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Welcome to Neverland! I Hope Each of You Are As Excited As I Am to Embark on a New Grand Year. This Year, I Encourage Everyone T
Welcome to Neverland! I hope each of you In August, I began the second semester of my are as excited as I am to embark on a new Grand senior year at UTC and I am year. This year, I encourage everyone to chase anxiously countng down the their dreams through hard work and dedicaton. days. Right now, I am taking Though the 2020-2021 term may look a litle microbiology, plant morpholo- diferent than normal, that just means we’ll gy, and physics; so far I have need to get creatve! Even a global pandemic learned that I do not care for plants. I have al- can’t stop Rainbow Girls. ready submited my vet school applicatons to a variety of schools and, hopefully, I will hear some- During the quarantne, I have been busier thing by February! I have an interview already than ever! I work as a nurse at an animal ER on scheduled for UTK so wish me luck! the weekends; afer COVID hit, I began working full tme because our clinic was overwhelmed with cases. Thankful- I hope each of you are staying healthy and safe during ly, I work with a great group of people so the added hours these uncertain tmes. Though we cannot have our weren’t too bad. Even though I have been able to cut back typical fall events, I hope to be back to ofcial visits in to part-tme again, you can stll fnd me in the ICU Friday no tme! My thoughts are with you and always remem- through Sunday doing what I love and treatng patents. -
Afrocentric Education: What Does It Mean to Toronto’S Black Parents?
Afrocentric Education: What does it mean to Toronto’s Black parents? by Patrick Radebe M.Ed., University of Toronto, 2005 B.A. (Hons.), University of Toronto, 2000 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2017 Patrick Radebe, 2017 Abstract The miseducation of Black students attending Toronto metropolitan secondary schools, as evinced by poor grades and high dropout rates among the highest in Canada, begs the question of whether responsibility for this phenomenon lies with a public school system informed by a Eurocentric ethos. Drawing on Afrocentric Theory, this critical qualitative study examines Black parents’ perceptions of the Toronto Africentric Alternative School and Afrocentric education. Snowball sampling and ethnographic interviews, i.e., semi-structured interviews, were used to generate data. A total of 12 Black parents, three men and nine women, were interviewed over a 5-month period and data analyzed. It was found that while a majority of the respondents supported the Toronto Africentric Alternative School and Afrocentric education, some were ambivalent and others viewed the school and the education it provides as divisive and unnecessary. The research findings show that the majority of the participants were enamored with Afrocentricity, believing it to be a positive influence on Black lives. While they supported TAAS and AE, the minority, on the other hand, opposed the school and its educational model. The findings also revealed a Black community, divided between a majority seeking to preserve whatever remained of (their) African identity and a determined minority that viewed assimilation to be in the best interests of Black students. -
Navigating Black Identity Development: the Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
education sciences Article Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children Rebekah E. Piper College of Education and Human Development, Texas A&M University-San Antonio, San Antonio, TX 78224, USA; [email protected] Received: 9 April 2019; Accepted: 23 April 2019; Published: 18 June 2019 Abstract: Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. Keywords: critical literacy; Civil Rights; Black identity; children 1. Introduction The central question addressed by the Supreme Court during the Brown v. Board of Education of Topeka, Kansas (1954) [1] was whether the segregation of children in public schools based on their race, deprived minoritized children of equal educational opportunities when everything else was equal [2–4]. This question has been, and continues to be, answered in the negative, as evidenced in an educational system in which Children of Color are repeatedly reported to have lower reading and numeracy scores in comparison to their white peers. In 2003, Education Trust, Inc. reported that, nationally, fourth-grade African-Americans fell behind their white peers in reading. -
A. Forbes Mackay 1908-1909 Dr
The Diary of A. Forbes Mackay 1908-1909 Dr. Allister Forbes Mackay on board the Nimrod a few days after the return from the South Magnetic Pole. The Diary of A. Forbes Mackay. 1908-1909 -1- Dr. Allister Forbes Mackay. This diary and its accompanying material are excerpted from Manuscripts in the Royal Scottish Museum Edinburgh, part 2. William S Bruce papers and diary of A Forbes Mackay. Arranged, edited and with an introduction by Joy Pitman. Information Series. Natural History 8. Edinburgh: Royal Scottish Museum, March 1982. This version is ‘By Kind Permission of National Museums Scotland.’ This edition of 100 copies was issued by The Erebus & Terror Press, Jaffrey, New Hampshire, for those attending the SouthPole-sium v.2 Craobh Haven, Scotland, 1-4 May 2015. Certain images and footnotes were not included. Printed at Savron Graphics Jaffrey, New Hampshire April 2015 INTRODUCTION by Joy Pitman LISTER FORBES MACKAY was born on February 22, 1878, in Carskey, Southend, A Argyllshire, son of Colonel Alexander Forbes Mackay and Margaret Isabella (Innes) Mackay. While his parents were in India, he was brought up in Campbeltown. The family later moved to Edinburgh, where he attended George Watson’s College. Mackay did biological work under Professor Geddes and D’Arcy Thomson at Dundee. He served as a trooper in South Africa and later with Baden Powell’s police. After returning to graduate from Edinburgh in 1901 as M.B., CH.B., he went back to the front as a civil surgeon. Later he entered the Navy as a surgeon, but retired after four years to join Shackleton’s Antarctic Expedition. -
