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You searched for +publisher:"University of Toronto" +contributor:("Sociology and Equity Studies in Education"). Showing records 1 – 30 of 145 total matches.

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1. Ferley, Somani Liana. A Question of Change: Conceptions of Knowledge, Practices and Disability Studies.

Degree: 2012, University of Toronto

Academic fields of study are inscribed with taken-for-granted meanings, practices, and ways of articulating them. Critical disability studies is no different. How is it possible,… (more)

Subjects/Keywords: disability studies; change; practices; metaphor; Haraway; knowledge; 0626; 0534

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APA (6th Edition):

Ferley, S. L. (2012). A Question of Change: Conceptions of Knowledge, Practices and Disability Studies. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67231

Chicago Manual of Style (16th Edition):

Ferley, Somani Liana. “A Question of Change: Conceptions of Knowledge, Practices and Disability Studies.” 2012. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/67231.

MLA Handbook (7th Edition):

Ferley, Somani Liana. “A Question of Change: Conceptions of Knowledge, Practices and Disability Studies.” 2012. Web. 19 Apr 2019.

Vancouver:

Ferley SL. A Question of Change: Conceptions of Knowledge, Practices and Disability Studies. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/67231.

Council of Science Editors:

Ferley SL. A Question of Change: Conceptions of Knowledge, Practices and Disability Studies. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/67231

2. Boyo, Toritseju Maria. The African Brain Drain and the Social Impact of Skilled Migration.

Degree: 2013, University of Toronto

The rapid rate at which educated Africans are migrating to the West has garnered much attention among scholars and has been termed ‘brain drain’. This… (more)

Subjects/Keywords: Africa; brain drain; social impact; skilled migration; slavery; colonialism; anti-colonial thought; historical context; professionals; remittances; pull-pull theory; family; education; overqualification; discrimination; identity; immigrants; mental health; corruption; poverty; political instability; unemployment; return; government; investments; debates; migrants; experience; economic impact; diaspora; 0626; 0515

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APA (6th Edition):

Boyo, T. M. (2013). The African Brain Drain and the Social Impact of Skilled Migration. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67240

Chicago Manual of Style (16th Edition):

Boyo, Toritseju Maria. “The African Brain Drain and the Social Impact of Skilled Migration.” 2013. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/67240.

MLA Handbook (7th Edition):

Boyo, Toritseju Maria. “The African Brain Drain and the Social Impact of Skilled Migration.” 2013. Web. 19 Apr 2019.

Vancouver:

Boyo TM. The African Brain Drain and the Social Impact of Skilled Migration. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/67240.

Council of Science Editors:

Boyo TM. The African Brain Drain and the Social Impact of Skilled Migration. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/67240

3. Inskip-Lavoie, Ashley. Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety.

Degree: 2014, University of Toronto

This project looked at two different sets of data to further understand the relationship between surveillance discourse and the Internet, how surveillance discourse around navigating… (more)

Subjects/Keywords: Surveillance Discourse; Social Network; Sociology of Childhood; Communication; 0710; 0628; 0518

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APA (6th Edition):

Inskip-Lavoie, A. (2014). Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43992

Chicago Manual of Style (16th Edition):

Inskip-Lavoie, Ashley. “Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety.” 2014. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/43992.

MLA Handbook (7th Edition):

Inskip-Lavoie, Ashley. “Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety.” 2014. Web. 19 Apr 2019.

Vancouver:

Inskip-Lavoie A. Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/43992.

Council of Science Editors:

Inskip-Lavoie A. Navigating Surveillance Discourse: Virtual Space, Childhood, and Contrasting Representations of Online Safety. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43992

4. Cairns, Kate. Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth.

Degree: 2011, University of Toronto

This dissertation explores how rural young people imagine their futures in neo-liberal times. The analysis is based upon three months of ethnographic research with grade… (more)

Subjects/Keywords: subjectivity; rural youth; schooling; space; 0340

…growing up in a small rural community. Now as a graduate student at the University of Toronto, I… 

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APA (6th Edition):

Cairns, K. (2011). Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31704

Chicago Manual of Style (16th Edition):

Cairns, Kate. “Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/31704.

MLA Handbook (7th Edition):

Cairns, Kate. “Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth.” 2011. Web. 19 Apr 2019.

