.html.
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Thesis (M. A.) (Hons.) -- University of Western Sydney, Nepean, 1998.This exegesis is submitted as partial fulfilment of the requirements for the degree of Master of Arts (Honours) Visual Arts, School of Contemporary Art [sic.], University of Western Sydney, Nepean, August 1998. Bibliography : p. 56-60.
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Barton, Alison L. "Can Guided Inquiry Be Done in an Online Setting?" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3428.
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Guided inquiry is a teaching practice gaining popularity in the college setting, particularly within STEM classes, although it is a strategy that can be used across a broad spectrum of disciplines. Increasingly, courses are being offered online (asynchronously), which can present challenges for instructors seeking to help students become intellectually engaged, reaching deeper understandings of course concepts and the relationships among them. Guided inquiry may be one tool instructors can use to encourage students’ deeper exploration of course material. The purpose of this practice session is to explore how guided inquiry can be applied in an online setting, with discussion regarding its benefits and challenges. Examples from social science classes will be provided.
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Blue, Gregory. "Traditional China in Western social thought : an historical inquiry, with special reference to contributions from Montesquieu to Max Weber." Thesis, University of Cambridge, 1988. https://www.repository.cam.ac.uk/handle/1810/250932.
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Hovland, Ingeborg. "Distance destroys and kills : an anthropological inquiry into the nature of faith in a Lutheran Norwegian Missionary Society." Thesis, SOAS, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431692.
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Raybould, Marilynne E. "A study of inscribed material from Roman Britain : an inquiry into some aspects of literacy in Romano-British society." Thesis, University of South Wales, 1997. https://pure.southwales.ac.uk/en/studentthesis/a-study-of-inscribed-material-from-roman-britain(765676be-2276-4dfc-9aec-7c4f73c2b59c).html.
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The aim of this thesis is to test the theory that literacy in Roman Britain was largely an achievement of a wealthy, educated social elite. Inscribed material from Roman Britain has been examined in connection with four areas of human activity: religion, working life, funerary practice and personal, social and domestic life. In each of these areas there has been an attempt to identify the writers or instigators of the inscriptions, the reasons for their literate output, and the practical and literate skills involved in producing the written record. There is also an appreciation of the style of production and the quality of the written Latin. Spelling tables are provided, at the end of each chapter, listing words in which the spelling deviates from normal Classical Latin forms and some other irregularities. It is clear that inscribed material which survives from Roman Britain can only be a tiny fraction of what was produced there. Furthermore, factors affecting survival mean that the archaeological record cannot be expected to be a representative sample of what was originally written. There are additional problems when examining literacy in a past society. Each written record is only evidence of the skill required to produce that piece of writing. It cannot reveal the full capabilities of the writer. The archaeological record can suggest literacy of a basic, moderate or high level, but it is important to bear in mind the limitations of the evidence: a simple, crudely carved inscription should not be regarded as indicative of poor literacy skills if no other evidence is available to confirm this.
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Lin, Chia-Fan. "Environmental discourse on ethics, society and law : an inquiry from the point of view of Jürgen Habermas's theory of modernity." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU483234.
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Environmental problems cause people to think and look for change. In this context, the so-called deep environmental discourse emerges in order to address the problem in 'deep' terms. Within it, there are two dominant approaches: the axiological and spiritual approaches. The former commits itself to arguing for an extension of our moral relations to the natural environment, while the latter stresses a need for a reopening for our communication with nature. However, both approaches are accused of naturalism and scientism. In addition, the axiological approach tends inevitably towards a metaphysical mode of thinking, while the spiritual approach is inclined to thinking in terms of myth. The results of these approaches is that the critical potential of the deep environmental discourse is lost. In this project, I apply Heberman's theory of modernity to restore and re-establish the critical potential of the deep environmental discourse. The green ideas of 'intrinsic value of nature' and 'unity with nature' can be reformulated as a postmetaphysical mode of thinking without metaphysical and spiritual implications. The idea of 'reconciliation with nature' can be defused since a comprehensive conception of rationality, i.e., communicative rationality, can replace a restricted conception of rationality, i.e. purposive rationality. Deep thinking is then directed towards a critique of the philosophy of the subject embodied in a form of simple modernity. The normative thrust of the deep environmental discourse is identified with reflexive modernity. Contrary to the spiritual approach, a reconstructed deep position is not opposed to modernity. In addition, in contrast to the axiological approach, a reconstructed position is not confined to simple modernity. Methodologically speaking, the limitation of simple modernity can be analysed in terms of a critique of the philosophy of consciousness by the philosophy of language. In terms of social theory, simple modernity is confined to a one-sided rationalisation resulting in the 'colonisation of systems over the lifeworld'. In terms of legal theory, simple modernity is exhibited in the limited understanding of law in both normative and descriptive perspectives.
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St, Leon Mark. "Circus & nation : a critical inquiry into circus in its Australian setting, 1847-2006, from the perspectives of society, enterprise and culture." University of Sydney, 2007. http://hdl.handle.net/2123/1702.
