| 1 |
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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| 2 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 3 |
Perceptions and determinants of partnership trust in the context of Community-Based Participatory Research
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In: Journal of Health Disparities Research and Practice (2020)
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| 4 |
THE PEOPLE WHO “BURN”: “COMMUNICATION,” UNITY, AND CHANGE IN BELARUSIAN DISCOURSE ON PUBLIC CREATIVITY
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In: Doctoral Dissertations (2020)
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| 5 |
Oral History Interview with Nafeesa Mahdi on July 16, 2020
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In: Dream Storytelling Interviews (2020)
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| 6 |
When Personal Raises Political: Experience of Racial Discrimination and Distrust of Authorities Among Children of Immigrants
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In: The Journal of Sociology & Social Welfare (2020)
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| 7 |
Oral History Interview with Nabintou Doumbia on December 20, 2020
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In: Dream Storytelling Interviews (2020)
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| 8 |
Oral History Interview with Shaykh Momodou Ceesay on October 24, 2020
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In: Dream Storytelling Interviews (2020)
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| 9 |
Partnership of NH-ME LEND and New Mainers Public Health Initiative to Offer Training Experiences With Culturally and Linguistically Diverse Populations
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In: Poster Presentations (2019)
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| 10 |
Roads to Resettlement: A Global Analysis of Refugee and Migrant Integration Policies Through Education-based Non-Profits
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In: Syracuse University Honors Program Capstone Projects (2019)
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| 11 |
Numeracy and Social Justice: A Wide, Deep, and Longstanding Intersection
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In: Numeracy (2019)
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| 12 |
Differential Responses to Constraints on Naming Agency among Indigenous Peoples and Immigrants in Canada
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In: Anthropology Publications (2019)
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| 13 |
Voices from Minority-majority Communities in Southwest Kansas
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In: Center for Engagement and Community Development (2018)
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| 14 |
IT TAKES A VILLAGE-SCHOOLING OUT OF PLACE: SCHOOL EXPERIENCES OF BLACK AFRICAN YOUTH IN WATERLOO REGION
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In: Theses and Dissertations (Comprehensive) (2018)
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Abstract:
This dissertation examined experiences of alienation among Black African youth in Waterloo region schools. This study is timely and relevant considering the rapid influx of Black Africans into the region in response to government initiatives to redirect immigrants to smaller communities. The research addressed the dearth of scholarship on experiences of Black Africans outside the major metropolitan areas by employing Afrocentric and critical race theories to explore relationships between race and youth experiences of alienation. The dissertation study utilized elder facilitated youth dialogue forum (adaptation of focus group) and in-depth storytelling (which honours African orality) to access the meanings seventeen youth ascribe to their school experiences. The efficacy of dialogic methods to facilitate deep structural analysis of Black youth’s complex ontological realities is a significant methodological contribution of the research. The study’s finding that Black youth make conscious decisions to exit the school system in the interest of their safety, health, and sanity aided the development of the concept of “sanity break” which is a major contribution to the literature. The sanity break concept builds on dropout and pushout notions by illuminating the self-determination in youths’ decision to leave school. The concept attempts to re-right hegemonic “writing” of Black African youth which obfuscates the dynamics of their meaning-making, resistance and agency illustrated by taking “sanity breaks” to avoid trauma for their Black bodies, shame to their families or undesirable life outcomes. The imperative of policy and practice reforms such as hiring Black teachers and integrating African epistemology into the curriculum to keep pace with demographic shifts in the region are highlighted. The dissertation concludes with recommendations to facilitate contextualized responses to the United Nations declaration of the years, 2015 - 2024 as the decade for people of African origin.
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Keyword:
Afrocentric; and Multicultural Education; Bilingual; Black studies; Black youth; Civic and Community Engagement; disalogue method; Education; elders; Inequality and Stratification; Migration Studies; Multilingual; Race and Ethnicity; schooling experiences; Social Work
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URL: https://scholars.wlu.ca/etd/2015
https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3130&context=etd
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| 15 |
Bells for Books Community Service
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In: International Journal of Undergraduate Community Engagement (2017)
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| 16 |
Developing and Implementing Civic Engagement Programmes in Dublin 15
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In: The ITB Journal (2017)
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| 17 |
Grassroots Diplomacy and Vernacular Law: The Discourse of Food Sovereignty in Maine
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In: Electronic Theses and Dissertations (2017)
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| 18 |
Cultivating Leaders of Indiana: Global Collaborations and Local Impacts
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In: Purdue Journal of Service-Learning and International Engagement (2017)
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| 19 |
The ANALA Collaborative: UMass Boston’s Asian American, Native American, Latin@ and African Diaspora Institutes
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In: Barbara Lewis (2017)
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| 20 |
Uncovering the processes and consequences of Egyptian immigrant parental involvement in their children’s education: Bridging cultural differences
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In: Theses and Dissertations (Comprehensive) (2017)
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