Precarious Politics: Working Class Insecurity and Struggles for Recognition in the United States and South Africa, 1994-2010
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Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala
Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala by Vivian Michelle Jiménez Estrada A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Vivian Michelle Jiménez Estrada 2012 Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala Vivian Michelle Jiménez Estrada Doctor of Philosophy Department of Sociology and Equity Studies in Education University of Toronto 2012 Abstract Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until 1996, the state and civil society signed a series of Peace Accords that promised to better meet the needs of the Maya, Xinka, Garífuna and non-Indigenous groups living there. In this context, how does the current educational system meet the varied needs of these groups? My research investigates the philosophy and praxis of Maya Indigenous knowledge (MIK) in broadly defined educational contexts through the stories of 17 diverse Maya professional women and men involved in educational reform that currently live and work in Guatemala City. How do they reclaim and apply their ancestral knowledge daily? What possible applications of MIK can transform society? The findings reveal that MIK promotes social change and healing within and outside institutionalized educational spaces and argues that academia needs to make room for Indigenous theorizing mainly in areas of education, gender, knowledge production, and nation building. I analyze these areas from anticolonial and critical Indigenous standpoints from which gender and Indigenous identities weave through the text. -
Chapter 8: Social Stratification
UNIT 3 238 SOCIAL INEQUALITY Chapter 8 Social Stratification Chapter 9 Inequalities of Race and Ethnicity Chapter 10 Inequalities of Gender and Age Enrichment Readings Chapter 8 – Elliot Liebow “The Lives of Homeless Women,” page 272 Chapter 9 – Patricia Williams “The Skin Color Tax,” page 306 Chapter 10 – Lois Gould “The Story of Baby X,” page 342 239 CHAPTER 8 SocialSocial StratificationStratification 240 U S Your Sections I Sociological N Imagination 1. Dimensions of G Stratification ane Smith, aged forty and reeling from 2. Explanations of a bitter divorce, was discouraged. A se- Stratification Jrious back injury meant she could no longer work at her nursing aide job. 3. Social Classes in America Without a high school diploma, she found that no one was willing to hire her. 4. Poverty in America Reluctantly, she applied for welfare and was enrolled in a program designed to develop 5. Social Mobility job skills. She completed an eighteen-month course and was hired by an engineering firm. After two years, Jane has moved up in Learning Objectives the company and now thinks of herself as an intelligent, capable person. A different type of welfare story involves After reading this chapter, you will be able to Mary, the “welfare queen.” Many politicians have used her as a typical example of how ❖ explain the relationship between stratifica- the social welfare system is abused. Mary tion and social class. managed to register for government aid ❖ compare and contrast the three dimensions under dozens of assumed names and col- of stratification. lected thousands of dollars from food ❖ stamps and other federally subsidized pro- state the differences among the three grams. -
Positive Organizational Change by and for the Working Poor
Positive Organizational Change by and for the Working Poor Carrie R. Leana, University of Pittsburgh1 Ellen Ernst Kossek, Michigan State University Leana. C. & Kossek, E. In press. Positive organizational change by and for the working poor, In Using a Positive Lens to Explore Social Change and Organizations: Building a Theoretical and Research Foundation K: Golden-Biddle & J. Dutton, Eds. , Publisher: Routledge, Taylor and Francis Group.(volume in series: Organization and Management). In this chapter we focus on positive organizational change by and for the working poor. Such change may be initiated informally by employees and/or their managers; it may be enacted through formal organizational policy or informal norms; or it may be the result of organizational reactions to larger societal forces. Regardless of its source we consider organizational change to be positive to the extent that it is both beneficial to employees and sustainable by employers. By positive organizational change, in this chapter we mean organizational change that results in increased well-being for lower wage employees, involving workplace practice or policy that can be supported and embedded over the long term. Over the past decade we have conducted research projects focused on opportunities (or lack thereof) as well as positive interventions for structuring organizational policies and workplace practices to address the needs of the working poor (e.g., Hammer, Kossek, Bodner & Zimmerman, In Press; Kossek & Hammer, 2008; Leana, Appelbaum & Shevchuk, 2009; Mittal, Rosen & Leana, 2009). Each project has addressed somewhat different research questions but all conclude that a multi-level approach is needed to better understand how the condition of poverty can affect career progression, job attachment, and in-role and extra-role performance at 1 Address correspondence to Carrie R. -
