(An) intersectional analysis of Afro-descendent and indigenous women’s experience of discrimination and violence and their activism in the South Caribbean Coast autonomous region of Nicaragua

Downs, Kenny Calmore Woods Graduate School of Government, Business, and Entre 2019 국내석사

An Intersectional Analysis of Afro-Descendent and Indigenous Women’s Experience of Discrimination and Violence and Their Activism in the South Caribbean Coast Autonomous Region of Nicaragua Kenny Woods Downs Master’s Degree Program on Community Development Leadership The Graduate School of Government, Business, and Entrepreneurship Yonsei University This master’s thesis investigated Afro-descendent and Indigenous women’s rights and activism in the Southern Caribbean Coast Autonomous Region (RACCS) of Nicaragua. It examined both women’s individual rights regarding political participation and a life free from violence, as well as collective rights to communal land using the lens of the intersection of gender and race. The struggle around community land rights analyzed forms of discrimination and violence against women, as well as activist strategies. The study examined how the racialization of space has been a prominent factor in the history of the RACCS. Although the region was granted autonomy from the Nicaraguan state in 1987, Coast peoples continue to struggle to assert their autonomy in the face of mestizo nationalism, which has many dynamics. For this reason, despite the formal rights granted in the constitution and national laws, the many levels of the state are not always effective guarantors of those rights. Furthermore, the autonomy regime pays little attention to upholding gender equality and women’s rights. The central argument to answer that question is comprised of three components. First, the problem identified is that a gender analysis alone, which is found in most of the literature on women and gender in Nicaragua, does not explain the full dimensions of discrimination and violence suffered by Indigenous and Afro-descendent women in the RACCS and Pearl Lagoon in particular as regards individual rights (political participation, violence against women and sexual health) and especially in terms of collective rights (communal lands). Second, it uncovers that the use of an intersectional analytical framework of gender, race and place reveals the full complexity of the violations of Afro-descendent and Indigenous women’s rights, where all women are assumed to be mestizas. Third, this intersectional approach provides the means to highlight the many specific ways that Afro-descendent and Indigenous women defend their individual and collective rights. These include promoting positive uses of culture; developing strategies that respect both individual women’s rights as well as collective rights; training in intersectional analysis and leadership support; and grassroots coordination with mixed civil society organizations and communal governments. The thesis contained a case study of women’s land rights and activism in the Pearl Lagoon Basin because it shows the specificity of Afro-descendent and Indigenous women’s relationship to the land and its fundamental importance to their identity and cultural survival, as well as their specific forms of activism to defend their communal lands against recent and growing threats. These threats include: gender discrimination; the advance of the agricultural frontier by mestizo peasants claiming communal lands and financial support for them; strategies to divide and conquer communities; and land appropriation by local, regional, national and international actors for large-scale capital investments. This study updates existing research that identified that individual women and women’s organizations have developed a variety of strategies. These include documenting cultural practices and using quantitative and qualitative research regarding all three topics studied in the thesis to not only makes visible the current rights situation, but are also used for advocacy purposes. Women have also made strategic use of their traditional forms of informal leadership in order to more effectively defend community rights, as well as struggle against gender discrimination by local and other actors. Indeed, women’s formal and informal organizing around these topics has led to support for their struggles on the part of Coast men and mixed-gender organizations. This thesis sought to contribute to the small but growing literature that documents and makes visible Afro-descendent and Indigenous women’s struggles on the Caribbean Coast. One recommendation was that this evidence-based research be used to develop policy to improve women’s structural intersectionality. Another recommendation was that grassroots organizations continue to build networks and coalitions that contribute to political intersectionality. These would be based on women’s formal and informal leadership and bring together community organizations and community governments that support their demands. By evidencing women’s leadership, as well as their connections to the land, the author intended that the findings and conclusions could have practical applications by encouraging more women to get involved in defending their rights, as well as strengthening support for their activism among civil society organizations and state actors with political will. 니카라과 남부 카리브해 연안 자치지역의 아프리카계 후손과 원주민 여성의 차별과 폭력성에 대한 경험과 그들의 활동성에 관한 교차 분석 연세대학교 정경∙창업대학원 지역공동체개발 지도자양성 석사학위과정 Kenny Woods Downs 본 석사 논문은 니카라과 남부 카리브해 연안 자치구(RACCS)에서 아프리카계 후손과 원주민 여성의 권리와 활동을 조사했다. 정치적 참여와 폭력이 없는 삶에 관한 여성의 개인의 권리와 성별과 인종의 교차점을 이용하여 공동 땅에 대한 집단적 권리를 검토했다. 지역 토지 권리를 둘러싼 투쟁은 여성에 대한 차별과 폭력, 그리고 행동주의 전략을 분석했다. 본 연구는 공간의 인종화가 어떻게 RACCS 자치구의 역사상 중요한 요인이 되었는지를 알아보았다. 첫째는 니카라과의 여성과 성별에 대한 대부분의 문헌에서 발견되는 분석으로는 RACCS 자치구와 진주 라군에서 특히 개인의 권리와 관련하여 토착 및 아프리카계 여성이 겪는 차별과 폭력의 모두를 설명할 수는 없다. 둘째로는 성별, 인종, 장소의 교차 분석틀을 사용하는 것은 모든 여성이 메스티조라고 가정되는 아프리카계 원주민 여성의 권리를 침해하는 것이다는 것을 증명한다. 마지막으로, 이 교차적 접근법은 아프리카와 원주민 여성들이 그들의 개인과 집단적 권리를 옹호하는 많은 특정한 방법을 강조할 수 있는 수단을 제공한다. 이것은 문화의 긍정적인 사용을 촉진하는 것, 개별 여성의 권리와 집단적 권리를 존중하는 전략개발, 교차 분석과 지도력 지원 훈련, 그리고 혼합된 시민 사회 단체와 공동 정부와의 풀뿌리 협조를 포함한다. 본 논문은 진주 라군 분지에서 여성의 토지 권리와 활동에 대한 사례 연구를 포함하고 있는데, 그 이유는 아프리카와 원주민 여성의 육지 관계의 특이성과 그들의 정체성 및 문화적 생존에 대한 근본적인 중요성, 그리고 그들의 공동 영토를 지키기 위한 그들의 특정 형태의 행동주의를 보여주고 있기 때문이다. 또한, 본 연구에서는 개별 여성과 여성단체가 다양한 전략을 개발했음을 확인한 기존 연구를 뒷받침하고 있다. 문화 관행 문서화 및 논문 주제에 대한 양적, 질적 연구를 통해 현재의 권리 상황을 알 수 있을 뿐만 아니라, 옹호적 목적으로도 사용된다. 여성들은 또한 지역 및 다른 행위자들에 의한 성차별에 대항하기 위해 더 효과적으로 지역 사회의 권리를 보호하기 위해 그들의 전통적인 형태의 비공식적 지도력을 전략적으로 이용하였다. 실제로 이러한 주제를 둘러싼 여성의 공식적이고 비공식적인 조직으로 인해 해안 남성들과 혼혈 여성 단체들이 그들의 투쟁을 지지하게 되었다. 본 연구를 바탕으로 증거 기반 연구를 여성의 구조적 교차성을 개선하기 위한 정책을 개발하는데 이용하는 것을 제안한다. 또한 풀뿌리 단체들이 정치적 교차성에 기여하는 네트워크와 연합을 지속적으로 구축해야 한다. 이는 여성의 공식적 또는 비공식적인 리더십에 기초하고 있으며 그들의 요구를 지지하는 지역사회 단체와 지역사회 정부를 한데 모은 것이다. 본 저자는 여성의 리더십과 육지와의 연관성을 입증함으로써 여성의 권리 방어에 더 많은 여성이 참여하도록 유도하고, 시민사회단체와 국가관계자 사이의 활동성에 대한 지지를 강화함으로써 그 결과나 결론이 실질적인 응용이 될 수 있다.

