Дисертації з теми "Racism in education"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Racism in education".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Pendakur, Vijay. "Asian American college students| Making racial meaning in an era of color-blind racism." Thesis, DePaul University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584790.
Since the end of the Civil Rights era, a new paradigm has emerged for understanding race and racism in American society. This neoliberal hegemonic discourse argues that systemic racism ended with the abolishment of formal, juridical racism and that any continued investment in race is both unnecessary and deeply problematic. Critical race theorists have named this framework color-blind racism. In recent years, color-blind racist discourse has been repackaged under a "post-race" label and the election of America's first non-White president has only served to bolster notions that America might have somehow transcended race.
For college students, the undergraduate years are often a time of great intellectual, emotional, and spiritual upheaval and this instability makes college a prime site for examining individuals' meaning-making and identity formation processes. Students of color are no exception to this overall phenomenon and the literature on racial identity development speaks to the dramatic changes in self-concept that individuals of color often experience while attending college. One group of students of color, Asian American college students, are deeply understudied and there is little scholarly writing on Asian American college students' racial identity development process.
This dissertation is a qualitative study of the effects of color-blind racism on the racial identity meaning-making of Asian American college freshmen. Using a narrative inquiry methodology, the author conducted lengthy in-person interviews with nine participants. The emergent themes from the study indicate that the participants' racial meaning-making process was heavily laden with elements of the ethnicity paradigm of race, color-blind racist tropes, and Asian American racial tropes. The study results suggest that these participants' hold little in the way of racial identity consciousness, as Asian Americans, and that their heavy investment in ethnic identity works to support a color-blind racial frame. Furthermore, elements of color-blind racism and Asian American racial formation appear to interlock in unique ways to produce complicity with the logic of color-blind racism and support for key elements of White racial hegemony. Further research is needed on the effects of color-blind racism on the identity development of college students broadly, and on Asian American students specifically.
Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.
Wheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.
Shimek, Rhonda. "Racism, education and the American Indian student." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.
Machado, Lúcia Helena de Assis. "Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.
The presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade for these teachers build anti-racism strategies or educations with the object to finish with the racial discrimination and prejudice. The position of the teachers varied between a combative position of fight, silence, refuse, face in the personal circle till the build of strategies, even if in the individual fighter field of discrimination.
O presente trabalho tem como objetivo a análise, por meio da memória e narrativa das experiências pessoais e profissionais de discriminação e racismo vividos por sete professoras e um professor negro, para através delas entender o posicionamento assumido pelos mesmos diante da questão racial, seja no ambiente escolar ou fora dele. Analisa-se também de que maneira as experiências discriminatórias contribuem em maior ou menor grau para que esses professores construam estratégias ou pedagogias anti-racistas com o objetivo de acabar com a discriminação e o preconceito racial. O posicionamento das professoras e do professor oscilou entre uma postura combativa de luta, de silenciamento, de negação, de enfrentamento na esfera pessoal até a construção de estratégias, mesmo que no campo individual de combate a discriminação.
Cabrera, Nolan L. "Invisible racism male, hegemonic whiteness in higher education /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835828091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Bedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.
Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.
SANTOS, J?lio C?sar Ara?jo dos. "Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.
Made available in DSpace on 2017-02-22T19:19:06Z (GMT). No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5) Previous issue date: 2016-02-25
The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity.
A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.
Costa, Wellington Narde Navarro da. "Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.
The present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.
Saeedi, Sina. "Perceptions of Racism in Educational Settings: A Critical Discourse Analysis of Inter-Racial Stories." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595571431384119.
Eyber, Carola, Dorothy Dyer, and Ruth Versfeld. "Resisting racism: a teachers' guide to equality in education." TLRC, 1997. http://hdl.handle.net/10962/73690.
Mitchell, Lorianne D., Payal Kumar, T. Harmon-Kizer, C. Dula, S. Furst-Holloway, Hardcastle V. Gray, and R. Kallen. "Exploring Subtle Forms of Racism at Higher Education Establishments." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8312.
Brown, Darryl K. "Racism and Race Relations in the University." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539624383.
Paula, Janaína Nayara de. "A cor da ternura: os desafios de ser professor (a) negro (a) no sistema educacional público do sudeste goiano." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6409.
Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-18T16:22:45Z (GMT) No. of bitstreams: 2 Dissertação - Janaina Nayara de Paula - 2016.pdf: 2834629 bytes, checksum: 2b346720a5dc315ad50468de9a632db5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-10-18T16:22:45Z (GMT). No. of bitstreams: 2 Dissertação - Janaina Nayara de Paula - 2016.pdf: 2834629 bytes, checksum: 2b346720a5dc315ad50468de9a632db5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-22
Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This paper outlines the survey we conducted at the Graduate Program in History - Professional Master of UFG / Regional Catalan. The theme of this work is the racial ethnic discrimination suffered by black teachers in the micro region of Goiás southeast. The aim is to describe and analyze the trajectory of professional life of teachers (as) black (as), passing through a process of exposing, show, let the view these people and their stories. Our work is also an exercise to tell the stories that had not been counted in this way, we see that this research opportunity is also the bias to the spread of these stories and these memories, showing the narratives of the subjects themselves to other possible documentation . The source that gives us input it comes to stories of life before that, we realized that working with life stories has been a research resource that has expanded and generated significant contribution to better understand the teacher's condition, and in our case, the teachers and black teachers in our present day. We deal with wrapped questioning of the racial democracy myth from facts experienced by our respondents, we noted that racial democracy is an untruth yet.
Este texto esboça a pesquisa que realizamos no Programa de Pós-graduação em História – Mestrado Profissional da UFG/Regional Catalão. O tema deste trabalho é a discriminação étnica racial sofrida por professores negros na microrregião do sudeste goiano. O objetivo é descrever e analisar a trajetória de vida profissional de professores (as) negros (as), perpassando por um processo de expor, mostrar, deixar a vista essas pessoas e suas histórias. O nosso trabalho é também um exercício de contar às histórias que ainda não haviam sido contadas, dessa forma, vemos que essa oportunidade de pesquisa é também o viés para a propagação dessas histórias e dessas memórias, evidenciando as narrativas dos próprios sujeitos a outras documentações possíveis. A fonte que nos dá aporte se trata de historias de vidas, diante disso, percebemos que trabalhar com histórias de vidas tem sido um recurso de investigação que tem se expandido e gerado contribuição significativa para melhor compreendermos a condição do professor, e no nosso caso, das professoras e professores negros, nos nossos dias atuais. Lidamos com o questionamento envolto do mito de democracia racial, a partir de fatos vivenciados pelos nossos entrevistados, evidenciamos que a democracia racial é uma inverdade ainda.
Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.
The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.
Marx, Sheryl Ann. "Turning a blind eye to racism no more : naming racism and whiteness with pre-service teachers /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008388.
Guertin, Julie Keyantash. "Let's Get Real. Revealing Racism Is Ugly and Uncomfortable| A White Teacher's Microaggression Autoethnography." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623321.
Racial microaggressions are present in daily classroom interactions between White teachers and students of color. White teachers, however, may be oblivious to the types of racial microaggressions they exhibit and how they perform them in their classrooms. Using autoethnographic research methods, this study seeks to expose implicit racial bias into explicit moments of teacher decision-making, transform dysconscious racism into conscious and concrete thoughts, and interpret previously unseen racist acts into seen and recognizable activities. The study asks the following research questions: (a) When and how do I permit my racial microaggressions to emerge and transgress in my classroom? And (b) In what ways, if at all, can a White teacher use autoethnography to detect and examine her racial microaggressions toward her students of color? Later, the study explores the ways in which critical self-reflexivity might promote an evolving anti-racist teaching identity.
The researcher, a classroom teacher, gathered data using daily reflective self-observations, daily reflexive field note journals, and periodic videotaping of her practice. She commenced the study with an introductory culturegram positioning her racial and cultural self-identity and concluded it with a final self-interview to complete the data-gathering. The researcher categorized each microaggressive event by form, medium, and theme using Sue’s (2010b) “Taxonomy of Microaggressions.” Findings reveal (a) uninterrogated Whiteness dominates all aspects of the researcher’s classroom, extending from her teaching to her White students’ behaviors and (b) transitional time, non-academic teacher talk, and other unstructured time remain especially hazardous for students of color in terms of receiving teacher-perpetuated racial microaggressions.
Rosenberg, Alan. "Education and liminality in redressing racism : a cross textual analysis." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361487.
Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.
Franklin-Phipps, Asilia. "Bodies and Texts: Race Education and the Pedagogy of Images." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23750.
Patel, Kishor Umedbhai. "Multicultural education in all-white areas : a case study of two ESG projects." Thesis, University of Hertfordshire, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309716.
Bonilha, Tamyris Proença 1987. "O "não-lugar" do sujeito negro na educação brasileira." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250937.
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T19:53:37Z (GMT). No. of bitstreams: 1 Bonilha_TamyrisProenca_M.pdf: 2013109 bytes, checksum: 51dcb380bb69f8955ce10e0f2bb40700 (MD5) Previous issue date: 2012
Resumo: Este estudo tem por objetivo analisar dados estatísticos educacionais acerca da trajetória do sujeito negro, na educação básica, de modo a identificar as regiões do Brasil que apresentam os maiores índices de exclusão escolar, e relacioná-los ao contexto político e social, a fim de identificar possíveis mecanismos que influenciam o sucesso e o fracasso escolar destes sujeitos. Foram utilizados para coleta de dados algumas fontes oficiais de pesquisa, tais como: IBGE (Instituto Brasileiro de Geografia e Estatística); INEP (Instituto Nacional de Estudos e Pesquisa) ; DIEESE (Departamento Intersindical de Estatística e Estudos Socioeconômicos), bem como outras fontes de natureza teórica que fundamentaram as discussões e análise dos dados. A partir da análise dos dados, constatou-se: disparidade entre o número de alunos pretos e alunos pardos, em todos os níveis de ensino, situação esta, compreendida na lógica do ideal de branqueamento; os anos finais do Ensino Fundamental e o Ensino Médio representam os níveis de ensino com exclusão escolar do aluno negro. A exclusão do negro é um problema nacional, não estando circunscrita a uma região específica, isto é, o aluno negro sofre as consequências da discriminação racial em todas as regiões do país, e em todos os níveis de ensino. Esta pesquisa é de grande relevância acadêmica e social, na medida em que revela as fragilidades e deficiências existentes nos dados do Censo Escolar, e ressalta a urgência na melhora das estratégias de coleta dos dados, bem como a necessidade de maior acompanhamento e conscientização sobre sua importância para a sociedade.
Abstract: This study aims to analyze statistical data about the black person educational history in basic education. It is intended to relate and to question the School Census data, identifying the Brazilian regions with the greater reduction in the black student's proportion over the education levels, in order to relate them to social and political context and to identify mechanisms that influence scholar success or failure of these subjects. It was used for data collection some official sources, such as: IBGE (Brazilian Institute of Geography and Statistics); INEP (National Institute of Studies and Research); DIEESE (Department of Statistics and Socioeconomic Studies), as well as other theoretical sources to substantiate data discussions and analysis. From the data analysis, we identified: disparity between the number of black students and brown students at all levels of education, a situation, understood into the bleaching ideal logic; the highest proportion of black students are concentrated in children education, specifically in pre-school; the elementary school final years and high school levels of education represent the smallest proportion of black students, that is, as the passage of years in elementary school, black students gradually disappear from the educational statistics and, therefore, the school. The exclusion of black person is a national problem, not being limited to a specific region, that is, black students suffer the consequences of racial discrimination in every region of the country, and in every level of education. This research reveals the weaknesses and deficiencies in the school census data, and highlights the urgency in improving data collection strategies, as well as the need for increased monitoring and awareness of their importance to society.
Mestrado
Psicologia Educacional
Mestre em Educação
Robinson, Carl L. "Reconceptualizing the implications of Eurocentric discourse vis-á-vis the educational realities of African American students with some implications for special education." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1083270345.
Bagley, Carl Alexander. "The marginalisation of racism : a study of a local education authority project on multicultural education." Thesis, Open University, 1991. http://oro.open.ac.uk/54416/.
Harris, (Sakile Camara) Kimberlea M. "Communicating perceived racism : an exploratory study on ideological determined uncertainty /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195325865.
Zeng, Junying Jeanie. "Ethnic minority students' experiences in British higher education." Thesis, University of Leeds, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361846.
Gunzburger, Jessica S. ""Get it together, damn it!": Racism in student affairs supervision." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492381677799592.