Vancouver:

Cairns K. Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/31704.

Council of Science Editors:

Cairns K. Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31704

5. Burwell, Catherine. The Politics and Pedagogy of Young People's Digital Media Participation.

Degree: 2011, University of Toronto

In this thesis I survey the terrain of digital interactions between youth, corporations and pop culture texts in order to complicate current visions of participatory… (more)

Subjects/Keywords: participatory culture; popular culture; media education; digital literacy; youth studies; fandom; internet television; fan video; commodification; parody; user-generated content; cultural studies; remix; online discussion; 0340

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APA (6th Edition):

Burwell, C. (2011). The Politics and Pedagogy of Young People's Digital Media Participation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31702

Chicago Manual of Style (16th Edition):

Burwell, Catherine. “The Politics and Pedagogy of Young People's Digital Media Participation.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/31702.

MLA Handbook (7th Edition):

Burwell, Catherine. “The Politics and Pedagogy of Young People's Digital Media Participation.” 2011. Web. 19 Apr 2019.

Vancouver:

Burwell C. The Politics and Pedagogy of Young People's Digital Media Participation. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/31702.

Council of Science Editors:

Burwell C. The Politics and Pedagogy of Young People's Digital Media Participation. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31702

6. Mucina, Devi Dee. Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession.

Degree: 2011, University of Toronto

Let me share with you Ubuntu oralities. These stories will connect us in a familial dialogue about how we can and are regenerating beyond neo… (more)

Subjects/Keywords: Orality; African Philosophy; Ubuntu; Blackness; Storytelling; Narrative; 0325; 0331; 0422

…Apache. I wonder what the land, which Ontario Institute for Studies in Education, University of… …Toronto is on, has taught this institute and the people who educate in it and those who are… 

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APA (6th Edition):

Mucina, D. D. (2011). Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29931

Chicago Manual of Style (16th Edition):

Mucina, Devi Dee. “Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/29931.

MLA Handbook (7th Edition):

Mucina, Devi Dee. “Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession.” 2011. Web. 19 Apr 2019.

Vancouver:

Mucina DD. Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/29931.

Council of Science Editors:

Mucina DD. Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29931

7. Mayuzumi, Kimine. Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy.

Degree: 2011, University of Toronto

This dissertation examines the questions: “What are the experiences of Asian women faculty in the Canadian academy?” and “How do they navigate this space?” The… (more)

Subjects/Keywords: Asian women faculty; higher education; transnational feminism; Canada; Asianness; neoliberalism; subject making; qualitative inquiry; academy; cultural logics; 0745; 0340; 0453

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APA (6th Edition):

Mayuzumi, K. (2011). Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29927

Chicago Manual of Style (16th Edition):

Mayuzumi, Kimine. “Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/29927.

MLA Handbook (7th Edition):

Mayuzumi, Kimine. “Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy.” 2011. Web. 19 Apr 2019.

Vancouver:

Mayuzumi K. Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/29927.

Council of Science Editors:

Mayuzumi K. Seeking Possibilities in a Transnational Context: Asian Women Faculty in the Canadian Academy. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29927

8. Sharpe, Glynn William Blake. Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact.

Degree: 2011, University of Toronto

The purpose of the study was to investigate the extent of teacher abuse of elementary students, the characteristics of teachers who abuse, the types of… (more)

Subjects/Keywords: abuse; teachers; elementary students

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APA (6th Edition):

Sharpe, G. W. B. (2011). Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27602

Chicago Manual of Style (16th Edition):

Sharpe, Glynn William Blake. “Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/27602.

MLA Handbook (7th Edition):

Sharpe, Glynn William Blake. “Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact.” 2011. Web. 19 Apr 2019.

Vancouver:

Sharpe GWB. Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/27602.

Council of Science Editors:

Sharpe GWB. Behind the Closed Door: Exploring Teacher Bullying and Abuse of Students, Characteristics of the Teacher, and Impact. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27602

9. Ajandi, Jennifer. Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University.

Degree: 2011, University of Toronto

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed.… (more)

Subjects/Keywords: single mothers; university; inclusive schooling; barriers; strengths; 0453; 0452; 0745

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APA (6th Edition):

Ajandi, J. (2011). Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/30034

Chicago Manual of Style (16th Edition):

Ajandi, Jennifer. “Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/30034.