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PhDIn Australia, like most countries, circus has been an element, at times a very important element, in the mosaic that constitutes its popular culture. An outgrowth of the circus as recast in a modern form in London in the 18th century, an Australian circus profession has existed almost continuously since 1847. Australia’s circus entrepreneurs took the principal features of English, and later American, circus arts and management and reworked these features to suit their new antipodean context. The athletic, intellectually undemanding nature of its equestrian-based entertainments harmonised with the emerging patterns of modern Australia’s way of life. In time, Australia produced renowned circus artists of its own, even artists capable of reinvigorating the concept of circus in the very countries from which their art had been derived. Since their transience and labours, indeed their very existence, were somehow tangential and inconsequential to mainstream Australian society, Australia’s circus people did not attract tokens of recognition in story and verse as did shearers, drovers, diggers and other identities of the Australian outback. Their contribution to Australia’s social, economic and cultural development has been largely overlooked. Despite its pervasive role in Australia’s cultural life over more than 150 years, examples of academically grounded research into Australian circus are few. The primary aim of this study is to demonstrate the major themes evident in Australia’s circus history, in terms of society, enterprise and culture, between 1847 and 2006. None of these areas, of course, is exclusive of the others, especially the first and last named. These deliberations are framed within the broader influences and events apparent in Australian society and history. Implicit within this demonstration is the notion that circus, whatever its characteristics and merits as an artform, has been, and continues to be, a ‘barometer’ of social, economic and cultural change in Australia.
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Gilead, Tal. "The idea of education for the progress of society : an inquiry into its consolidation in eighteenth century French and British educational thought." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020525/.
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St, Leon Mark. "Circus & nation : a critical inquiry into circus in its Australian setting, 1847-2006, from the perspectives of society, enterprise and culture." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1702.
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In Australia, like most countries, circus has been an element, at times a very important element, in the mosaic that constitutes its popular culture. An outgrowth of the circus as recast in a modern form in London in the 18th century, an Australian circus profession has existed almost continuously since 1847. Australia’s circus entrepreneurs took the principal features of English, and later American, circus arts and management and reworked these features to suit their new antipodean context. The athletic, intellectually undemanding nature of its equestrian-based entertainments harmonised with the emerging patterns of modern Australia’s way of life. In time, Australia produced renowned circus artists of its own, even artists capable of reinvigorating the concept of circus in the very countries from which their art had been derived. Since their transience and labours, indeed their very existence, were somehow tangential and inconsequential to mainstream Australian society, Australia’s circus people did not attract tokens of recognition in story and verse as did shearers, drovers, diggers and other identities of the Australian outback. Their contribution to Australia’s social, economic and cultural development has been largely overlooked. Despite its pervasive role in Australia’s cultural life over more than 150 years, examples of academically grounded research into Australian circus are few. The primary aim of this study is to demonstrate the major themes evident in Australia’s circus history, in terms of society, enterprise and culture, between 1847 and 2006. None of these areas, of course, is exclusive of the others, especially the first and last named. These deliberations are framed within the broader influences and events apparent in Australian society and history. Implicit within this demonstration is the notion that circus, whatever its characteristics and merits as an artform, has been, and continues to be, a ‘barometer’ of social, economic and cultural change in Australia.
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St, Leon Mark. "Circus & nation a critical inquiry into circus in its Australian setting, 1847-2006, from the perspectives of society, enterprise and culture /." Connect to full text, 2006. http://hdl.handle.net/2123/1702.
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Thesis (Ph. D.)--University of Sydney, 2006.Title from title screen (viewed 25 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Philosophical and Historical Inquiry, Faculty of Arts. The name of the School on the title page appears as: School of History & Philosophical Inquiry. Includes bibliographical references. Also available in print form.
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Delgado, Caroline. "In/security in context : an inquiry into the relational and contextual dimensions of in/security within the Colombian peace process." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/insecurity-in-context-an-inquiry-into-the-relational-and-contextual-dimensions-of-insecurity-within-the-colombian-peace-process(42a801b1-5035-423f-a782-c63daf89e0d1).html.
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This research is concerned with how in/security is understood and the implications of contested meanings of in/security. The basic premise of this thesis is that in/security in itself has no meaning and thus cannot exist in isolation. Instead, in/security is always defined in relation to something or someone. How we understand in/security derives from the contexts we navigate and the identities we construct. An inquiry into in/security therefore demands incorporating a multiplicity of narratives and discussing these in relation to each other. While scholars have called for a greater emphasis on exploring in/security in marginal sites, I argue that accounts from the margins must not be at the exclusion of other more dominant narratives. Such analysis â placing the elite/margin, included/excluded, powerful/weak â in the same framework in order to produce a relational account of in/security is largely missing. This thesis sets out to provide a rich and detailed understanding of the everyday complexities of in/security. I propose a framework for capturing relational and contextual dimensions of in/security, and the implication of contested meanings of in/security understandings. Through an in-depth case study in the context of the transitions towards a post-conflict period in Colombia, following five decades of armed conflict, I inquired into in/security understandings at the margins in relation to the centre. The margins were represented by conflict-affected communities whereas the centre was represented by the Colombian government and key security sector institutions. The research found several relational dimensions of in/security understandings between the state- and the marginalized community-levels. Moreover, contextual and identity factors had a significant impact on how in/security was spoken about and what was spoken of. Through the framework, it was possible to see in continuum the way deeply ingrained understandings of in/security reproduce violence as the government seeks to transition the country into a post-conflict period following five decades of armed conflict. The research, through a detailed empirical case study, supports the view that in/security is relational and derivative of context and with ties to identity. It contributes to further our understandings of in/security at three distinct levels. At the theoretical level, the research builds upon existing literature in the field of security studies to advance an enhanced understanding of the relational and contextual dimensions of in/security, the contested meanings of in/security and the implications thereof. Methodologically, it proposes an alternative framework to capture the relational dimensions through shifting the problem formulation from a traditional focus on who is to be secured from what threats to how in/security is understood by different people/communities in different contexts. Empirically, it contributes to an off-centred understanding of in/security dynamics in the official transitions into the post-conflict period in Colombia. Through its empirical evidence it has the potential to offer an important contribution to the analysis of post-conflict transitions more generally.