Dangerous accumulations: Representing black rage in the protest era of 1936--1946

Woods, Brandon Teray University of Pennsylvania 2011 해외박사(DDOD)

That, throughout their history in the "New World," blacks have felt rage in response to systematic racial oppression should be taken as a given. That black writers have always found ways to represent that rage is also a given. What is more contentious is both the nature of that rage and the ways that it has entered the cultural imaginary. The question that those invested in analyzing black rage raise is whether it can be harnessed into a legitimate form of political protest, or if it is merely a visceral reaction or violent lashing out against racial oppression? Dangerous Accumulations looks at a particular historical moment to understand how certain writers during a specific historical period answered these questions. By performing close readings on Arna Bontemps's, Chester Himes's, Richard Wright's and Ann Petry's short fiction, poetry, and journalistic writing in conjunction with their better-known novels, I demonstrate their insistence that literary productions had to give voice to social inequality. During this protest era, 1936--1946, these writers challenged the racism, classism, and sexism that limited the life chances of black people by dramatizing the dire effects of the dangerous accumulations of black rage. The Jim Crow laws that held social and legal sway in the South alongside the unofficial Jim Crow of the North and West gave coherence to this literary undertaking. In order to most effectively dramatize blacks' emotional responses to sexism and racism, these authors employed literary naturalism. The works of these authors belied the telos of progress. They showed that despite seeming advances in race relation brought about by Franklin D. Roosevelt's New Deal initiatives and Great Migrations, that racism still dominated black people's lives. The persistence of racism gave lie to the mantra of racial progress that has been used to cloak the ways in which the racial hierarchy has remained the status quo throughout the nation's history.