MLA Handbook (7th Edition):

Ajandi, Jennifer. “Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University.” 2011. Web. 19 Apr 2019.

Vancouver:

Ajandi J. Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/30034.

Council of Science Editors:

Ajandi J. Overcoming Barriers and Finding Strengths: The Lives of Single Mother Students in University. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30034

10. Adefarakan, Elizabeth Temitope. Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality.

Degree: 2011, University of Toronto

This study investigates how Yoruba migrants make meaning of Yoruba Indigenous knowledges in the African Diaspora, specifically within the geopolitical space of dominant Canadian culture.… (more)

Subjects/Keywords: Sociology of Education; Ethnic and Racial Studies; Philosophy of Religion; Spirituality; Indigenous Studies; African Diaspora - Canada; Biblical Studies; Gender Studies; 0340; 0626; 0631; 0322; 0321; 0453; 0385

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APA (6th Edition):

Adefarakan, E. T. (2011). Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29656

Chicago Manual of Style (16th Edition):

Adefarakan, Elizabeth Temitope. “Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/29656.

MLA Handbook (7th Edition):

Adefarakan, Elizabeth Temitope. “Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality.” 2011. Web. 19 Apr 2019.

Vancouver:

Adefarakan ET. Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/29656.

Council of Science Editors:

Adefarakan ET. Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29656

11. McGuire, Anne. The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy.

Degree: 2012, University of Toronto

This dissertation brings together a variety of interpretive theoretical perspectives born of the fields of disability studies, critical race theory, cultural studies and queer and… (more)

Subjects/Keywords: autism; advocacy; biopolitics; disability studies; critical race theory; violence; normativity; war; governmentality; representation; 0626

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APA (6th Edition):

McGuire, A. (2012). The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/36211

Chicago Manual of Style (16th Edition):

McGuire, Anne. “The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/36211.

MLA Handbook (7th Edition):

McGuire, Anne. “The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy.” 2012. Web. 19 Apr 2019.

Vancouver:

McGuire A. The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/36211.

Council of Science Editors:

McGuire A. The War on Autism: On Normative Violence and the Cultural Production of Autism Advocacy. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/36211

12. Fatona, Andrea. Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999).

Degree: 2011, University of Toronto

Where Outreach Meets Outrage: Racial Equity at the Canada Council for the Arts (1989-1999), examines the early formation of racial equity policies at The Canada… (more)

Subjects/Keywords: Racial policy formation in the arts - Canada; Cultural Policy - Canada; Black cultural activism - Canada; 0385; 0325; 0631; 0273

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APA (6th Edition):

Fatona, A. (2011). Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999). (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31747

Chicago Manual of Style (16th Edition):

Fatona, Andrea. “Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999).” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/31747.

MLA Handbook (7th Edition):

Fatona, Andrea. “Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999).” 2011. Web. 19 Apr 2019.

Vancouver:

Fatona A. Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999). [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/31747.

Council of Science Editors:

Fatona A. Where Outtreach Meets Outrage: Racial Equity Policy Formation at the Canada Council for the Arts (1989-1999). [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31747

13. Fabris, Erick. Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative.

Degree: 2012, University of Toronto

This autoethnography uses narrative inquiry within an anticolonial theoretical framework. As a White Italian male settler living on Turtle Island, I bring survivor experience to… (more)

Subjects/Keywords: psychosis; delusion; madness; psychologization; psychiatric survivor; sanism; disability; decolonizing; autoethnography; narrative inquiry; temporality; Mad culture; 0631

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APA (6th Edition):

Fabris, E. (2012). Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33990

Chicago Manual of Style (16th Edition):

Fabris, Erick. “Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/33990.

MLA Handbook (7th Edition):

Fabris, Erick. “Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative.” 2012. Web. 19 Apr 2019.

Vancouver:

Fabris E. Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/33990.

