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- All Subjects: Reform
- All Subjects: Great Britain--Emigration and immigration--Social aspects.
- Creators: Swadener, Elizabeth B
Description
Accounts in the media often demonize teachers and misrepresent what is happening in schools. Meanwhile, teachers' voices are largely absent from the national and international debates on school reform. This dissertation privileges the voices of nine participating Kindergarten through second grade teachers from a variety of public schools, including affluent schools and schools receiving full and partial Title I funding. Through observations and interviews teachers shared their narratives of classroom joys and challenges while also describing how policy has affected these experiences. A preliminary discourse analysis of these narratives was performed, identifying narratives related to nodes of the activity system of schooling. Further discourse analysis of these identified narratives revealed how these teachers' classroom experiences position them within an activity system strongly influenced by tensions between maternal relationships and the patriarchal project of schooling. A critical feminist theoretical perspective is utilized to respond to these tensions and to describe possibilities for future studies in education and the future of education in general.
ContributorsGaches, Sonya (Author) / Swadener, Elizabeth B (Thesis advisor) / Sandlin, Jennifer (Committee member) / Gee, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation coheres together over a hundred insurgent testimonies published from within Arizona State Prison Complex – Perryville, the state’s only prison for women. These testimonies tell a people’s history of Arizona’s largest and most public legal intervention for prisoners’ rights: Parsons v. Ryan. In 2009, after Perryville correctional officers left Marcia Powell to bake to death in the Arizona summer sun, prisoners lit their mattresses on fire to proclaim that their lives were in danger, sparking a wave of resistance, including outside from family members and advocates, which prompted a class action lawsuit against the Arizona Department of Corrections, Rehabilitation, and Re-Entry (ADCRR). After years of prisoners’ calls for a systemic reckoning of the death-producing state punishment system, legal intervention distilled their suffering and demands into a set of discrete allegations. Meanwhile, settlement stipulations continue to implore ADCRR to meet minimum constitutional standards. While the accountability Parsons v. Ryan seeks is limited to the administration of medical care and extreme isolation, testimonies in this people’s history reveal a breadth of systemic violences that encompass and surpass the legal claims. These testimonies, which evidence strategies of care work, protest, and covert documentation, delineate the prison’s function to degrade human dignity and inflict physical and psychological harm in virtually every area of basic survival, including access to food, shelter, hygiene, and personal safety. Through use of the “rebel archive,” the resulting narrative, made possible by virtue of prisoners’ organizing for dignity, invokes a critical analysis of the sublimation of their resistance and demands for a project of liberal carceral care as prison reform.
ContributorsCooper, Ashley Ann (Author) / Quan, H.L.T. (Thesis advisor) / Swadener, Elizabeth B (Committee member) / Talebi, Shahla (Committee member) / Arizona State University (Publisher)
Created2024
Description
The primary aim of this dissertation is to make a substantial contribution to the better understanding of the identity formations of Black Caribbean migrant women in Britain. The dissertation outlines a theory of Black female subject formation in Britain. This theory proposes that the process of subject formation in these women is an interrupted one. It further suggests that interruptions are likely to occur at four crucial points in the development of their identities. These four points are: 1) the immigrant identity; 2) the Caribbean identity; 3) “the Jamaican” identity; and 4) the Black British identity.
In order to understand the racial and gendered dynamics of identity formation in these women, I hypothesized that the structure of institutional racism in Britain has taken the form of a “double wall” or a “double portcullis”, which much be scaled by these “immigrants”. My research, based on interviews with 15 Black professional women who identify with a Caribbean ancestry, confirmed very strongly the existence of this double portcullis. It further supported the hypothesis that the above points of identity transition were also points of possible interruption. My research also revealed that through a variety of social movements, cultural and political mobilizations, it has been possible to get over the negative stereotypes of the immigrant identity, the Caribbean identity, “the Jamaican” identity and to succeed getting over the first or the Black British wall of the double portcullis. For me, the most interesting findings of my research, are the continuing difficulties that the women I interviewed have faced in attempting to climb over the second portcullis to achieve the Black English identity. The dissertation concludes with some suggestions about the future of this “unfinished” Black British identity and its prospects for easier access to the Black English identity, and thus to “life success”.
In order to understand the racial and gendered dynamics of identity formation in these women, I hypothesized that the structure of institutional racism in Britain has taken the form of a “double wall” or a “double portcullis”, which much be scaled by these “immigrants”. My research, based on interviews with 15 Black professional women who identify with a Caribbean ancestry, confirmed very strongly the existence of this double portcullis. It further supported the hypothesis that the above points of identity transition were also points of possible interruption. My research also revealed that through a variety of social movements, cultural and political mobilizations, it has been possible to get over the negative stereotypes of the immigrant identity, the Caribbean identity, “the Jamaican” identity and to succeed getting over the first or the Black British wall of the double portcullis. For me, the most interesting findings of my research, are the continuing difficulties that the women I interviewed have faced in attempting to climb over the second portcullis to achieve the Black English identity. The dissertation concludes with some suggestions about the future of this “unfinished” Black British identity and its prospects for easier access to the Black English identity, and thus to “life success”.
ContributorsJohn, Anique (Author) / Swadener, Elizabeth B (Thesis advisor) / Henry, Paget (Thesis advisor) / Hinds, David (Committee member) / Arizona State University (Publisher)
Created2019