The development of translation equivalents in bilingual preschool children

Woods, Elizabeth A University of Houston 2013 해외박사(DDOD)

The current study addressed a long-standing question regarding how bilinguals learn and represent two languages. Well-established measures including the MacArthur-Bates Communicative Development Inventory (MCDI), The Attention Network Test (ANT), and The Dimensional Change Card Sort task (DCCS) were utilized in combination with Individual Growth Curve (IGC) analyses for novel investigations into the development of bilinguals' early productive vocabulary, especially translation equivalents (TEs) -- two labels for the same concept in different languages -- and their relation to cognitive control. These questions were addressed via two complementary studies. Study 1 examined longitudinal productive vocabulary data as collected by the MCDI from 98 preschool children -- 38 bilingual (17 Spanish-English, 21 Vietnamese-English), and 60 monolingual (20 English, 20 Spanish, 20 Vietnamese) -- with follow-up assessments every six months from ages 3 to 4 years, for a total of three time points per child. This investigation yielded a detailed description of early vocabulary development in monolingual and bilingual preschool children, and allowed for the examination of the development of TEs in bilinguals. In addition, Study 1 investigated the development of TEs in various linguistic contexts -- across lexical category (e.g., nouns, verbs, and adjectives) and across specific bilingual language groups (e.g., Spanish-English and Vietnamese-English). Study 2 investigated the development of cognitive control -- as measured by the ANT and DCCS -- across language groups, and explored the potential relevance of cognitive control for the learning of TEs. Results from IGC analyses revealed that preschool children's English vocabulary, non-English vocabulary, and conceptual vocabulary increased across development, but that monolinguals and bilinguals had different growth parameters for English and Vietnamese vocabulary. TEs were also found to increase across development, but growth rates differed in Spanish-English and Vietnamese-English bilinguals. A bilingual advantage was found for cognitive control, and cognitive control was found to be a significant predictor of number of TEs. Results are discussed in relation to the language and cognitive development literature in general, as well as the field of bilingualism in particular.

Secondary Generation of Mountain Waves in the Stratosphere

Woods, Bryan K Yale University 2010 해외박사(DDOD)

Secondary generation of mountain waves was documented using in situ aircraft data from the Terrain-Induced Rotor Experiment (T-REX). Mountain waves propagating from the Sierra Nevada generated secondary waves due to stratospheric wave breaking. The seminal Eliassen and Palm (1961) relation of mountain wave energy and momentum fluxes is observationally verified for the first time. One case of reversed wave fluxes in the stratosphere is shown to be the result of multiscale secondary waves propagating down from the stratosphere. The Tropopause Inversion Layer (TIL) is shown to be capable of serving as a wave duct trapping such secondary waves. Simple idealized 2D simulations are shown to reproduce secondary wave patterns that bare striking resemblance to those observed in T-REX. However, 3D simulations are shown to fail to reproduce realistic secondary waves.

Ecodyssey: Avant-Gardes, Environmental Urbanism, and the Foundation of Cities

Woods, Max ProQuest Dissertations & Theses The University of 2018 해외박사(DDOD)

My dissertation, Ecodyssey: Avant-Gardes, Environmental Urbanism, and the Foundation of Cities, explores the relationship between literature and urban design by examining the role of myth in literary representations of cities and in urban planning documents. More specifically, I argue that current proposals to re-design urban spaces in order to adapt to and mitigate human-induced transformations of global earth systems act as contemporary foundational myths and that the literary techniques employed to construct these myths are prefigured in avant-garde literatures of the early twentieth century.

Racial socialization, racial identity, and achievement in the context of perceived discrimination: Understanding the development of African American middle school youth

Woods, Taniesha A The University of North Carolina at Chapel Hill 2006 해외박사(DDOD)

Relationships among racial socialization, racial identity, perceived discrimination, and achievement were examined in 126 African American youth and their parents. A subsample of parents (n = 8) also completed qualitative interviews which were used to expand upon the quantitative findings. Perceived racial discrimination was positively related to preparation for discrimination socialization. Racial identity was positively related to academic achievement. Data obtained from the qualitative interviews prompted an investigation of preparation for discrimination as a function of adolescents' self-reliance. Results showed that self-reliance was positively related to preparation for discrimination socialization. The results illustrate factors that precipitate racial socialization and achievement in African American youth. Implications for future research and educational policy are discussed.

