Theory, Knowledge and Science Commons^™

Progress Narratives In Trans Internationalism: Surveying A Collected Archive Of The Global Trans Movement, 2008–2018, Flora P. Wolpert Checknoff

Dissertations, Theses, and Capstone Projects

Trans liberation as a global movement began to be documented in public reports in the mid-2000s. Gathered together from their first decade (2008-2018), publications produced by three trans INGOs—Transgender Europe (TGEU), the Asia Pacific Trans Network (APTN), and Global Action for Trans* Equality (GATE)—demonstrate the cultivation of a global trans imaginary and materialize records of a coalescing struggle. The publications depict tensions between an evolving global trans imaginary and the construction of a rights deserving trans population in the development sector. The seeking of international action and resources has compelled the unification of messaging through rhetoric and data aggregation across …

Bodies Of Knowledge: An Anatomy And Kinesiology Of The American Prison Nation, 'Human'-Making, And Twenty-First-Century Techno-Gods, Lyndsey Karr

Dissertations, Theses, and Capstone Projects

The social production of hegemonic knowledge has historically been legitimized in relation to the sanctioned status of the ‘Human’.[1] Beginning with the American Prison Industrial Complex and what sociologist Beth E. Richie conceptualizes as the “prison nation,” I will show the ‘human’ as a contingent and composite status appearing along a spectrum of Flesh, Body, and ‘Human’ (Flesh-Body-‘Human’) statuses and subjectivity.

Bringing this ‘Human’ continuum into conversation with twenty-first-century media, (micro)computational technologies, and contemporary knowledge and social economies, I expand the notion, reach, and scale of the American “prison nation.” Following Mark Hansen’s treatment of twenty-first-century digital media, I …

Walking As Ontological Shifter: Thoughts In The Key Of Life, Bibi (Silvina) Calderaro

Dissertations, Theses, and Capstone Projects

With walking as ontological shifter I pursue an alternative to the dominant modernist episteme that offers either/or onto-epistemologies of opposition and their reifying engagements. I propose this type of walking is an intentional turning towards a set of radical positions that, as integrative aesthetic and therapeutic practice, brings multiplicity and synchronicity to experience and being in an expanded sociality. This practice facilitates the conditions of possibility for recurring points of contact between the interiority perceived as ‘body’ and the exteriority perceived as ‘world.’ While making evident the self’s at once incoherence with it-self, it opens to a space beyond the …

Denial: A Sociological Theory, Christina Nadler

Dissertations, Theses, and Capstone Projects

This dissertation develops a theory of sociological denial through an investigation of contested social problems. I begin by reviewing the literature on denial, both sociological and psychological, in order to situate the project and exemplify the relevance and need for a sociological theory of denial. Then, through examining three scales of the social, I account for multiple layers of the social structure and denial’s place in each. These scales are the sites at which denial happens: geographic, cognitive, and unconscious. I explore five contested social problems through varied paradigms that allow me to analyze each scale of the structural. I …

The Value Of Value-Added: Science, Technology, And Policy In Educational Evaluation, Daniel Douglas

Dissertations, Theses, and Capstone Projects

In the first decade of the 21^st century, researchers and policymakers in K-12 education began to focus on evaluating teacher and school performance based on students’ standardized test scores. One evaluative technique, value-added assessment (VAA), has been given particular attention. This research presents a comprehensive study of the theoretical, technical, historical and political dimensions VAA. Theoretically, the assumptions that underlie value-added diverge significantly from the observed operations of the schools and classrooms these models are supposed to evaluate. Technically, even if the theoretical assumptions are accepted, teachers’ actual value-added rankings are shown to be unstable across time periods and …