Browsing by Subject "social justice"
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Item The Black Lives Matter Video Project: Building a Digital Collection for the Preservation of Social Justice Materials(Texas Digital Library, 2021-05-24) Cress, Laurier; Bokencamp, Katie; Cherry, CarrieItem Case Study: Youth Perceptions of Citizenship(2012-10-19) Bryant, Marie JolliffThis study examines the perceptions of citizenship of youth involved in a community civic engagement program. The UP-BEAT Youth Health Leadership program trained youth participants in public speaking, technology, youth mapping, leadership and government. The study gathered qualitative and quantitative information from the 18 youth participants. Data gathered examined youth perceptions of the characteristics of good citizens as well as how the program influenced youth understandings of justice. Overall, youth in the program demonstrated a desire to facilitate community change through action, expressing ideas and engaging others. Minority participants demonstrated huge commitment to the program, engagement and social capital within their communities and a desire to participate in civic activities. Youth perceptions of the roles and responsibilities of citizenship were not highly influenced by justice. However, youth were able to recognize issues of injustice based on the new environments and new experiences they were exposed to during the program. Youth also found adultism which existed within the program and the environments youth interacted with a deterrent for civic participation.Item "It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School(2012-02-14) Locke, Leslie AnnThis dissertation presents the results from an empirical study of the perspectives of Latina students who were underperforming in an early college high school (ECHS), regarding their academic performance and school experiences. These students' perceptions were used to assess the viability of the ECHS as a policy intervention to prepare first generation and students of color for college. Qualitative methods were employed specifically interviews, prolonged engagement, document analysis, observations and student journals. Freedoms to achieve, unfreedoms, and deformed choices were used as the conceptual frameworks guiding the analyses of the study. Analyses revealed a school which promoted meritocratic notions of achievement, despite social justice foundations. These meritocratic ideals suggest that students are largely responsible for their academic performance and achievement. That is, the school discourse promotes a stance of a level playing field-such that opportunity to achieve is available and all students should be free and able to take advantage of these opportunities. However, interviews with the students and prolonged engagement in the setting revealed elements of the students' lives (such as outside employment and/or responsibilities) which work to derail student performance, despite individual effort. These unfreedoms often disallow students from taking advantage of freedoms, or opportunities to achieve, that the school provides. Unfreedoms may force students to make deformed choices-that is, choices they would not make if unfreedoms did not exists. Results suggest without consideration of the real lives of students and families, and without consideration of how students perceive their performance and school experiences, schools can expect little change in student outcomes. Moreover, as a social justice policy intervention, early college high schools have a greater obligation to consider students' authentic lived experience. My findings suggest the early college program was designed with good intentions, however, as a policy intervention it is not as effective as it could be. The program comes from the perspective that opportunities (or freedoms) to achieve-which the school provides-are accessible to all students. Unfortunately, this limited perspective naively ignores the constraints (or unfreedoms) students face in their lives. Unfreedoms are often unavoidable, and tend to undermine students' progress toward high academic performance. Recommendations include suggestions to increase students' authentic freedoms to achieve through policy, practice and research.Item ?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa(2014-06-24) Zarestky, JillThis study investigated the educational programs of an international nongovernmental organization (NGO) operating in a developing region. The purpose of this study was to examine the exchange between an international NGO and the women entrepreneurs enrolled in that NGO?s educational programs. Specifically, I explored the ways the NGO and program participants influenced one another. The study?s conceptual framework drew from Vella?s principles of effective adult learning and global feminist theory. Using a qualitative case study approach, the single-case design focused on an international NGO operating in a West African country. In its tenth year of operations, this fair-trade organization provided training and educational programs for an extensive network of women entrepreneurs and facilitated the export of their products abroad. Data consisted of documents, observations, and interviews. Documents included extensive training and course materials, NGO publications and reports, and internal planning memos. Observational data were collected from training events, NGO staff and strategic meetings, and daily interactions with employees, volunteers, and the local women entrepreneurs. Fifteen women participated in this study, including two full-time permanent NGO employees, two short-term student volunteers, and 11 local entrepreneurs. All participants had engaged with the NGO?s educational programs in one of three possible roles: learner, instructor, or program manager. Findings were developed using a thematic analysis of the qualitative data set. Although the present case centers on an NGO that would generally be regarded as successful, findings indicated opportunities for increased efficacy and collaboration. Five major themes emerged from the analysis, including gendered work, ongoing cultural and communication barriers, a precarious balance between the goals of economic justice (e.g., living wages and reasonable work hours) and social justice (e.g., empowerment and education), limited educational program resources as a barrier to success, and pride. Findings from this study highlighted challenges and opportunities for NGOs working in developing regions. The ways in which this NGO?s educational programs addressed aspects of the UN?s MDGs and UNESCO?s agenda of international adult education have implications for both theory and practice. The present study can inform the educational agendas of others in similar circumstances or with similar social justice mandates.Item Session 2F | Building Competence, Building Trust: Creating Culturally Competent (Re) Description in UTSA Special Collections’ Digital Collections(Texas Digital Library, 2021-05-25) Barrera-Gomez, Julianna; Franklin, AlyssaThe concept of “culturally competent‚Äù description has been a very timely discussion point as GLAMs have been grappling with how to approach legacy descriptions that are often insensitive, offensive, or even blatantly racist or hurtful. In 2020, UTSA Special Collections staff dedicated time to exploring our legacy collections and critically evaluating the content and language we found. We will share how we collected knowledge on cultural competency and dismantling white supremacy from archival work, conducted a review of images and descriptions from a large legacy photograph collection, and created a path for reparative (re)descriptions that incorporate community feedback.Item Session 3B | #DLFteach Toolkit, Volume 2: Lesson Plans on Immersive Pedagogy(Texas Digital Library, 2021-05-26) Wermer-Colan, Alex; Winkler, Heidi; Gautherau, LorenaThe DLF Digital Library Pedagogy group (aka #DLFteach) is a grassroots community of practice within the Digital Library Federation that empowers digital library practitioners to see themselves as teachers and equip them to engage learners in how digital library technologies shape knowledge infrastructures. This presentation will introduce attendees to #DLFteach Toolkit, Volume 2: Lessons Plans on Immersive Pedagogy, which will focus on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. The toolkit is based on a decolonial, anti-ableist, and feminist pedagogical framework for collaboratively developing and curating humanities content for emerging 3D/VR/AR technologies.Item Session 3I | A Place for Discord: Pivoting live events to digital platforms in the age of COVID (and beyond?)(Texas Digital Library, 2021-05-26) Covington, Elle; Parker, Katy; Bastone, GinaThe COVID-induced scramble to pivot to virtual spaces has forced innovative and creative implementation of digital tools. The standard tools have left many in the library community Zoomed out, leading us to explore other avenues to fulfill the ongoing need for online-only library events. Out of a desire to continue annually held Wikipedia edit-a-thons in this new virtual domain, we decided to shift to Discord, an online collaborative chat platform originally created for gamers and popular with today’s students. On March 11, nearly a year after the shutdown, we combined two Wikipedia edit-a-thons into a same-day, two-channel, side-by-side virtual event.Item This Is America: Creating Anti-racist Metadata for Digital Collections(Texas Digital Library, 2021-05-24) Ramirez, Ada