African American Parent Perceptions of School-Parent Engagement Practices

Woods, Cynthia Glover ProQuest Dissertations & Theses Azusa Pacific Univ 2020 해외박사(DDOD)

Engagement of African American parents through the use of effective school/parent involvement strategies can positively impact the academic achievement of African American students and assist with closing achievement gaps. The purpose of this study was (a) to explore the perceptions of African American parents regarding parent involvement strategies they perceive effectively engage African American parents and promote their feeling of connectedness to schools and (b) to explore the information and resources from schools that African American parents perceive would be beneficial in supporting them with their children’s academic and behavioral success. The study was grounded in critical race theory (Taylor, Gillborn, & Ladson-Billings, 2009) and the overlapping spheres of influence model (Epstein, 2011), which highlight the need for schools to promote equitable relationships with historically disenfranchised groups and to promote intersections with communities and families. A qualitative instrumental case study research design was used for this study. Participants were selected via a purposeful, homogeneous sampling method, yielding a total of 19 African American parents of students currently enrolled in 6th to 9th grade at non-charter public schools. Three focus groups were conducted, utilizing a semi-structured protocol, and the transcripts served as the primary data source for this study. Thematic analysis was conducted on the data in three rounds of coding. Three themes emerged from the analysis of the data: African American parents create asset-based learning environment at home, African American parents want schools to establish strong and effective partnerships with families, and African American parents persist despite racist encounters.The data suggested that African American parents have high expectations for their children and desire for them to graduate from high school and obtain a post-secondary degree. The parents provide a conducive learning environment at home, building a sense of cultural wealth, including exposure to extracurricular programs focused on African American heritage. They also strive to build effective partnerships with schools and feel the use of electronic communication tools is helpful. The parents feel their connectedness to schools would increase if schools built stronger partnerships with churches and organizations in the African American community. Most importantly, they desire school environments that are welcoming and demonstrate a genuine appreciation for the African American culture. Parents would like more information regarding the criteria utilized to determine grades and feel it would be beneficial for schools to provide more tutoring and mentoring programs.The findings of this study suggest that educators should build their capacity to effectively engage families from diverse backgrounds. School can utilize the data from this study to make their parent engagement strategies and practices culturally responsive and reflective of a value for the cultural capital of African American parents and the actions they take to build cultural wealth in their children. It is recommended that school staff be engaged in learning that is focused on building their cultural proficiency and awareness of implicit biases so that they can engage African American parents as authentic partners in the academic success of their children.

Learning in and through Noise: Exploring the Learning Ecologies of Experimental Music

Woods, Peter J ProQuest Dissertations & Theses The University of 2020 해외박사(DDOD)

Over the past decade, a growing number of music education researchers have advocated for the educative benefits of experimental music curricula (see Sordahl, 20013; Tinkle, 2015) with a particular emphasis on free improvisation as a learning technology (see Hickey, 2009; Niknafs, 2013; Wright & Kanellopoulos, 2010). However, the scope of this ongoing project remains narrowly focused on a handful of experimental music subgenres, overlooking a wealth of related artistic traditions (e.g. noise music, Fluxus, musique concrete, no wave, etc.) that could both build a broad understanding of experimental music pedagogies or provide unique pedagogical spaces in their own right. Moreover, the vast majority of these studies focus on implementing these musical forms within formalized learning environments despite practitioners within these traditions learning primarily through informal channels (see Thomson, 2007). Transforming these musical forms into formalized curricula also runs the risk of undermining the educative potential of these genres through a process Popkewitz (2010) defines as alchemy, a detrimental shift verified within several music education studies (Lange, 2011; Mantie 2007).In response to these critiques, I use this dissertation to explore the informal learning ecologies of noise music, an abrasive and caustic subgenre of experimental music that draws influence from industrial, punk, free jazz, and electronic music (Bailey, 2009) and remains absent from music education research. After defining noise music (and noise as a musical gesture) through Kristeva (1982) and Bataille’s (1970) notion of the abject, I present findings from a comparative case study (Bartlett & Vavrus, 2016) of the Milwaukee noise scene. In doing so, I frame both noise music and noise more broadly as liberatory educational technologies and construct a model for developing one’s knowledge of and artistic practice within noise music. However, this case study also uncovers how the noise scene undermines this liberatory potential and reinscribes gendered forms of oppression. To ground these findings within the cultural space of noise music, I connect these findings to influential noise artists via analyses of performances and albums in a series of three addenda. Taken as a whole, this dissertation provides an initial step into understanding the potential value and existing problematics within contemporary noise scenes, framing noise music as both a powerful and oppressive learning ecology within the experimental music landscape.