Council of Science Editors:

Fabris E. Experiences Labelled Psychotic: A Settler’s Autoethnography beyond Psychosic Narrative. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33990

14. Estrada, Vivian Jimenez. Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.

Degree: 2012, University of Toronto

Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until… (more)

Subjects/Keywords: Indigenous Knowledge; Indigenous feminism; Gender; Education; Decolonization; Guatemala; 0340

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APA (6th Edition):

Estrada, V. J. (2012). Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34068

Chicago Manual of Style (16th Edition):

Estrada, Vivian Jimenez. “Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/34068.

MLA Handbook (7th Edition):

Estrada, Vivian Jimenez. “Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.” 2012. Web. 19 Apr 2019.

Vancouver:

Estrada VJ. Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/34068.

Council of Science Editors:

Estrada VJ. Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34068

15. Aubrecht, Catherine (Katie). Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University.

Degree: 2012, University of Toronto

This dissertation addresses the university student as a figure of mental health and illness. Drawing on the methods and theories of disability studies, interpretive sociology,… (more)

Subjects/Keywords: sociology of higher education; critical disability studies; phenomenology; social theory; women and gender studies; university student mental life; 0340

…89 A Genealogy of the University of Toronto… …the University of Toronto, Ontario, Canada. The social and historical significance of… …space within which the meaning of the University of Toronto student as a figure of mental… …student condition and the types it produces as it is imagined at the University of Toronto. It… …community are embodied in the University of Toronto representations of student mental health and… 

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APA (6th Edition):

Aubrecht, C. (. (2012). Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33913

Chicago Manual of Style (16th Edition):

Aubrecht, Catherine (Katie). “Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/33913.

MLA Handbook (7th Edition):

Aubrecht, Catherine (Katie). “Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University.” 2012. Web. 19 Apr 2019.

Vancouver:

Aubrecht C(. Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/33913.

Council of Science Editors:

Aubrecht C(. Surviving Success, Reconciling Resilience: A Critical Analysis of the Appearance of Student ‘Mental Life’ at one Canadian University. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33913

16. Dintsman, Elise Weinstein. Tattered Cloth Tells More: Women's Work and Museum Representation.

Degree: 2012, University of Toronto

The past two decades posed some challenges for the museum world. Questions about the production of meaning, museum relationships with community groups, and the politics… (more)

Subjects/Keywords: museum; women; work; 0626

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APA (6th Edition):

Dintsman, E. W. (2012). Tattered Cloth Tells More: Women's Work and Museum Representation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34962

Chicago Manual of Style (16th Edition):

Dintsman, Elise Weinstein. “Tattered Cloth Tells More: Women's Work and Museum Representation.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/34962.

MLA Handbook (7th Edition):

Dintsman, Elise Weinstein. “Tattered Cloth Tells More: Women's Work and Museum Representation.” 2012. Web. 19 Apr 2019.

Vancouver:

Dintsman EW. Tattered Cloth Tells More: Women's Work and Museum Representation. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/34962.

Council of Science Editors:

Dintsman EW. Tattered Cloth Tells More: Women's Work and Museum Representation. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34962

17. Manyimo, Lincoln Chivaraidze. The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe.

Degree: 2012, University of Toronto

Abstract This dissertation examines questions of accessibility in relation to physically disabled high school graduates in Zimbabwe who are seeking to further their education. The… (more)

Subjects/Keywords: Disability; Access; Indiggenous Culture; 0340

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APA (6th Edition):

Manyimo, L. C. (2012). The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/67291

Chicago Manual of Style (16th Edition):

Manyimo, Lincoln Chivaraidze. “The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/67291.

MLA Handbook (7th Edition):

Manyimo, Lincoln Chivaraidze. “The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe.” 2012. Web. 19 Apr 2019.

Vancouver:

Manyimo LC. The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/67291.

Council of Science Editors:

Manyimo LC. The Strggle of the Struggling: Access to Higher Education for Physically Disabled People in Zimbabwe. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/67291

18. Scholtz, Antonie. Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada.

Degree: 2013, University of Toronto

This dissertation explores the claim that, in advanced capitalist countries like Canada, a powerful knowledge class is assuming increasing dominance within the social relations of… (more)

Subjects/Keywords: class; occupation; postindustrial; labour process; skill; organization; Marx; Weber; closure; knowledge; 0700; 0516; 0629; 0703

…Rotman School of Management at the University of Toronto, and Richard Florida, director of the… 

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APA (6th Edition):

Scholtz, A. (2013). Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35990

Chicago Manual of Style (16th Edition):

Scholtz, Antonie. “Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/35990.