The Excessive Present of Abolition: the Afterlife of Slavery in Law, Literature, and Performance
iii The Excessive Present of Abolition: The Afterlife of Slavery in Law, Literature, and Performance A Dissertation Presented to the Faculty of the Graduate School Of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy By Jesse Aaron Goldberg May 2018 iv © 2018 Jesse Aaron Goldberg v THE EXCESSIVE PRESENT OF ABOLITION: THE AFTERLIFE OF SLAVERY IN LAW, LITERATURE, AND PERFORMANCE Jesse Aaron Goldberg, Ph.D. Cornell University The Excessive Present of Abolition reframes timescales of black radical imaginaries, arguing that Black Atlantic literary and performative texts and traditions resist periodization into past, present, and future. Their temporalities create an excessive present, in which the past persists alongside a future that emerges concurrently through forms of daily practice. I intervene in debates in black studies scholarship between a pessimistic view that points backward, arguing that blackness is marked by social death, and an optimistic view that points forward, insisting that blackness exceeds slavery’s reach. Holding both views in tension, I illuminate the “excess” that undermines this binary. The law’s violence in its rendering of black bodies as fungible exceeds its capacity for justice, and yet blackness exceeds the reach of the law, never reducible to only the state of abjection conjured by the structuring power of white supremacy. I theorize the excessive present through literature and performance in contrast to legal discourse – notably the 1783 British case Gregson v Gilbert, which is striking because it records a massacre of 131 people as an insurance case, not a murder case. The 1781 Zong Massacre recurs through each of my chapters, via J.M.W. -
An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(H) CHIKE AKUA Georgia State University
Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Fall 1-6-2017 The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h) CHIKE AKUA Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation AKUA, CHIKE, "The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h)." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/155 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, THE LIFE OF A POLICY: AN AFROCENTRIC CASE STUDY POLICY ANALYSIS OF FLORIDA STATUTE 1003.42(H), by CHIKE AKUA, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ _________________________________ Joyce E. King, Ph.D. Janice Fournillier, Ph.D. Committee Chair Committee Member _________________________________ _________________________________ Kristen Buras, Ph.D. Akinyele Umoja, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ William Curlette, Ph.D. -
The Role of Children's Racial Identity and Its Impact on Their
THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION by Lisa Mekia McDonald Dissertation Committee: Professor Felicia Moore Mensah, Sponsor Professor Denise Mahfood Approved by the Committee on the Degree of Doctor of Education Date: ___________________________________February 12, 2020 Submitted in partial fulfillment of the requirements of the degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION Lisa Mekia McDonald Racial identity plays an important role in the development of children’s narratives. In the structure of the classroom there is a disconnect for students between home and school. The structure of the classroom consists of the social relationships that children have with their peers and teachers. The structure of the classroom also includes how the classroom is set up for learning, such as the curriculum. Racial identity is also a valuable aspect in the construction of knowledge as children learn science. Racial identity is not often addressed with young children and science. Young children need to be able to see themselves in science regardless of their own race or ethnicity. Critical race theory (CRT) was used to examine and situate the context of race with children’s identity. Sociocultural theory was used to describe their process of learning. The participants of this study included 10 children in grades 3 through 5 who attended a diverse urban school located in New York City and their parents (10 parents). A qualitative approach was used to allow both children and parents to share their perspectives on their experience with science and difficult topics that pertain to race and/or skin color. -
SPRING 2019 Newsletter of the Washington Chapter of the Wildlife Society
P a g e | 1 The WashingtonTHE WASHINGTON WILDLIFER WildliferSPRING 2019 Newsletter of the Washington Chapter of The Wildlife Society MESSAGE FROM THE PRESIDENT Lisa Dowling Spring 2019 In This Issue: Spring has sprung in Washington and we have been busy bees. As we dust Message from the President ..............................................1 off our field gear and get ready for the Joint Annual Meeting Roundup .......................................2 2019 field season it’s always nice to 2020 Joint Annual Meeting ...............................................3 take stock of the multitude of contributions our hard work brings 2019 Election Results .........................................................3 to the wildlife management and New Artwork for WATWS ...............................................3 conservation. In a profession as diverse as wildlife management and Appreciation for Joint Meeting Financial Support ........4 conservation, we are fortunate to Student and Early Career Professional Incentives.........4 have a community of members that span the full spectrum. Scholarships and Grants ....................................................4 From working directly with wildlife, to managing their associated habitats, to fueling the research engine, to Awards and Recognition ....................................................5 synthesizing science into education and outreach, to being Get to Know Your Board .................................................5 on the front lines of driving wildlife-related policy and Northwest -