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Mäkelä, Fanny. "Broken Solidarity: The Refugees Welcome Movement in Sweden 2015-2020." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23449.
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This qualitative inquiry explores and describes the Refugees Welcome movement in Sweden from 2015 to 2020 by exploring how people became volunteers, their motivation and experience while at the same time describing events, sceneries, and context with the help of their stories. The empirical material consists of 25 interviews with 20 interviewees, the theoretical perspectives come from the fields of volunteering, civil society, and social movements. A thematic analysis is the method used and the results are presented as part 1 Refugees Welcome to Malmö during the refugee crisis in the fall of 2015, and part 2 with the post-2015 Refugees Welcome initiatives separated by the establishment of checkpoints. The volunteers paint a picture of civil society handling an international issue in a globalized world, and what happens when that globalized world closes. The conclusion is that when the states of Europe introduced checkpoints it drastically changed the context of the opportunities to help refugees, cutting off networks of solidarity from the Mediterranean Sea to Malmö Central Station, and when the local authorities took over the responsibility for the refugee reception they cut off civil society and killing the engagement of the volunteers.
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Camper, Cherre. "An Exploration of Home-based Therapists’ Supervisory Experiences: A Phenomenological Inquiry." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/16.
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In-home family therapy has become one of the most common options of treatment for providing services to families who do not typically utilize a private clinic (Lawson, 2005; Reiter, 2000; Yorgason, McWey, & Felts, 2005). Researchers have given some attention to the topic of home-based therapy and to general supervision, but little attention has focused on the actual supervision experiences of home-based therapy providers. This phenomenological study explored the supervision experiences of seven past and current in-home therapists: marriage and family therapists (MFTs) and social workers (MSWs). Semi-structured interviews were conducted with the participants, and data was analyzed to develop structured descriptions and meanings via highlighted “significant statements” that described the participants’ experiences (Kvale, 2007). The participants’ descriptive accounts were categorized as 1) in-home therapy descriptions, 2) factors affecting in-home therapy supervision, and 3) effective and ineffective supervisory practices. Implications of the research findings suggested that clinicians’ needs and expectations related to safety, burn out, and supervisory knowledge were often unmet. Supervisory practices that appeared significantly effective were 1) developing trusting supervisor-supervisee relationships, 2) reviewing models and clinical application collaboratively, and 3) actively prioritizing clinician safety and burn out prevention.
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Abu-Shaqra, Baha. "Technoethics and Sensemaking: Risk Assessment and Knowledge Management of Ethical Hacking in a Sociotechnical Society." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40393.
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Cyber attacks by domestic and foreign threat actors are increasing in frequency and sophistication. Cyber adversaries exploit a cybersecurity skill/knowledge gap and an open society, undermining the information security/privacy of citizens and businesses and eroding trust in governments, thus threatening social and political stability. The use of open digital hacking technologies in ethical hacking in higher education and within broader society raises ethical, technical, social, and political challenges for liberal democracies. Programs teaching ethical hacking in higher education are steadily growing but there is a concern that teaching students hacking skills increases crime risk to society by drawing students toward criminal acts. A cybersecurity skill gap undermines the security/viability of business and government institutions. The thesis presents an examination of opportunities and risks involved in using AI powered intelligence gathering/surveillance technologies in ethical hacking teaching practices in Canada. Taking a qualitative exploratory case study approach, technoethical inquiry theory (Bunge-Luppicini) and Weick’s sensemaking model were applied as a sociotechnical theory (STEI-KW) to explore ethical hacking teaching practices in two Canadian universities. In-depth interviews with ethical hacking university experts, industry practitioners, and policy experts, and a document review were conducted. Findings pointed to a skill/knowledge gap in ethical hacking literature regarding the meanings, ethics, values, skills/knowledge, roles and responsibilities, and practices of ethical hacking and ethical hackers which underlies an identity and legitimacy crisis for professional ethical hacking practitioners; and a Teaching vs Practice cybersecurity skill gap in ethical hacking curricula. Two main S&T innovation risk mitigation initiatives were explored: An OSINT Analyst cybersecurity role and associated body of knowledge foundation framework as an interdisciplinary research area, and a networked centre of excellence of ethical hacking communities of practice as a knowledge management and governance/policy innovation approach focusing on the systematization and standardization of an ethical hacking body of knowledge.