In Aid of the Working Poor: the Proper Treatment of Payroll Taxes in Calculating Benefits Under the Aid Ot Families with Dependent Children Program
Fordham Law Review Volume 52 Issue 6 Article 10 1984 In Aid of the Working Poor: The Proper Treatment of Payroll Taxes in Calculating Benefits Under the Aid ot Families with Dependent Children Program Caro Ann Siciliano Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Caro Ann Siciliano, In Aid of the Working Poor: The Proper Treatment of Payroll Taxes in Calculating Benefits Under the Aid ot Families with Dependent Children Program, 52 Fordham L. Rev. 1171 (1984). Available at: https://ir.lawnet.fordham.edu/flr/vol52/iss6/10 This Article is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. IN AID OF THE WORKING POOR: THE PROPER TREATMENT OF PAYROLL TAXES IN CALCULATING BENEFITS UNDER THE AID TO FAMILIES WITH DEPENDENT CHILDREN PROGRAM INTRODUCTION Aid to Families with Dependent Children (AFDC) was enacted by Congress in 1935' as an anti-poverty entitlement program2 designed to provide minimum subsistence3 to impoverished children4 and their adult caretakers. 5 For many years AFDC has also provided substantial 1. Social Security Act (Act), ch. 531, §§ 401-406, 49 Stat. 620, 627-29 (1935) (current version at 42 U.S.C.A. §§ 601-615 (West 1983)). The program was known originally as "Aid to Dependent Children." Id. § 401, 49 Stat. -
Orking Rough, Living Poor
Working Rough, Living Poor Employment and Income Insecurities faced by Racialized Groups and their Impacts on Health Published by Access Alliance Multicultural Health and Community Services, 2011 Study funded by: To be cited as: Wilson, R.M., P. Landolt, Y.B. Shakya, G. Galabuzi, Z. Zahoorunissa, D. Pham, F. Cabrera, S. Dahy, and M-P. Joly. (2011). Working Rough, Living Poor: Employment and Income Insecurities Faced by Racialized Groups in the Black Creek Area and their Impacts on Health. Toronto: Access Alliance Multicultural Health and Community Services. The content for this report was collaboratively analyzed and written by the core team of the Income Security, Race and Health research working group. The research was designed and implemented with valuable feedback from all our Advisory Committee members and other community partners (see list in Acknowledgement section) The views expressed in this report do not necessarily represent the views of The Wellesley Institute or the Metcalf Foundation. Requests for permission and copies of this report should be addressed to: Access Alliance Multicultural Health and Community Services 500-340 College Street Toronto, ON M5S 3G3 Telephone: (416) 324-8677 Fax: (416) 324-9074 www.accessalliance.ca © 2011 Access Alliance Multicultural Health and Community Services About the Income Security, Race and Health Research Working Group The Income Security, Race and Health (ISRH) Research Working Group is a interdisciplinary research group comprising of academics, service providers, and peer researchers interested in examining racialized economic and health inequalities. The group was established in Toronto in 2006 under the leadership of Access Alliance. The key goals of the ISRH team are to investigate the systemic causes of growing racialized inequalities in employment and income, and to document the health impacts of these inequalities. -
Discursos Frente a La Migración Y Teorías De
Horacio Aarón Saavedra Archundia Superando las Fronteras del Discurso Migratorio: los Conceptos de las Teorías de las Relaciones Internacionales en la Aceptación y el Rechazo de los Indocumentados Mexicanos a partir de la Era del NAFTA Jenseits des Migrationsdiskurses: Theoriekonzepte der Internationalen Beziehungen zur Aufnahme bzw. Ablehnung der so genannten ―illegalen mexikanischen Einwanderer― im Zeitalter der NAFTA Dissertation zur Erlangung des akademischen Grades Doktor der Sozialwissenschaften in der Fakultät für Sozial- und Verhaltenswissenscahften der Eberhard-Karls-Universität Tübingen 2008 Gedruckt mit Genehmigung der Fakultät für Sozial- und Verhaltenswissenschaften der Universität Tübingen Hauptberichterstatter: Prof. Dr. Andreas Boeckh Mitberichterstatter: Prof. Dr. Hans-Jürgen Burchardt Dekan: Prof. Dr. Ansgar Thiel Tag der mündlichen Prüfung: 30.09.2008 Universitätsbibliothek Tübingen 1 Indice General Introducción ............................................................................................................. 4 1. Revisión histórica: antecedentes de la concepción del migrante en Estados Unidos ................................................................................................................. 19 2. Revisión teórica: paradigmas internacionales, ................................................ 46 3. Los agentes políticos de EU en la primera década de vigencia del TLCAN: las éticas del guerrero, tendero y profeta ............................................................... 78 4. Caso de estudio -