Behavioral pharmacological investigations of basolateral amygdala modulation of amphetamine-induced behaviors

Woods, Vanessa Erin Blythe University of California, Santa Barbara 2006 해외박사(DDOD)

The focus of this dissertation was to explore the nature of the functional relationship between the basolateral amygdala (BLA) and nucleus accumbens (NAC) with respect to dopamine (DA)-dependent behaviors. Male rats were given intra-BLA injections of either lidocaine, (to induce temporary lesions), or NMDA, (to chemically activate), during amphetamine (AMP) challenge in the locomotor activity chambers, in a circling paradigm, and after stable AMP self-administration had been achieved. Pharmacological manipulation of the BLA by itself had no effect on spontaneous locomotion or circling behavior, however intra-BLA lidocaine resulted in an increase, while stimulation of glutamatergic receptors in the BLA served to decrease, AMP-induced hyperactivity. These results suggest that removing the input from the BLA releases the NAC from inhibition, thereby potentiating NAC-mediated stimulant-induced activity. Also consistent with this view was the demonstration that unilateral inactivation of the BLA led to contralateral circling behavior in AMP-but not APO-treated rats. Intra-BLA lidocaine was without measurable effect on lever pressing behavior. Intra-BLA infusions of NMDA (low dose) tended to increase responding, whereas the higher dose attenuated lever-pressing for AMP. It is suggested that the low dose of NMDA may have slightly increased, and the high dose decreased, the motivation to seek AMP while leaving the reinforcing efficacy of AMP intact. In conclusion, BLA inactivation or stimulation on its own is insufficient to alter NAC-dependent behaviors; such modulations occur when NAC DA is activated. In a motivated behavioral paradigm, BLA stimulation is altering NAC function in such a way as to modulate the motivation to seek AM while leaving the reinforcing capacity of AMP intact. Inactivation of the BLA had no such effects. It is acknowledged that a motivational interpretation is without an associated mechanism of action so it remains a preliminary one. Lastly, there is an indirect route and a direct route by which the BLA could be modulating NAC function, and a clear understanding of the BLA-NAC functional relationship requires a more global "circuit" based investigation of brain-behavior relationships that includes an understanding of the relative contributions of these two routes.

Measuring the Middle School Concept: The Status and Effectiveness of Middle School Concept Implementation in Illinois

Woods, Scott Christopher ProQuest Dissertations & Theses University of Illi 2017 해외박사(DDOD)

The status and effectiveness of middle school concept (MSC) implementation in Illinois is unknown. MSC is not new and has evolved over time. MSC represents specific practices of school organization and programming with implementation systems designed for the unique needs of young adolescents. Although there have been recent national studies looking at the level of implementation of various aspects of MSC, the role student demographics in schools plays in implementation practices as well as any relationship to academic achievement is a gap in the literature. Specifically in Illinois, it is unknown what the status of MSC implementation is or whether there is a relationship between a school's demographics and rates of MSC implementation. At the same time, there is little evidence that correlates rates of MSC implementation to schoolwide academic performance outcomes. This quantitative study serves to identify MSC implementation in Illinois and MSC's relationship between a school's demographics and school academic performance data. This study surveyed 610 middle grades schools' principals in Illinois to determine MSC implementation levels in Illinois, and 149 principals provided useable responses. A statistical analysis of that survey data was analyzed relative to available school demographic data and standardized academic performance outcomes. Rates of students qualifying for free and reduced-price lunch, school district operating expenditure per pupil, racial/ethnic composition of schools' students, and standardized academic testing performance data were all considered as related to schools' rates of implementing specific MSC practices of interdisciplinary teaming, common planning time, and advisory. This study found that Illinois' implementation of MSC in middle grades schools is comparable to national data and that there are relationships between MSC implementation and demographic and academic achievement. Schools implementing advisory programs were found to have significantly higher operating expenditures per pupil than schools not implementing advisory. Schools with higher percentages of Latino/a students were found to be more likely to have advisory programming in place. Implementation of teaming did show a statistically significant main effect on academic performance, but when factors of race/ethnicity and relative wealth of the school were considered the effect of teaming was no longer significant. Additionally, this study identified four generalizable types of school clusters related to MSC implementation: schools implementing advisory, teaming, advisory plus teaming, and schools implementing neither advisory nor teaming indicating that 86.8% of middle grades schools were utilizing some aspect of MSC, and 73.7% of middle grades schools were implementing teaming. The final chapter discusses the findings of this study and makes recommendations for educational practice, policy, and future research.