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Andrew, Lesley Jane. "A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2182.
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While student retention is a central goal across higher education, the projected shortage in the Australian health workforce has intensified its importance to undergraduate nursing.
Nursing degrees attract a higher proportion of mature-age women students than ever before. More are therefore beginning university at life stage characterised by marriage (or co-habitation) and traditional family structures. Nursing retention strategies require an understanding of the unique university experiences of these women, however, this is missing in the nursing literature. This study is the first to explore the experiences of these women students, doing so from the perspective of Bachelor of Science (Nursing) undergraduates in Western Australia.
The study was qualitative, guided by Gadamer’s hermeneutic philosophy and informed by feminist research principles. A public health approach considered the interdependent influences of structure and agency on the student experience, through the lens of social justice, equity and empowerment.
Twenty-nine women participated in in-depth interviews during the second and third year of their degree. This two phase approach, unusual in the nursing literature, created understanding of the student experience across the degree journey.
An analysis of the participants’ sociodemographic data revealed all were non-traditional students. The majority were first generation, a group known to face disadvantage at university. Interpreting their university experiences through the lens of student capital revealed a complex picture of influences on the student experience. Limited reserves of cultural and social capital in the form traditionally recognised as crucial to student success (Bourdieu, 1986) created significant barriers to commencement and progression. The differences in women’s expectations of the degree, compared to the reality they encountered, presented further challenges. Although the university offered extracurricular centralised support services,
the traditional ideas of gender within the intimate relationship reduced participants’ capacity to engage with them.
Participants described how their multiple responsibilities outside the university left them struggling to meet the demands of the degree. Their partners’ consistent unwillingness to offer help, combined with the rigid organisation of the curriculum, led many to compromise their achievement expectations to remain at university.
Partners with no experience of university were described as emotionally unsupportive and resentful of the degree’s time demands. Tension within these relationships was often high; eight women experienced separation. The university’s inflexible response during these intensely difficult periods presented a further challenge.
The women’s capacity to continue can be partly attributed to dimensions of student capital previously unrecognised in the nursing literature. Importantly, the availability of these dimensions fluctuated throughout the degree.
The ongoing issues of inequity described in this study suggest that social justice, a central goal of higher education, was not fully available to these participants. To counter this, the university must have an understanding of a woman’s lived reality outside the university, and its influence on her experiences within. An understanding of gender as a determinant of educational opportunity is particularly important. The multiple situations of dissonance women may encounter at university and at home, also requires consideration. A strengths-based approach is also important, which recognises and nurtures the diverse student attributes that support nurse student progression.
Nurse education may achieve this change through the conscious adoption of a social justice approach. A personalised and responsive model is proposed to translate this into practice in the university and healthcare settings.
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Ashfaq, Muhammad. "The crime of aggression : a critical historical inquiry of the just war tradition." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/13671.
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Why has international society been unable to develop political and judicial collective-security arrangements to limit external aggression? The thesis argues that efforts to limit aggression in moral and legal theory have created an unjust order in which great powers have used these theoretical traditions to reinforce their power in the global order. The thesis argues that is not a new development but can be found in one of the oldest traditions of moral reflection on war, the just war tradition. To substantiate this point, the thesis critically surveys the philosophers of the ancient Greek, Roman, Medieval Christian Renaissance, and early modern theorists of just war and demonstrates that their just war ideas contain assumptions about exclusion, identity and power reflecting their cultural superiority which underlie the practices and theories of the leading states and justifications of their aggressive wars. The thesis connects these moral reflections to the emergence of modern international law and the European pluralist international society of states based on mutual respect for sovereignty and the norm of non-intervention, highlighting how justifications of its colonial aggression against non-Europeans established an unjust solidarist order against them which persists in the post-Cold War era. To conclude it presents suggestions for improvement in the current pluralist international arrangements to address the issue of aggression.
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Bekele, Eskedar A. "Implications of ECOSOCC's mandate for the promotion and protection of human rights in Africa: inquiry into the relationship between ECOSOCC and the human rights organs of the African Union." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/1209.
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"By promoting and defending human rights and freedoms, by promoting the participation of African civil society in the implementation of the policies and programmes of the African Union (AU), and by forging greater partnership between social and professional groups and governments, the Economic, Social and Cultural Council (ECOSOCC) will play a critical role in the promotion and protection of human rights in Africa. However, it is far from clear how this important organ is related to human rights organs of the AU which includes the African Commission on Human and Peoples' Rights (the African Commission), the African Court on Human and Peoples' Rights (the African Court) and the African Committee of Experts on the Rights and Welfare of the Child (Committee of Experts). How can effective relationships between ECOSOCC on the one hand, and these human rights organs on the other, be achieved for the realisation of the human rights mandate of ECOSOCC? ... The essay comprises five chapters. Chapter one is [an] introduction and begins by posing the research question and the justification for the research. Chapter two gives the introduction of ECOSOCC, its background, structure and mandates and looks into the satutes of ECOSOCC, its draft rules of procedure and its strategic plan for the years 2005-2007. Chapter three makes a comparative analysis with other regional human rights sytems, namely the Council of Europe and the Organisation of American States as a point of inspiration for the African system. Under chapter four, the research discusses and analyses the possible relationships and coordinative mechanisms ECOSOCC can create with the human rights organs of the African Union in order to fulfil its human rights mandate. Chapter five makes a conclusion and concrete recommendations." -- Introduction.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006.
