2022 Mlk Keynote Address: Eddie Glaude Jr. Presentation, Center For Social Equity & Inclusion, Eddie Glaude Jr.

Martin Luther King, Jr. Series

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One of the nation’s most prominent scholars, Eddie Glaude, Jr. is an author, political commentator, public intellectual and passionate educator who examines the complex dynamics of the American experience. His writings, including his most recent—the New York Times bestseller Begin Again: James Baldwin’s America and Its Urgent Lessons for our Own—take a wide look at Black communities, the difficulties of race in the United States and the challenges we face as a democracy.

In his writing and speaking, Glaude is an American critic in the tradition of James Baldwin and Ralph Waldo Emerson, confronting history and bringing our nation’s …

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2022 Mlk Keynote Address: Eddie Glaude Jr. Pre-Event Presentation, Center For Social Equity & Inclusion, Eddie Glaude Jr.

Martin Luther King, Jr. Series

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One of the nation’s most prominent scholars, Eddie Glaude, Jr. is an author, political commentator, public intellectual and passionate educator who examines the complex dynamics of the American experience. His writings, including his most recent—the New York Times bestseller Begin Again: James Baldwin’s America and Its Urgent Lessons for our Own—take a wide look at Black communities, the difficulties of race in the United States and the challenges we face as a democracy.

In his writing and speaking, Glaude is an American critic in the tradition of James Baldwin and Ralph Waldo Emerson, confronting history and bringing our nation’s …

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Applying Stakeholder Analysis To Lay The Groundwork For Conflict-Sensitive Education In The Somali Education Sector, Nina Aristea Papadopoulos

Doctoral Dissertations

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ABSTRACT

APPLYING STAKEHOLDER ANALYSIS TO LAY THE GROUNDWORK FOR CONFLICT-SENSITIVE EDUCATION IN THE SOMALI EDUCATION SECTOR SEPTEMBER 2018 NINA ARISTEA PAPADOPOULOS B.A., University of South Carolina, Columbia M.A., American University, Washington, D.C. Ph.D., UNIVERSITY OF MASSACHUSETTS, AMHERST Directed by Ash Hartwell, College of Education This research represents the growing convergence of two previously discrete fields: education in conflict and crisis, and stakeholder analysis. Momentum for an improved and more sophisticated approach to education in conflict and crisis is gaining speed. We are now engaged in a crucial analysis of the interaction between the conflict or crisis and the education system, …

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Challenges To Democratic Inclusion And Contestation Of Space: Contemporary Student Activists In Transforming South Africa, Momo Wilms-Crowe

Independent Study Project (ISP) Collection

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Twenty-four years into democracy, in a time marked by stark inequality and rising levels of political disillusionment, student activists are key players in the pursuit of a more just, more equitable, and more democratic South Africa. Using universities as spaces to contest, disrupt, and challenge the status quo, student activists challenge narratives of youth political apathy and act as agents of change, encouraging society to meet the goals established in the 1996 Constitution, the document enshrining the very promises they were born into believing would be their reality. Through mobilization and organizing, student actors boldly engage in questions of substantive …

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Looking Beyond Primary: A Study Of Barriers To Secondary Education In Kiryandongo Refugee Settlement, Uganda, Chloe Schalit

Independent Study Project (ISP) Collection

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The increase in protracted refugee situations around the world complicates the provision of public services such as education. Accessing secondary school is key to individual and community empowerment for vulnerable refugees through providing higher education and employment opportunities. However, secondary school attainment is often severely lacking in refugee settlements. In Uganda, 58.2% of refugees are enrolled in primary school, while only 11.3% attend secondary school. This study sought to understand the experiences of Ugandan refugees related to barriers to secondary education and its relation to social and economic empowerment, as well as solutions that refugee communities, Implementing Partners (IPs), and …

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Should Children Work? Dilemmas Of Children’S Educational Rights In The Global South, Conrad John Masabo

Southern African Journal of Policy and Development

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The realisation of Children’s Rights and the right to education, in particular, have for quite long left the children of the Global South at a crossroads. The ideal of a childhood free from work has in itself become a barrier to access this social good. As such, due to their country’s minimal or non-existent educational funding and family abject poverty, some children in the Global South have realised that adopting a pragmatic strategy of combining school and work is the only feasible solution. This study, therefore, examines the interface between children’s work and schooling in the Global South.

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Transmettre Et Instituer Contre Vents Et Marées : Ambroise Kom, L’Universitaire Des Populations Camerounaises, Amelle Cressent

Présence Francophone: Revue internationale de langue et de littérature

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This text touches on various aspects of Ambroise Kom’s social engagement. It explores some pathways taken by Kom outside Literature, his core academic field, insisting on the most prominent threads in his career: Knowledge transmission and institutionalization in Cameroon while prioritising collective over individual action. It also highlights Kom’s interaction with a challenging political and cultural environment, the social praxis resulting from it and his writings on what should be the contribution of Education, especially, higher Education, to contribute to nation building in Cameroon.

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Young, Urban, Professional, And Kenyan?: Conversations Surrounding Tribal Identity And Nationhood, Charlotte Achieng-Evensen

Educational Studies Dissertations

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By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and …

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Hoping For Help: The Organizational Response To Street Children In Tangier, Stefanie Cruz

Independent Study Project (ISP) Collection

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Although the exact number is impossible to obtain, there are an estimated 30,000 street children living in Morocco. There are many different profiles of street children, but they are categorized mainly as children in the street and children of the street. Children in the street leave home due to poverty and precarious family situations but still return home from time to time if not every night. Children of the street have no homes to go to; they live, sleep and struggle to survive on the streets. In the city of Tangier where this study takes place, most of the children …

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Changing The World With One Cell: The Story Of Hela, Allison Roberts

Allison Roberts

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Poster Created for the Diversity Committee Fall 2011 Culture Corner featuring The Immortal Life of Henrietta Lacks. Henrietta Lacks’ cell culture spawned changes in medicine, science, ethics, society and the world. This Semester’s Culture Corner features selections from UT Libraries collection that highlight the areas effected by this one human and her immortal cell.

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Time To Make History, Time To Educate Women: A Narrative Of The Life And Work Of Christiana Thorpe Of Sierra Leone, Whitney Mcintyre Miller

Education Faculty Articles and Research

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An examination of the life of Christiana Thorpe, a former nun from Sierra Leone who worked to improve education for girls and served as the only woman in a cabinet of nineteen members (as Minister of Education), then worked with the United Nations Development Programme and UNESCO amidst war and rebellion in her country.

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