MLA Handbook (7th Edition):

Scholtz, Antonie. “Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada.” 2013. Web. 19 Apr 2019.

Vancouver:

Scholtz A. Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/35990.

Council of Science Editors:

Scholtz A. Knowledge, Organization and the Division Of Labour: Evaluating the Knowledge Class in Canada. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35990

19. Zichermann, Sandra Claire. The Effects of Hip Hop and Rap on Young Women in Academia.

Degree: 2013, University of Toronto

This thesis investigates the rise of the cultures and music of hip-hop and rap in the West and its effects on its female listeners and… (more)

Subjects/Keywords: 0733; 0325; 0453; 0413

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APA (6th Edition):

Zichermann, S. C. (2013). The Effects of Hip Hop and Rap on Young Women in Academia. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/36081

Chicago Manual of Style (16th Edition):

Zichermann, Sandra Claire. “The Effects of Hip Hop and Rap on Young Women in Academia.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/36081.

MLA Handbook (7th Edition):

Zichermann, Sandra Claire. “The Effects of Hip Hop and Rap on Young Women in Academia.” 2013. Web. 19 Apr 2019.

Vancouver:

Zichermann SC. The Effects of Hip Hop and Rap on Young Women in Academia. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/36081.

Council of Science Editors:

Zichermann SC. The Effects of Hip Hop and Rap on Young Women in Academia. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/36081

20. Badwall, Harjeet. Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice.

Degree: 2013, University of Toronto

Social work imagines itself as a site of goodness and justice. My thesis illustrates the ways in which commitments to the profession’s social justice-oriented ideals… (more)

Subjects/Keywords: Critical race studies, Colonialism, Racial neoliberalism, Whiteness; Racism, Racial violence, Social Work, Social Justice; 0626; 0631; 0452

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APA (6th Edition):

Badwall, H. (2013). Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35770

Chicago Manual of Style (16th Edition):

Badwall, Harjeet. “Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/35770.

MLA Handbook (7th Edition):

Badwall, Harjeet. “Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice.” 2013. Web. 19 Apr 2019.

Vancouver:

Badwall H. Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/35770.

Council of Science Editors:

Badwall H. Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35770

21. Malik, Akhtar Hassan. A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities".

Degree: 2012, University of Toronto

A Comparative Study of Elite-English-Medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational… (more)

Subjects/Keywords: Education; Sociology of; 0340

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APA (6th Edition):

Malik, A. H. (2012). A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities". (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34798

Chicago Manual of Style (16th Edition):

Malik, Akhtar Hassan. “A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities".” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/34798.

MLA Handbook (7th Edition):

Malik, Akhtar Hassan. “A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities".” 2012. Web. 19 Apr 2019.

Vancouver:

Malik AH. A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities". [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/34798.

Council of Science Editors:

Malik AH. A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities". [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34798

22. Chapman, Christopher Stephen. Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression.

Degree: 2012, University of Toronto

In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that… (more)

Subjects/Keywords: systemic oppression; ethics; performativity; différance; governmentality; subjectification; relationality; taking responsibility; power/knowledge; accountability; personal-is-political; deconstruction; narrative practice; racism; sexism; ableism; colonialism; decolonization; whiteness; masculinity; abuse; harm; invitational practice; complicity; reflexivity; self-critique; resonance; pedagogy; flows of becoming; queer theory; disability studies; critical social work; therapy; power; ethical narrative; political rationality; treatment violence; mad studies; antipsychiatry; psychology; gendered peer abuse; abuse intervention; abuse perpetration; intentional states; friendship; auto-ethnography; critical pedagogy; An Ethics Inaccessible to Liberalism; 0733; 0626; 0452; 0740; 0628; 0422; 0998; 0340; 0451; 0622; 0384

…requirements for the degree of Doctor of Philosophy Sociology and Equity Studies in Education… …in Education Ontario Institute for Studies in Education of the University of Toronto 2012… …Relationships, and Systemic Oppression Chris Chapman Doctor of Philosophy Sociology and Equity Studies… …Ontario Institute for Studies in Education of the University of Toronto © Copyright by… 

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APA (6th Edition):

Chapman, C. S. (2012). Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32679

Chicago Manual of Style (16th Edition):

Chapman, Christopher Stephen. “Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32679.