Prepared under the supervision of Dr. Alejandro Lorite Escorihuela at the Faculty of Law, American University in Cairo, Egypt
http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html
Centre for Human Rights
LLM
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Dorgan, Kelly A., Sadie P. Hutson, Kathryn L. Duvall, Amber E. Kinser, and Joanne M. Hall. "Connecting Place to Disease and Gender: Cohabitating Morbidities in Narratives of Women Cancer Survivors in Southern Central Appalachia." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1223.
Full textAbstract:
Drawing on critical feminist narrative inquiry, we explore illness narratives of women cancer survivors living in Southern Central Appalachia via a daylong story circle (n = 26) and individual interviews (n = 3). In our article, we argue that participants functioned as illness genealogists as a consequence of their central location in families, as well as their location in a place (Southern Central Appalachia) characterized by what we call “cohabitating morbidities.” We coined this term to represent the experiences of women survivors living with multiple, sometimes simultaneously occurring illness experiences in their family systems. Finally, we reveal and explore rules that guide their survivorship experiences and storytelling, contending that study participants preserve their central location within family systems by decentering their own survivorship experiences and stories.
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Vilches, Silvia L., Beth S. McDaniel, Haley Sherman, Brianna Burks, Allie Merritt, Terra Jackson, and Synithia W. Flowers. "Engaging with a Prevention Approach: System Supports Needed in Child Abuse and Neglect Prevention." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/13.
Full textAbstract:
Public policy has been shifting from child abuse and neglect (CAN) intervention toward prevention, using public health style frameworks, which emphasize shared community and legislative responsibilities to support families (Browne, 2014; CDC, 2014). Analysis of qualitative data from statewide focus groups held in 2019 in Alabama with 99 community-based CAN prevention workers shows strengths in community collaboration, but also, struggles to help families meet basic needs because of lack of community resources, such as transportation and quality child care, and other barriers, including stigma. The results demonstrate confusion between prevention, which is intended to build family resilience to avert crisis, and intervention, meant to reunite families after child protection services involvement. We recommend researchers consistently link CAN research to prevention frameworks so as to build meaningful understanding how to create better prevention programs. Future practitioners should understand prevention, and be prepared to document their work so as to demonstrate need.
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Vorva, Madison G. "Using Geospatial Analysis for High School Environmental Science Education: A Case Study of the Jane Goodall Institute's Community-Centered Conservation Approach." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/181.
Full textAbstract:
Given my experiences as a young conservation advocate, I saw a need to teach students the importance of interconnectedness, cultural awareness and systems-thinking skills through a spatial lens. I believe these skills are required for holistic, equitable and sustainable conservation decision-making in local and international contexts. This thesis uses geospatial tools to teach conservation ecology vocabulary and concepts from high school environmental science curriculum in two online resources. The purpose of my lesson plan is to show students how conservationists address complex conservation and land-use challenges using the Jane Goodall Institute’s community-centered conservation approach as a case-study. My hope is that these lessons empower students to become change-agents in their communities.
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Blaylock, Donna S. "Preschool Science: An Examination of Classroom and Teacher Predictors." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7628.
Full textAbstract:
Science experiences during the preschool years is important because it helps build brain development in children, and improves school readiness. This exploratory study examined several characteristics of teachers and classrooms to see if any factors predicted time spent on science. Over 120 teachers participated, with teachers from Head Starts, university child development laboratories, home-based preschools, and other private preschool programs.
Findings suggest that preschool teachers are quite comfortable with teaching science, but science activities are reported to occur infrequently—one to three times a month. Teachers with higher levels of education and comfort levels with science are reported to be more likely to spend time on science. Additionally, comfort levels with science had the greatest impact on time spent on science after accounting for teacher and classroom demographics. These results suggest that helping teachers feel more comfortable teaching science should be an important target for professional development practices and preservice education.
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Bennett, Nicole Mazzo. "The Repatriation Experiences of American Third Culture Kids." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/12.
Full textAbstract:
American families moving abroad are often informed of the initial difficulties they will encounter as residents in a new culture; however, they may not recognize the possible subsequent effects on their children, when returning home to their native cultures during the repatriation process. The children who experience the effect of living in a new culture and eventually repatriating are known as Third Culture Kids (TCK). As globalization and expatriate populations increase, it is important that society becomes aware of the Third Culture community. This qualitative research study focused on analyzing the repatriation transition process of four Adult Third Culture Kids (ATCK) and explored the relationship between their emotional intelligence and their third culture and repatriating experiences. This dissertation provides a profile for what type of citizen a TCK may become upon repatriation. Framed within a narrative inquiry approach this study utilized the Listening Guide method of analysis in order to capture the participants’ final narrative portraits. Storied themes emerged from the final narratives providing evidence for this research study’s five main conclusions: (a) home is not defined by one physical location, (b) assimilation and repatriation do not equate, (c) emotional intelligence may be a factor in repatriation success, (d) Third Culture experiences influence civic engagement, and (e) there is one incident that is perceived as signifying the completion of repatriation. These findings offer a new perspective of the repatriating experience and provide insight for families entering the expatriate culture and returning home.