Due April 15
UCLA UCLA Electronic Theses and Dissertations Title The Representation of Poverty in the Roman Empire Permalink https://escholarship.org/uc/item/3sp0w5c4 Author Larsen, Mik Robert Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles The Representation of Poverty in the Roman Empire A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Mik R Larsen 2015 © Copyright by Mik R Larsen 2015 ABSTRACT OF THE DISSERTATION The Representation of Poverty in the Roman Empire by Mik R Larsen Doctor of Philosophy in History University of California, Los Angeles, 2015 Professor Ronald J. Mellor, Chair This dissertation investigates the cultural imagination of Roman elites regarding poverty in their society – how it was defined, how traditional and accepted images of poverty were deployed for rhetorical effect, and in what way elite attitudes toward poverty evolved over the course of the first century and a half under the Empire. It contends that the Roman conception of poverty was as a disordered discourse involving multiple competing definitions which frequently overlapped in practice. It argues that the inherent contradictions in Roman thought about poverty were rarely addressed or acknowledged by authors during this period. The Introduction summarizes scholarly approaches toward Roman perceptions of poverty and offers a set of definitions which describe the variant images of poverty in elite texts. The first chapter addresses poverty’s role in the histories of Livy, and the ways in which his presentation of poverty diverge from his assertion that the loss of paupertas was key to the decline of the Roman state. -
Building Career Ladders for the Working Poor Through Literacy Training
Building Career Ladders for the Working Poor Through Literacy Training Introduction Authors Lee Bruno Using U.S. Census Bureau data, the U.S. Bureau of Labor Statistics (BLS) determined that 7.1 million workers were living at or below the official poverty level in 2007, which Ying Jin Dwayne Norris represented 5.1 percent of the total workforce (U.S. Department of Labor [DOL], 2009). The Working Poor Families Project, funded by the Annie E. Casey, Ford, and Joyce and American Institutes for Research Mott foundations, claims that 25 percent of working families can be considered low income; and, an income level of twice the poverty income was the criterion for working July 2010 poor (Waldron, Roberts, & Reamer, 2004). Although the operational definitions of “poor” and “working” vary, both the Census Bureau and the Working Poor Families Project Contents document that a willingness to work hard does not equate to a living wage. Beyond the Introduction.......................... 1 implications this situation has for the welfare of the working poor and their families, having such a significant share of the Nation’s workforce permanently attached to a Working Poor Compared With Other Workers............ 2 minimally valued job poses a threat to the Nation’s ability to provide a workforce for 21st Demographic and century high-growth industries. The working poor make up a pool of invisible talent that Socioeconomic Comparisons.. 2 could be the basis for a revitalized workforce that fills high-demand jobs in energy, health, Prose and Quantitative technology, and science sectors of the economy. Literacy Levels ........................ 3 Literacy and Occupations ..... -
BETWEEN HOPE and HOPELESSNESS. CITIZENSHIP EDUCATION and STUDENT MOBILIZATION in a CHILEAN PUBLIC HIGH SCHOOL Luis Rodrigo Mayor
BETWEEN HOPE AND HOPELESSNESS. CITIZENSHIP EDUCATION AND STUDENT MOBILIZATION IN A CHILEAN PUBLIC HIGH SCHOOL Luis Rodrigo Mayorga Camus Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2020 © 2020 Luis Rodrigo Mayorga Camus All Rights Reserved Abstract Between hope and hopelessness. Citizenship education and student mobilization in a Chilean public high school. Luis Rodrigo Mayorga Camus During the last decade, Chilean high school students have exploded into the international spotlight for social organizing. They also have managed to achieve significant changes in some of the major educational policies governing their schools. In this work I examine how student political mobilization affects the ways in which these young people learn to be citizens inside and outside of public high schools. I also explore the implications of these processes for democratic citizenship education. Drawing on a year of ethnographic fieldwork in a public high school located in Chile’s capital city of Santiago, I analyze the main citizenship education practices in which these high school students engaged. I examine these practices as they occur within schools – namely, those related with the national curriculum for citizenship education and the varied ways in which it is implemented, appropriated and resisted – as well as in the streets – specifically, practices in which these young people engage in the course of their participation in student movements. I also focus on the different ways in which Chilean students make use of history in order to learn new ways of enacting their citizenship, exploring how these high schoolers’ relationships with the past and the future are significant for educational and political processes. -
