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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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| 2 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 3 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 4 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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| 5 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 6 |
Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 7 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 8 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 9 |
Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
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In: World Languages and Literatures Faculty Publications and Presentations (2021)
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| 10 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 11 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 12 |
A Call for Liberty and Justice for All: Unraveling the Complexities in 2021
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In: Journal of Health Ethics (2021)
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| 13 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 14 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 15 |
Examining Ideologies of Homogeneity and Pluralism in the United States.
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In: Student Research and Creative Activity Fair (2021)
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| 16 |
Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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| 17 |
Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL
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In: The Nebraska Educator: A Student-Led Journal (2021)
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| 18 |
Youth, Sports, and Social (In)Justice in the Inner City of Boston: An Exploration through a Human Rights Lens
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In: Graduate Doctoral Dissertations (2021)
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Abstract:
This dissertation uses a human rights lens to examine the lived experiences of youth through their athletic participation in Boston’s inner city. Previous studies have focused on youth participation in sports in low-income settings and on the human rights impact of global level competitions, like the Olympics. To date, however, no studies have examined the material conditions of youth sport participation in urban settings through a human rights lens. To address this gap, I conducted a multi-sited ethnographic study, combining interviews, field site and participant observation, community mapping, and document review to examine the link between youth’s lived experiences and human rights. In what ways does their athletic participation realize or neglect their human rights, specifically the human rights to sports, freedom from violence, and health? Grounded in the transdisciplinary research process, I explore this overarching question by drawing from the fields of human rights, international law, sport sociology, philosophy, psychology and education. First, the findings show how a competitive and exclusive culture rooted in the institution of sports, existing alongside the inequitable distribution of athletic resources, often affected the material and normative conditions of everyday athletic practices. Over time, these “institutional pathologies of athletic competition” formed an ingrained structure of exclusion and inequity that did not aim to fulfill sports as a human right for all. Despite these institutional forces imposed on young people’s lives, they and their communities have created conditions to “exercise” their right to freedom from various forms of violence that are often structural and state sanctioned. I learned that athletic performances of youth are characterized by a collective commitment of adults to care and act with due diligence, both in and outside the athletic courts, allowing the youth to be fully present in the athletic activity in itself, to feel freedom from within. I also learned that inner-city youth in Boston go onto the mats and courts, not just to simply play, but to affirm and reclaim their authentic selves in the present moment in which the voiceless but “ascetic” affirmation of their existence turns into embodied healing and self-determination.
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Keyword:
and Multicultural Education; Bilingual; Community Studies; Human Rights Practice; Multilingual; Social Justice; Sociology; Sports; Youth
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URL: https://scholarworks.umb.edu/doctoral_dissertations/649
https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1648&context=doctoral_dissertations
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| 19 |
Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 20 |
Navigating the Silences: Social Worker Discourses Around Race
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In: All Antioch University Dissertations & Theses (2020)
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