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Houston, Natasha. "Evaluation of a Family-Centered Parenting Program for Culturally Diverse High-Risk Families." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/21.
Full textAbstract:
The purpose of this study was to evaluate the effectiveness of a family-centered parenting program for culturally diverse high-risk families using science-based curricula and evaluation tools. Despite the evidence supporting the effectiveness of parenting education, there are still limitations to the current body of knowledge. Research has been conducted primarily with middle-class European American mothers. Less is known about parenting education with culturally and economically diverse families. In addition, much of the additional research targeted well-functioning families. High-risk families are less likely to participate in parenting programs and research studies. Most programs do not use evidence-based curricula or conduct evaluations using valid reliable measures. Last, most programs work solely with the parent and do not have a family-centered approach. Including children suggests the entire family learns together and has a better opportunity to build family cohesion.
This study utilized a science-based curricula parenting program for at-risk families. The sample population included 31% Caucasian, 2% Hispanic, 66% Native American, and 1% of other races combined. Quantitative data reflected that overall parenting scores increased in both target and control groups based on the scores from pretest to posttest with a t score of 0.459 for the target group and 0.346 for the control group.
Overall, the program was successful, and the applied dissertation effectively met each of the 6 outcomes. Nonprofit organizations should review the findings of this applied dissertation to develop more programs that incorporate science-based curricula to address the parenting needs of those who are high risk.
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Giraldez, Dianna Isabel. "Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.
Full textAbstract:
The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The researcher utilized IPR as a qualitative methodology to create an improved perspective where students reflected on their experience and made connections with their professional and personal developments.
The findings of this grounded theory study document how students reflected on their personal and clinical development. More specifically, the transcripts of the conversations that took place during class discussions and interviews from students who took the course a year earlier showed that students reflected on their personal awareness, created changes in their relationships, developed their self of the therapist, honed in on their clinical skills and started viewing therapy differently. This study confirmed the transformative nature that the Introduction to Equine Assisted Therapy course has on the students.
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Szanto, Imola, and Oxing Lucas Nawrin. "Delegering av flaggstatsskyldigheter : Hur påverkas sjösäkerheten av flaggstatens delegering av skyldigheter till klassificeringssällskap?" Thesis, Linnéuniversitetet, Sjöfartshögskolan (SJÖ), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-94163.
Full textAbstract:
Arbetet har syftat till att undersöka och problematisera flaggstatens och klassificeringssällskapens roller såsom kontrollfunktion avseende sjösäkerhet. Frågor har ställts angående vilka skyldigheter flaggstater å ena sidan, och klassificeringssällskap å andra sidan, har vad gäller fartygskonstruktion och fartygssäkerhet. Vidare har arbetet även behandlat frågan vilka sjösäkerhetsrelaterade effekter som kan uppkomma av att flaggstaten delegerar skyldigheter avseende konstruktion till klassificeringssällskap. För att besvara frågorna har en kvalitativ dokumentstudie gjorts, med vissa inslag av rättsdogmatik i de delar som avsett finna gällande rätt på området. Materialet för dokumentstudiens del har till stor del valts ut genom en bred sökning i litteratur och avhandlingar på området. På så vis har det använda materialet redan genomgått en urvalsprocess och därmed ansetts vara relevant för arbetet. Resultatet visar att det finns en viss överlappning i kontrollfunktionsrollen för både flaggstaten och klassificeringssällskapen. Att delegering av skyldigheter sker från flaggstaten till klassificeringssällskapen är inte nödvändigtvis problematiskt. Dock kan en delegering få negativa effekter på sjösäkerheten i de fall klassificeringssällskapen inte är i paritet med flaggstaten eller båda parter saknar en effektiv kontrollfunktion med högt ställda krav. Skulle delegering ske till ett klassificeringssällskap som har en god kontrollfunktion med höga krav kan brister som finns inom flaggstaten, såsom bristande resurser och kompetens, avhjälpas. Trots att systemet till stor del verkar fungera tillfredsställande finns anledning att fortsätta forska inom området för att undersöka hur de problem som belysts i detta arbete kan åtgärdas eller förhindras i framtiden.The aim of this paper has been to investigate and problematize the roles of the flag state and the classification societies in regard to their maritime safety control function. Questions have been raised regarding what obligations flag states on one hand, and classification societies on the other hand, have regarding ship construction and ship safety. Furthermore, the paper has also addressed the question of what maritime safety-related effects may arise from the flag state delegating their duties to classification societies. To answer the questions, a qualitative document study has been conducted, with some elements of legal dogmatics in certain parts in order to find the current legal situation. The material for the document study has been selected by thorough research into literature and dissertations in the area. Therefore, the chosen material has been previously reviewed and gone through a selection process and was thus considered relevant for this paper. The result has shown that there is some overlap in the control function for both the flag state and the classification societies. Delegating obligations from the flag state to the classification societies is not necessarily problematic. However, delegation of the said duties can have negative effects on maritime safety in cases where the classification societies are not on par with the flag state or both parties lack an effective control apparatus to enforce high standards. Should delegation occur to a classification society that has a good control apparatus with high requirements, possible shortcomings that exist within the flag state, such as lack of resources and skills, can be remedied by the high standard performance of the classification society. Even though the system might seem satisfactorily at first glance, there is room for further research in the area in order to investigate how the existing problems can be managed and prevented in the future.