MLA Handbook (7th Edition):

Chapman, Christopher Stephen. “Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression.” 2012. Web. 19 Apr 2019.

Vancouver:

Chapman CS. Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32679.

Council of Science Editors:

Chapman CS. Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32679

23. Singh, Samuel Chet. Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College.

Degree: 2012, University of Toronto

 This case study documents the work of this researcher and others to transform oppressive ideologies and practices in an urban community college through human rights… (more)

Subjects/Keywords: human rights organizational change; Equity Studies; 0304; 0626

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APA (6th Edition):

Singh, S. C. (2012). Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32321

Chicago Manual of Style (16th Edition):

Singh, Samuel Chet. “Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32321.

MLA Handbook (7th Edition):

Singh, Samuel Chet. “Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College.” 2012. Web. 19 Apr 2019.

Vancouver:

Singh SC. Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32321.

Council of Science Editors:

Singh SC. Changing the System from Within: Three Phases of Human Rights Policy Struggles in an Urban Community College. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32321

24. Adjei, Paul Banahene. Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education.

Degree: 2012, University of Toronto

The current trend of global violence and their impact on families and communities as well as the field of university education is scary for a… (more)

Subjects/Keywords: Non-Violence; Violence; Pedagogy; Ahimsa; Satyagraha; Mahatma Gandhi; Martin Luther King Jr; Frantz Fanon; Antiracism; Anti-colonialism; Love; Spirituality

…to combine his scholarship with activism. In short, I came to the University of Toronto to… …institution of learning, the University of Toronto, when I went to his department to look for a… …summer job. The white administrative staffer asked me what I was doing at the University of… …Toronto. I told him I was studying for my Ph.D. degree in Education. He looked at me for some… 

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APA (6th Edition):

Adjei, P. B. (2012). Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32646

Chicago Manual of Style (16th Edition):

Adjei, Paul Banahene. “Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32646.

MLA Handbook (7th Edition):

Adjei, Paul Banahene. “Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education.” 2012. Web. 19 Apr 2019.

Vancouver:

Adjei PB. Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32646.

Council of Science Editors:

Adjei PB. Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32646

25. Thielen-Wilson, Leslie. White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition.

Degree: 2012, University of Toronto

What does it mean to say that settler states have a colonial present? In this thesis, I first draw upon the anti-colonial theory of Frantz… (more)

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APA (6th Edition):

Thielen-Wilson, L. (2012). White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32328

Chicago Manual of Style (16th Edition):

Thielen-Wilson, Leslie. “White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32328.

MLA Handbook (7th Edition):

Thielen-Wilson, Leslie. “White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition.” 2012. Web. 19 Apr 2019.

Vancouver:

Thielen-Wilson L. White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32328.

Council of Science Editors:

Thielen-Wilson L. White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32328

26. Smith, Kristin. Activist Social Workers in Neoliberal Times: Who are We Becoming Now?.

Degree: 2011, University of Toronto

My thesis explores the knowledge, subjectivities and work performances that activist social workers bring to their practice in Ontario, Canada during a period of workplace… (more)

Subjects/Keywords: Critical Social Work; Foucault; Governmentality; Neoliberalism; Social Service Restructuring; Health Service Restructuring; 452; 340; 630

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APA (6th Edition):

Smith, K. (2011). Activist Social Workers in Neoliberal Times: Who are We Becoming Now?. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29875

Chicago Manual of Style (16th Edition):

Smith, Kristin. “Activist Social Workers in Neoliberal Times: Who are We Becoming Now?.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/29875.

MLA Handbook (7th Edition):

Smith, Kristin. “Activist Social Workers in Neoliberal Times: Who are We Becoming Now?.” 2011. Web. 19 Apr 2019.

Vancouver:

Smith K. Activist Social Workers in Neoliberal Times: Who are We Becoming Now?. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/29875.