LABOUR PARTY RULE BOOK 2020 Chapter 7 Rules for Clps 38 CONTENTS Clause I
LABOUR PARTY RULE BOOK 2020 Chapter 7 Rules for CLPs 38 CONTENTS Clause I. Name 38 Chapter 1 Constitutional rules 1 Clause II. Aims and values 38 Clause I. Name and objects 1 Clause III. Affiliated organisations 38 Clause II. Party structure and affiliated Clause IV. Affiliation fees 38 organisations 1 Clause V. Individual membership 39 Clause III. The Party’s financial scheme 2 Clause VI. Method of organisation 39 Clause IV. Aims and values 3 Clause VII. Management 41 Clause V. Party programme 3 Clause VIII. Officers 41 Clause VI. Labour Party Conference 4 Clause IX. The General Meeting 42 Clause VII. Party officers and statutory officers 4 Clause X. The Party Conference 43 Clause VIII. The National Executive Committee 5 Clause XI. Duties of the General Meeting 43 Clause IX. The National Constitutional Clause XII. Disciplinary 44 Committee 9 Clause XIII. Parliamentary candidates 44 Clause X. Scope of rules 10 Clause XIV. Local government candidates 44 Chapter 2 Membership rules 12 Clause XV. Amendment to rules 44 Clause I. Conditions of membership 12 Chapter 8 Rules for Branches 45 Clause II. Charter of Members Rights 14 Clause I. Name 45 Clause III. Membership procedures 14 Clause II. Objects 45 Clause IV. Membership subscriptions 15 Clause III. Membership 45 Chapter 3 Party Conference 17 Clause IV. Officers and Executive Committee 45 Clause I. Delegations 17 Clause V. Meetings 45 Clause II. Conference Arrangements Clause VI. Local government candidates 46 Committee 18 Clause VII. Miscellaneous 46 Clause III. Procedural rules for Party Chapter 9 (A) General Rules for Regional Conference 18 Structures 47 Clause IV. -
Cultivating Hope, Weaving Peace: Colombian Educators Building Pathways to Teach About the Armed Conflict
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Theses Theses, Dissertations, Capstones and Projects Winter 12-13-2019 Cultivating hope, weaving peace: Colombian educators building pathways to teach about the armed conflict Laura Vesga Villalba [email protected] Follow this and additional works at: https://repository.usfca.edu/thes Part of the Curriculum and Social Inquiry Commons, and the Educational Methods Commons Recommended Citation Vesga Villalba, Laura, "Cultivating hope, weaving peace: Colombian educators building pathways to teach about the armed conflict" (2019). Master's Theses. 1265. https://repository.usfca.edu/thes/1265 This Thesis is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Theses by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. University of San Francisco Cultivating hope, weaving peace: Colombian educators building pathways to teach about the armed conflict A Thesis Proposal Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment Of the Requirements for the Degree Master of Arts in Human Rights Education By Laura Rocío Vesga Villalba December 2019 Cultivating hope, weaving peace: Colombian educators building pathways to teach about the armed conflict In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS in HUMAN RIGHTS EDUCATION by Laura Rocío Vesga Villalba December 2019 UNIVERSITY OF SAN FRANCISCO Under the guidance and approval of the committee, and approval by all the members, this field project (or thesis) has been accepted in partial fulfillment of the requirements for the degree. -
Constructing Indigenous Citizenship: Identity, Authority, and Rights In
Constructing Indigenous Citizenship: Identity, Authority, and Rights in Decentralized Guatemala By Jennifer Noel Costanza B.A., University of Rhode Island, 2001 M.A., York University, 2004 M.A., Brown University, 2007 Dissertation Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Sociology at Brown University PROVIDENCE, RHODE ISLAND MAY 2013 © Copyright 2013 by Jennifer Noel Costanza This dissertation by Jennifer Noel Costanza is accepted in its present form by the Department of Sociology as satisfying the dissertation requirement for the degree of Doctor of Philosophy Date_______________ ____________________________________ Patrick G. Heller, Advisor Recommended to the Graduate Council Date_______________ ____________________________________ Gianpaolo Baiocchi, Reader Date_______________ ____________________________________ José Itzigsohn, Reader Date_______________ ____________________________________ Margot Jackson, Reader Date_______________ ____________________________________ Michael Kennedy, Reader Approved by the Graduate Council Date_______________ ____________________________________ Peter Weber, Dean of the Graduate School iii CURRICULUM VITAE JENNIFER NOEL COSTANZA Department of Sociology Brown University Box 1916 Providence RI, 02912, USA Date of Birth: November 29, 2012, Place of Birth: Wakefield, Rhode Island, USA EDUCATION Ph.D. Brown University, Providence, Rhode Island Sociology M.A. 2007 Brown University, Providence, Rhode Island Sociology M.A. 2004 York