Haydel, Nia Woods. "Without sanctuary lynching photography in America, a case study on a higher education partnership for social justice education /." mixed, 2007. http://etd.gsu.edu/theses/available/etd-12062007-121141/.
Title from file title page. Philo Hutcheson, committee chair; Marybeth Gasman, Joyce E King, Richard Lakes, committee members. Electronic text (199 p.) : digital, PDF file. Description based on contents viewed August 7, 2008. Includes bibliographical references (p. 156-164).
Lynch, Lucas Leonard. "Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595642.
Robinson, Carl L. "Reconceptualizing the Implications of Eurocentric Discourse Vis-à-Vis the Educational Realities of African American Students With Some Implications for Special Education." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1083270345.
Agbaire, Ejiro. "Microaggressions: Black Students' Experiences of Racism on Campus." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39694.
Stredder, K. N. M. "The politics of educational racism : A case study of educational policy and politics in Wolverhampton." Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382917.
Lester, Yvette Len. "GENDERED RACISM: A PHENOMENOLOGICAL STUDY OF AFRICANAMERICAN FEMALE LEADERS IN COUNSELOR EDUCATION." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555346338929415.
Volbrecht, Terry. "The articulation of the South African social formation with the teaching of English as a first language in the Cape Education Department." Thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/23738.
Fontanella-Nothom, Oona. "Teacher perspectives on raising issues of race and racism when educating young children." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1582860.
This qualitative research study brings to light the need for a Critical Race Theory approach to early childhood education. Ten early childhood educators were interviewed and asked about how they teach about race and racism with their students. Four major findings are identified and described within the study, Devaluing Children's Ability; Ethnic Identity and Cultural Belonging; Critical Race Turning Points; and Challenges of Teaching About Race and Racism. Critical Race Turning Points is new, innovative conceptual tool and model that describes motivations of educators that work towards positive, social justice oriented change in their teaching. Conclusions recommended in this study include: the need to for a professional organization for early childhood educators working for racial and social justice, a mandate for more consistent education levels for early childhood educators, and inclusion of topics of race, racism, and social difference in early childhood education curriculum.
West, Yvonne. "Antiracist education and teachers rhetoric or transformative possibilities? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27388.pdf.
Nascimento, AntÃnio Joamir Brito do. "Cotas na Universidade Federal do CearÃ: para quem?" Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7127.
Esta dissertaÃÃo tem dois objetivos centrais: o primeiro à mostrar os motivos da nÃo aceitaÃÃo pelo CEPE (Conselho de Ensino, Pesquisa e ExtensÃo) de um sistema de reserva de vagas para negros na UFC (Universidade Federal do CearÃ) no ano de 2005; e, o segundo à demonstrar como uma demanda por cotas raciais pode ser elaborada baseada em dados estatÃsticos sÃlidos. A pesquisa consistiu em uma abordagem teÃrica do racismo, buscando compreender como ele vem sendo interpretado no Brasil desde o inÃcio do sÃculo XX. As proposiÃÃes de organizaÃÃes defensoras de oportunidades diferenciadas positivamente para os negros sÃo, aqui, colocadas em discussÃo, em especial as cotas raciais para negros. A pesquisa concluiu, atravÃs do parecer produzido pelo Grupo de Trabalho âPolÃticas de AÃÃes Afirmativasâ (GTPAA), instituÃdo pela reitoria para estudar a viabilidade da implantaÃÃo de um sistema de cotas com base em critÃrios raciais e de cor como meio de acesso a cursos de graduaÃÃo, que os dados mostrados eram, na verdade, insuficientes para convencer o CEPE de tal necessidade, destronando a alegaÃÃo de que a maioria dos componentes do CEPE era âracistaâ. Em contrapartida a pesquisa apresenta dados que podem colaborar para estruturar uma futura demanda por cotas na UFC, de acordo com a especificidade de cada curso de graduaÃÃo.