Council of Science Editors:

Smith K. Activist Social Workers in Neoliberal Times: Who are We Becoming Now?. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29875

27. Pauchulo, Ana Laura. Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina.

Degree: 2011, University of Toronto

The Argentine landscape is marked by countless sites of remembrance of the 1976-1983 dictatorship drawn by human rights groups in Argentina, producing a seemingly infinite… (more)

Subjects/Keywords: cultural memory of state violence, public remembrance and pedagogy, human rights, Argentina; 0340

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APA (6th Edition):

Pauchulo, A. L. (2011). Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29840

Chicago Manual of Style (16th Edition):

Pauchulo, Ana Laura. “Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/29840.

MLA Handbook (7th Edition):

Pauchulo, Ana Laura. “Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina.” 2011. Web. 19 Apr 2019.

Vancouver:

Pauchulo AL. Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/29840.

Council of Science Editors:

Pauchulo AL. Living with Loss: Mapping Derechos Humanos on the Landscape of Public Remembrance of the 1976-1983 Dictatorship in Argentina. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29840

28. Simmons, Marlon. Politics of Diaspora.

Degree: 2012, University of Toronto

The intention of the study is to come into a better understanding of the way in which the Diasporic body comes to know and understand… (more)

Subjects/Keywords: Diaspora and modernity; race and ethnicity; culture and subjectivity; nation-state and citizenry; 0340; 0631; 0326

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APA (6th Edition):

Simmons, M. (2012). Politics of Diaspora. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34923

Chicago Manual of Style (16th Edition):

Simmons, Marlon. “Politics of Diaspora.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/34923.

MLA Handbook (7th Edition):

Simmons, Marlon. “Politics of Diaspora.” 2012. Web. 19 Apr 2019.

Vancouver:

Simmons M. Politics of Diaspora. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/34923.

Council of Science Editors:

Simmons M. Politics of Diaspora. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34923

29. Bullen, Mary Doreen. Transitioning To High School: Parent Involvement And School Choice.

Degree: 2012, University of Toronto

Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies(more)

Subjects/Keywords: transitioning, parent involvement, school choice, high school, high school, parent-school relationships, parenting, capital, Parent Councils, specialized schools/programs, critical analysis, constructivism, institutional ethnography; 0626

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APA (6th Edition):

Bullen, M. D. (2012). Transitioning To High School: Parent Involvement And School Choice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32673

Chicago Manual of Style (16th Edition):

Bullen, Mary Doreen. “Transitioning To High School: Parent Involvement And School Choice.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32673.

MLA Handbook (7th Edition):

Bullen, Mary Doreen. “Transitioning To High School: Parent Involvement And School Choice.” 2012. Web. 19 Apr 2019.

Vancouver:

Bullen MD. Transitioning To High School: Parent Involvement And School Choice. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32673.

Council of Science Editors:

Bullen MD. Transitioning To High School: Parent Involvement And School Choice. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32673

30. Torres, Rose Ann. Aeta Women Indigenous Healers in the Philippines: Lessons and Implications.

Degree: 2012, University of Toronto

This study investigates two central research problems. These are: What are the healing practices of Aeta women? What are the implications of the healing practices… (more)

Subjects/Keywords: Aeta women healers; Aeta people; Indigenous knowledge production; talking circle; Indigenous healing; public health; anti-colonial theory; post-colonial theory; colonization; Indigenous feminism; decolonizing methodologies; participatory action research; race; class; gender; identity; agency; representation; subalternity; ethno-medicine; pre-colonial and colonial Philippines history; spirituality; worldview; inequality; prejudice; sociology of health and Indigenous health; Sociology of Education

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APA (6th Edition):

Torres, R. A. (2012). Aeta Women Indigenous Healers in the Philippines: Lessons and Implications. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32830

Chicago Manual of Style (16th Edition):

Torres, Rose Ann. “Aeta Women Indigenous Healers in the Philippines: Lessons and Implications.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/32830.

MLA Handbook (7th Edition):

Torres, Rose Ann. “Aeta Women Indigenous Healers in the Philippines: Lessons and Implications.” 2012. Web. 19 Apr 2019.

Vancouver:

Torres RA. Aeta Women Indigenous Healers in the Philippines: Lessons and Implications. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/32830.

Council of Science Editors:

Torres RA. Aeta Women Indigenous Healers in the Philippines: Lessons and Implications. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32830

[1] [2] [3] [4] [5]

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