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You searched for +publisher:"University of Toronto" +contributor:("Portelli, P John"). Showing records 1 – 3 of 3 total matches.

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University of Toronto

1. Suliman, Naushaad. Critical Conceptions of Graffiti in Schools.

Degree: 2014, University of Toronto

The purpose of this thesis is to examine teacher and student perceptions of graffiti found in schools. This is a qualitative study based on data collected from the interviews of ten participants (students and teachers from elementary schools). The participants were asked to comment on why they believe graffiti are produced in schools, what, if anything, should be done with graffiti in schools, and if they see any educational value in graffiti. This thesis also includes a review of literature on graffiti in schools, particularly in relation to student engagement. This thesis asserts that schools can be symbolically violent places that silence the voices of students and that it is sometimes a reaction to this violence that students write graffiti. The recommendations of this thesis include infusing critical pedagogy into learning in order to democratize schools and to enact genuine and meaningful student engagement.

M.A.

Advisors/Committee Members: Portelli, P. John, Curriculum, Teaching and Learning.

Subjects/Keywords: Critical Pedagogy; Curriculum of Life; Democracy; Graffiti; Symbolic Violence; 0515

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Suliman, N. (2014). Critical Conceptions of Graffiti in Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67865

Chicago Manual of Style (16th Edition):

Suliman, Naushaad. “Critical Conceptions of Graffiti in Schools.” 2014. Masters Thesis, University of Toronto. Accessed December 06, 2019. http://hdl.handle.net/1807/67865.

MLA Handbook (7th Edition):

Suliman, Naushaad. “Critical Conceptions of Graffiti in Schools.” 2014. Web. 06 Dec 2019.

Vancouver:

Suliman N. Critical Conceptions of Graffiti in Schools. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1807/67865.

Council of Science Editors:

Suliman N. Critical Conceptions of Graffiti in Schools. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67865


University of Toronto

2. Imoka, Chizoba Mary. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.

Degree: 2014, University of Toronto

This thesis makes a case for education reform in Africa. It argues for an education system that is African centered and poised to develop Africans who can serve as the agents and leaders of Africa's transformation.Through a case study of the leadership institution - African Leadership Academy (ALA), South Africa whose goal is to develop the next generation of African leaders that will transform Africa, this thesis illustrates the potential of an African centered education system in bringing about development in the continent. Also, the dreams, aspirations, and views of an important but often neglected group in deliberations about how to develop Africa - the average African (especially African youth) are presented. In so doing, the thesis provides a framework upon which an African centered education system in Africa can be developed from.

M.A.

Advisors/Committee Members: Portelli, P John, Leadership, Higher and Adult Education.

Subjects/Keywords: African Leadership Academy; African Leadership for development; African youth for Africa's Development; Afrocentric Education in Africa; Education for Social Change in Africa; Education Reform in Africa; 0514

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Imoka, C. M. (2014). The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68529

Chicago Manual of Style (16th Edition):

Imoka, Chizoba Mary. “The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.” 2014. Masters Thesis, University of Toronto. Accessed December 06, 2019. http://hdl.handle.net/1807/68529.

MLA Handbook (7th Edition):

Imoka, Chizoba Mary. “The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.” 2014. Web. 06 Dec 2019.

Vancouver:

Imoka CM. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1807/68529.

Council of Science Editors:

Imoka CM. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68529


University of Toronto

3. Abraham, Andrew. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.

Degree: 2014, University of Toronto

This thesis will argue that liberal education is inadequate for anti-oppressive praxis. I aim to explore notions of knowledge, intellectuality, praxis, and care that are compatible with anti-oppressive praxis. While intellectuals often traverse the academy, the task of the anti-oppressive intellectuals is to situate themselves such that they can understand and articulate the material conditions of oppressed people. The anti-oppressive intellectual's role is to develop and communicate understandings of the world that contribute to the liberation of people from oppressive conditions. This thesis aims to explore and promote notions of care and integrity that I argue can undergird and guide a viable approach to genuine anti-oppressive intellectual praxis.

M.A.

Advisors/Committee Members: Portelli, P John, Social Justice Education.

Subjects/Keywords: 0998

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Abraham, A. (2014). Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68539

Chicago Manual of Style (16th Edition):

Abraham, Andrew. “Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.” 2014. Masters Thesis, University of Toronto. Accessed December 06, 2019. http://hdl.handle.net/1807/68539.

MLA Handbook (7th Edition):

Abraham, Andrew. “Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.” 2014. Web. 06 Dec 2019.

Vancouver:

Abraham A. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1807/68539.

Council of Science Editors:

Abraham A. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68539

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