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Ferracci, Ange-Bernard. "Evaluation comparative de l'expertise psychologique et psychiatrique : vers une méthodologie systématique de l'évolution." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00797850.
Full textAbstract:
Le propos de cette tâche est d'établir une méthode de sélection des experts dans deux champs particuliers : celui du degré de responsabilité pénale des " malades mentaux " et celui des déclarations d'abus sexuels d'enfants.Il est d'usage dans les cours de justice de sélectionner les experts ayant simplement un diplôme de psychologie ou de psychiatrie par nomination ou cooptation.Nous utilisons un modèle combiné.Le premier concerne la sélection des meilleurs par deux traits majeurs : la Discrimination et la Cohérence.Le second concerne la validité de la crédibilité d'enfants entre cinq et douze ans à propos de déclarations d'abus sexuels.La mesure de la performance sélectionne les professionnels les plus efficients. Puis, nous avons comparé ces résultats à ceux d'autres groupes d'une population générale dans un souci démocratique. Nous avons constaté par exemple que les professeurs d'Université et parfois d'autres praticiens (en droit, psychologie ou psychiatrie) étaient capables d'avoir des performances aussi bonnes que celles des experts professionnels. L'usage d'un étalon peut améliorer conséquemment la performance de tous. Mais une certaine différence persiste entre professeurs et autres catégories à l'avantage des premiers nommés. Nous pouvons subsumer ce résultat par une maxime disant : " Einstein, bien que n'étant que prix Nobel de physique est éventuellement un meilleur mathématicien qu'un professeur agrégé de mathématiques ". On peut affirmer que la Discrimination et la Cohérence aidées par un étalon, pour une intelligence sélectionnée et générale, sont souvent plus efficientes que celles d'une intelligence seulement spécialisée.
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Howes, David. "The bounds of sense an inquiry into the sensory orders of Western and Melanesian society /." 1992. http://catalog.hathitrust.org/api/volumes/oclc/32142608.html.
Full text
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Palacios, Carolina. "Democracy and non-violent structural change : a critical inquiry into the concept of civil society and its relationships with adult learning." Thesis, 2004. http://hdl.handle.net/2429/16207.
Full textAbstract:
Globalization, the democratic movements in Latin America and Eastern Europe of the
1980s and 90s and the recent worldwide decline in human security have contributed to
the reemergence of civil society as an important notion in relation to democracy. Using
the techniques of analytic inquiry, this critical analysis of the concept of'civil society'
sought to gain a richer and deeper understanding of the term and its relationship with
adult learning. Recent political, social and democratic theories, in addition to theories of
civil society and the public sphere were explored and key conceptual distinctions and
relations were examined. Moreover, the historical roots of civil society were investigated
in relation to the state-civil society relationship and differentiation of societal spheres,
including the postnational context. The analysis led to a proposed expansion and
modification of Habermas's system-lifeworld model and draws connections with
Gramscian concepts such as hegemony, common sense and the historical bloc, as
employed by these two theorists and others who have expanded on their theories and
concepts. The notions of political and economic society were also integrated into the
framework and the workplace and homeplace were identified as important sites because
of the democratic potential of their location overlapping intimate and non-intimate spaces
in the lifeworld, civil society, state and economy. The inquiry concludes adult learning,
particularly in social movements, has an important role to play in energizing civil society
and cultivating a vibrant public sphere by challenging hegemonic relations and
contributing to collective will articulation in the on-going construction of a radical,
deliberative, plural and participative democracy.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Mati, Jacob Mwathi. "Global civil society advocacy alliances and networks in the changing terrain of global governance and development : a critical inquiry into the politics and dynamics in crafting and operations of the Global Action against Poverty (GCAP)." Thesis, 2009. http://hdl.handle.net/10539/6102.
Full textAbstract:
The last few decades have witnessed the emergence of global civil society advocacy
networks as major players in global governance. This research aimed at using a case
study of GCAP in critically analysing the politics and dynamics of crafting a global civil
society advocacy alliance. Specifically, the study aimed to: a) identify, analyse, and
document GCAP’s experiences, strategies and challenges in trans-national networking
and advocacy; b) generate knowledge on recent developments in global civil society
networking and advocacy.
The study analyses the study phenomenon using two central features of GCAP:
networking and advocacy. Chapter one attempts to give a background of the study and
also discusses the methods used. Chapter two lays the theoretical framework and
operationalises the concepts explored in the study. The report argues that alliances are
very different from ‘normal’ forms of organisations because they are made up of diverse
forms of organisations, coming together voluntarily to achieve a specific purpose. They
are therefore, by their very nature, complex, unstable, and difficult to co-ordinate.