This dissertation has two main objectives: the first is to show the reasons for the non-acceptance by CEPE (Board of Education, Research and Extension) against the system of quotas for blacks in the UFC (Federal University of CearÃ) in 2005. The second is to demonstrate how a demand for racial quotas may be established based on solid statistical data. The research consisted of a theoretical approach of racism, trying to understand how it has been understood in Brazil since the beginning of the twentieth century. The propositions of institutions that defend positively differentiated opportunities for blacks are here placed in discussion, in particular racial quotas for blacks. The research concluded, through the analysis of a document produced by the Working Group "Affirmative Action Policies" (GTPAA) established by the rector to study the feasibility of implementing a quota system based on race and color as a means of access to courses graduation, that the data shown was actually insufficient to convince CEPE of such need, dethroning the claim that most components of the CEPE were racist. By contrast, the research presents data that can help to structure a future demand for quotas assessment in the UFC, according to the specificity of each undergraduate course.
Amuludun, Isiaka Oloruntele. "Racism and inauthenticity : a project for reparation and change in social work education." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285040.
Ribeiro, Igo Gabriel dos Santos. "Da política socioeducativa à (des) regulação da vida de jovens negros brasileiros /." Assis, 2017. http://hdl.handle.net/11449/150509.
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
Suttmeier, Jenna. "Appreciating Bilingualism: The First Step to Reducing Racism in the United States." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/152.
Martin, Chris Elizabeth. "Disproportionality of African American students in special education: the influence of aversive racism on referrals." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1361.
Woods, Carrie L. "Visual Culture: A Case Study." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1193266191.
Ball, Natasha L. "Social Inequality: Cultural Racism as a Predictor of Collegiate Academic Success." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1186.
Koster, Joan Bouza. "Bookmarking racism challenging white privilege through children's literature and participatory research in a suburban shcool /." Diss., Online access via UMI:, 2005.
Kriel, Sandra. "Towards a critical approach to art education: in action research project." University of the Western Cape, 1992. http://hdl.handle.net/11394/8412.
The action research project documented in this thesis was informed by Jurgen Habermas' theory of knowledge-constitutive interests. In this theory Habermas postulates three anthropologically deep-seated interests that inform our search for knowledge. These interests are the technical, the practical and the emancipatory. In the action-research project, which was done in collaboration with a group of first year art students at Bellville College of Education, I attempted to uncover the values, assumptions and interests underlying our educational interaction in the hope of transforming it to be more empowering and emancipatory. The project went through three stages, each of which was informed by a different interest. The first stage could be described as having a technical interest because it was based on positivist assumptions of reductionism, duality and linearity. In this "- stage art was understood as being value-free, objectively describing and reflecting visual reality. It was believed that theory and skills could be applied to achieve a predetermined product. In the second stage of the project the positivist paradigm of perception was replaced by the assumption that our relationship to others and the world is mediated by language which needs to be interpreted in a socio-political and historical context. Art does not only have a descriptive role but it can express subjective understandings of the networks of meanings and social rules involved in experienced reality. Finally, the third stage evolved within a critical framework informed by an emancipatory interest. In the drawing project we looked critically at aspects of our society which frustrate and constrain individuals to sustain dependence, inequality and oppression. We tried to uncover existing power relations and the historical, social and material conditions underlying certain problems we were experiencing. We hoped to find ways in which we could contribute to the transformation of ourselves and our society. The process of making art was here seen as a form of communicative action which can be empowering, emancipatory and transformative.
Ribeiro, Flávia Gilene. "Implicações do racismo institucional na educação básica em Cuiabá." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/157.
Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-27T10:18:55Z (GMT) No. of bitstreams: 1 DISS_2016_Flavia Gilene Ribeiro.pdf: 1484354 bytes, checksum: 442c456069d9c42b3a3251705e63d24a (MD5)
Made available in DSpace on 2017-01-27T10:18:55Z (GMT). No. of bitstreams: 1 DISS_2016_Flavia Gilene Ribeiro.pdf: 1484354 bytes, checksum: 442c456069d9c42b3a3251705e63d24a (MD5) Previous issue date: 2015-06-26
Esta pesquisa objetivou identificar e compreender as implicações do racismo institucional no âmbito da Educação Básica em uma escola de Cuiabá. O racismo institucional ainda é um conceito desconhecido, sobretudo em instituições educacionais. Nos Estados Unidos, em fins da década de 1960, reconheceu-se existência de ações adversas, quando não excludentes e discriminatórias, em algumas instituições, seja pelas práticas administrativas seja pelas estruturas políticas, independente da ação individual de uma pessoa racista. São ações e práticas que produzem resultados diferentes para variadas camadas da sociedade, considerando características raciais; são concepções incorporadas dentro do sistema educacional, que balizam saberes, os quais são transmitidos de maneira informal e definem e identificam quem são os alunos “fracos”, quem são os alunos “indisciplinados” e quais são os alunos que “dão trabalho” dentro da escola. Essa comunidade escolar, majoritariamente negra, está situada numa região não periférica da cidade, absorvida por elevadas fragilidades que englobam aspectos estruturais e administrativos. A pesquisa procurou identificar elementos que o racismo institucional alimenta dentro da unidade escolar, uma vez que a sociedade brasileira é extremamente racista. De cunho qualitativo, a pesquisa utilizou como abordagem metodológica alguns elementos etnográficos de investigação empírica como o caderno de campo, a observação, a análise documental e entrevistas semiestruturadas, com 17 participantes da referida comunidade escolar, sendo nove profissionais da educação, quatro familiares e quatro alunos, tendo por finalidade analisar as implicações do racismo institucional dentro da educação. Por meio do aporte teórico, buscou-se compreender o percurso da institucionalização desse tipo de racismo nas instituições brasileiras e delinear o objeto de pesquisa. A análise dos dados aponta a presença do racismo institucional alimentado por mecanismos intraescolares, que produz a naturalização de práticas racistas, atingindo sobremodo o desenrolar cotidiano da referida escola. Com base nos dados dos profissionais, foi possível identificar que eles não estão preparados adequadamente para lidar com questões raciais em âmbito escolar, desse modo, não reconhecem a presença das referidas práticas racistas; além de apontarem o bairro como um fator negativo relevante no desempenho dos alunos; veem o modelo de Escola de Ciclo de Formação Humano como um agravante à educação, uma vez que não compreendem o processo e, desse modo, não se sentem parte. Os familiares não têm conhecimento suficiente na área, para compreenderem as ações sutis do racismo, nem se deve exigir-lhes tal conhecimento, contudo, no caso dos profissionais da educação, essa etapa já deveria ter sido superada. Os estudantes são os únicos que identificam as práticas e as provas, uma vez que sentem na pele essas práticas regularmente
This research aimed to identify and understand the implications of institutional racism within the framework of basic education in a school of Cuiabá. Institutional racism is unknown concept still, especially in educational institutions. In the United States in the late 1960s, it was recognized existence of adverse actions, exclusion and discrimination in some institutions, either by administrative practice or the political structures, regardless of the individual action of a racist person. Are actions and practices that produce results different for different layers of society, considering features racial. Are concepts incorporated within the system education, this knowledge is passed so informal, setting and identifying who the students 'weak' who are students "undisciplined" and what are the students who "give work" within the school. This school community, mostly black, is situated in a place non peripheral of the city, absorbed by gross weaknesses which include structural and administrative aspects. The survey sought to identify elements that institutional racism feeds within the school unit, since the Brazilian society is extremely racist. Of qualitative nature, the research used as a methodological approach some ethnography elements of empirical research as the notes in the field notebook, observation, document analysis and semi-structured interviews with 17 participants of that school community. Were research participants 9 education professionals, 4 relatives and 4 students with the purpose to analyze the implications of institutional racism within the education. Through the theoretical framework, we sought to understand the way the institutionalization of this kind of racism in Brazilian institutions and outline the research object. Data analysis indicates the presence of institutional racism fueled by interescolares mechanisms that produce the naturalization of racist practices, affecting the course of school everyday. Based on the data related to education professionals was identified that professionals are not adequately prepared to deal with racial issues in the school thus do not recognize the presence of these racist practices; in addition to highlighting the neighborhood as a negative factor in student performance; consider also the model of Human Cycle Training School as an aggravating education, since they do not understand the process and thus do not feel part. Family members do not have sufficient knowledge in the area, to understand the subtle actions of racism, nor should require them such knowledge, however, in the case of education professionals, this step should have been overcome. The students are the ones that identify the practices and evidence, once they feel on the skin such practices regularly
Chan, Sui-Mee Michelle. "Institutional racism in higher education : the career progression of black and minority ethnic staff." Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429622.
Burt, Stephen Edward. "Policy and theory on race and education : a critique of multiculturalism and anti-racism." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019674/.
Diaquoi, Raygine C. "Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.
Culture, Communities, and Education