From Theory to Practice in a Critical Race Pedagogy Classroom Van T
i.e.: inquiry in education Volume 9 | Issue 1 Article 3 2017 In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, [email protected] Follow this and additional works at: http://digitalcommons.nl.edu/ie Recommended Citation Lac, Van T.. (2017). In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom. i.e.: inquiry in education: Vol. 9: Iss. 1, Article 3. Retrieved from: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Copyright © 2017 by the author(s) i.e.: inquiry in education is published by the Center for Practitioner Research at the National College of Education, National-Louis University, Chicago, IL. Cover Page Footnote I would like to thank the following individuals for offering me critical feedback on this manuscript: Kim Bancroft, Gwen Baxley, Margarita Bianco, Carolyn Kelley, Andy Hatcher, and Pete Miller. This article is available in i.e.: inquiry in education: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Lac: In Real Time In Real Time From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, San Antonio, USA Introduction I enter this teacher action research project with an interest in studying how I, as a high school teacher, developed a critical race pedagogy (CRP) curriculum for students in an out-of-school context. My intrigue with race started at an early age growing up in Oakland, California, where my classmates were primarily of African American, Central American, and Southeast Asian descent. As a Southeast Asian student in Oakland schools, even with 100% students of color in my classes, my teachers in school rarely talked about race or racism. -
Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy
City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2021 Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy Lindsey Albracht The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4285 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] BEYOND AUTHORIZATION: TOWARD ABOLITIONIST TRANSLITERACIES ECOLOGIES AND AN ANTI-RACIST TRANSLINGUAL PEDAGOGY by LINDSEY ALBRACHT A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 ©2021 LINDSEY ALBRACHT All Rights Reserved ii Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. __________________ ______________________________________ Date Amy J. Wan Chair of Examining Committee _________________ _____________________________________ Date: Kandice Chuh Executive Officer Supervisory Committee: Mark McBeth Jessica Yood THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht Advisor: Amy J. Wan This project explores the recent paradigm shift within Writing Studies toward a translingual approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy. -
Dominic & Katie
We are excited to grow our family and welcome your child into our Catholic family! We’ve been happily married for more than 10 years and have a loving, stable home. We have 4 boys and have adopted each of them, and hope to add to our family soon! We promise that your child will be loved, protected, and surrounded by family and friends who will cherish him or her unconditionally. We both knew very soon after we met that we had found that one special person we wanted to spend the rest of our life with. God is the center of our marriage and life, and will always be the center of our home and family. Our adopted children mean the world to us! Katie loves being a stay-at-home Mom and Dominic is eager to get home from work each day to see the kids. We have a special relationship with Jacob’s birth parents and keep in close contact with the family. Timmy’s birth mom chose a closed adoption but we think of her often and keep her in our prayers. Both Michael’s and David’s birth moms receive pictures and updates from us throughout the year. We’d be happy to keep in contact with you, if you wish! Between the two of us, we have 14 siblings and 64 nieces/nephews. We are very close to our families and get together with them frequently. Some of the things we enjoy include spending time with family, outdoor activities like gardening, About Us hiking, campfires, or going on family vacations. -
Haiti Unbound a Spiralist Challenge to the Postcolonial Canon H
HAITI UNBOUND A SPIRALIST CHALLENGE TO THE POSTCOLONIAL CANON H Both politically and in the fields of art and literature, Haiti has long been relegated to the margins of the so-called ‘New World’. Marked by exceptionalism, the voices of some of its AITI most important writers have consequently been muted by the geopolitical realities of the nation’s fraught history. In Haiti Unbound, Kaiama L. Glover offers a close look at the works of three such writers: the Haitian Spiralists Frankétienne, Jean-Claude Fignolé, and René Philoctète. While Spiralism has been acknowledged by scholars and regional writer- intellectuals alike as a crucial contribution to the French-speaking Caribbean literary tradition, the Spiralist ethic-aesthetic has not yet been given the sustained attention of a full-length U study. Glover’s book represents the first effort in any language to consider the works of the three Spiralist authors both individually and collectively, and so fills an astonishingly empty NBO place in the assessment of postcolonial Caribbean aesthetics. Touching on the role and destiny of Haiti in the Americas, Haiti Unbound engages with long- standing issues of imperialism and resistance culture in the transatlantic world. Glover’s timely project emphatically articulates Haiti’s regional and global centrality, combining vital ‘big picture’ reflections on the field of postcolonial studies with elegant analyses of the U philosophical perspective and creative practice of a distinctively Haitian literary phenomenon. Most importantly, perhaps, the book advocates for the inclusion of three largely unrecognized ND voices in the disturbingly fixed roster of writer-intellectuals who have thus far interested theorists of postcolonial (francophone) literature.