Chapters Three and Four look at such intricacies and complexities of crafting and
operations of global advocacy networks. I conclude this research arguing that despite
challenges in alliances building and operations, global civil society organisations will still
need to network if they are to remain relevant and effective in current global governance
context. It is only in their unity that they will be able to confront their common
challenges.
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Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.
Full textAbstract:
With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills.
This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.
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"Changing Language Loyalty and Identity: An Ethnographic Inquiry of Societal Transformation among the Javanese People in Yogyakarta, Indonesia." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.35991.
Full textAbstract:
abstract: This study examines changing language loyalties of the sociopolitically most dominant ethnic group in Indonesia, the Javanese. Although Javanese language has the largest number of speakers, within the last five decades the language is gradually losing its speakers who prioritize the national language, Indonesian. This phenomenon led me to inquire into the extent to which their native language matters for their Javanese identity and how the language planning and policy (LPP) mechanism works to foster Javanese language. To collect data, I conducted a six-month ethnographic research project in Yogyakarta, Indonesia. The findings show that Javanese language shift occurs because of strong supports from the government toward Indonesian by emphasizing its role as a symbol to unify all ethnic groups in Indonesia into one nation. Consequently, interference in intergenerational language transmission, a limited scope of Javanese use, decrease language competence, and negative attitude toward Javanese are evident. Although Javanese language is still perceived as the most profound marker of Javanese identity, it is now challenging to maintain it because of its limited role in most domains. The study also indicates that the Javanese people are now strongly inclined to Islam reflected by their piety to Islamic rules such as positive attitude to learn liturgic Arabic, to leave behind Javanese tradition not in line with Islam, and to view religion as a panacea to heal social problems. This high regard for Islam is also evident in schools. Furthermore, the Javanese people value highly English although nobody uses it as a medium of daily communication. However, the fact that English is tested in the secondary education national exams and the university entrance exam makes it necessary
for people to learn it. In addition, English is regarded as a modern, intellectual, and elite language. In short, the Javanese people perceive English as an avenue to achieve academic and professional success as well as higher social status. Altogether, this study shows that shifting language loyalty among the Javanese people is an indication of societal transformation.Dissertation/Thesis
Doctoral Dissertation English 2015
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Woods, Davina. "Walking My Path: An Autoethnographic Study of Identity." Thesis, 2018. https://vuir.vu.edu.au/40585/.
Full textAbstract:
‘Walking My Path: An Autoethnographic Study of Identity’ is a doctoral thesis written in first person narrative about my search for my ancestral country in Far North Queensland. Incorporating both physical walking on country and metaphorical walking of trauma trails (Atkinson 2002) the story of my matrilineal Grandfather’s childhood builds on Shirleen Robinson’s (2008) ‘Something like Slavery?’. Enabling me to explore First-Nations philosophical concepts, I explain how I practise this philosophy inside my First-Nations family and community in the 21st century. Embedding my research in Indigenous Standpoint Theory and gathering the data, using a methodological net that includes yarning and dadirri, I am honouring First-Nations peoples. Finding that much of the data was distressing I have developed Creative Healing Inquiry (CHI), a process that supports the rebalancing of an individual’s psyche. CHI also makes the thesis both intertextual and serves as a mechanism that acknowledges multiliteracies. The Cusp Generation, children born between the end of WWII (1945) and Australia’s withdrawal from Vietnam (1972), are the people I propose would benefit most from public pedagogy that tells of Australia’s history. With the release of the Australian Royal Commission into Aboriginal Deaths in Custody report in 1991 and the Human Rights and Equal Opportunity Commission’s Bringing Them Home report in 1997; my work makes shared history more relevant through its direct connection with actual people rather than abstract statistics. Demonstrated by the Commonwealth Government’s continuation of ‘The Intervention’ and rejection of the ‘Uluru Statement from the Heart’, Australia is not a post-colonial nation-state and Australians, in general, need to undertake cognitive decolonisation; and truth telling, as steps that may lead to what Marcia Langton has called a ‘genuine intercultural dialogue’ (cited in Healy 1997, p. 46).
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Cooper, Theressa N. "“Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs." 2010. http://trace.tennessee.edu/utk_graddiss/874.
Full textAbstract:
This research study specifically addressed; how vocational preparedness programs effect the career aspirations of Black youth, within the context of the Middle Tennessee Council Boy Scouts of America’s Exploring program. The goal of this research is to represent Black youth participating in a vocational preparedness program. Interviews, journals, and rich, thick descriptions are utilized in this work.
Using the lens of narrative inquiry and cultural studies, I hoped to further the field of career development through the experiences of some of its key players, African American youth. Within the context of their stories five major themes surfaced around the ideas: (1) Advancement via Individual Determination. (AVID), (2) Career Self-efficacy, (3) Roles of significant others in career development, (4) Perceptions of the Exploring program, and (5) what would you like to see happen in the Exploring program?
Beyond themes expressed by the research participants, the following underlying factors also came to light; (1) giving voice to Black youth which are part of the marginalized minority population and restoring a sense of narrative power and authority to the youths telling the stories, (2) The Advancement Via Individual Determination (AVID) program as a significant influencer, (3) structure and organization of the Learning for Life program, (4) the role of Black women as significant others in the career decisions of participants, and (5) career choice – trade vs. careers.