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WHEN THE CLOCKS STRIKE THIRTEEN: POLITICAL REPRESSION IN MODERN AMERICA (1990-2015)
Title
WHEN THE CLOCKS STRIKE THIRTEEN: POLITICAL REPRESSION IN MODERN AMERICA (1990-2015).
Creator
Begani, Faiza, Knuckey, Jonathan, Sadri, Houman A., University of Central Florida
Abstract / Description
Abounding acts of repression committed in democracies have continued to be overlooked and under-analyzed by many researchers and scholars due to "democratic exceptionalism". As the United States enters yet another consecutive year of declining political satisfaction and freedom. It has become pertinent that as conflict study researchers, scholars, and readers alike that there is a basic understanding of coercion including acts that have been committed within our own countries. Countless...
Show moreAbounding acts of repression committed in democracies have continued to be overlooked and under-analyzed by many researchers and scholars due to "democratic exceptionalism". As the United States enters yet another consecutive year of declining political satisfaction and freedom. It has become pertinent that as conflict study researchers, scholars, and readers alike that there is a basic understanding of coercion including acts that have been committed within our own countries. Countless scholars have focused conflict study research on underdeveloped or emerging democracies, yet many have overlooked the seamy side of developed ones. This article aims to explain the relationship between the United States and state-sponsored repression from the 1990s to 2015. In hopes to better understand how variables like economic, social, and political vulnerabilities as well as race and sex influence repressive trends in the United States. In addition, this article hopes to extend the scope of conflict study research by including mass incarceration as a form of repression that has been used to control not only dissent but also satisfy the needs of elites to maintain a present state of affairs. This article tests various hypothesis to understand how repression continues to function in modern American society.
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Date Issued
2018
Identifier
CFH2000410, ucf:45899
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000410
Performing Bernarda: Activating Power and Identity
Title
Performing Bernarda: Activating Power and Identity.
Creator
Martinez Medina, Ana, Ingram, Kate, Listengarten, Julia, StClaire, Sybil, University of Central Florida
Abstract / Description
The musical Bernarda Alba tells the story of a woman who is confined within the heavily patriarchal and Catholic society that was 1930s Spain. Because of this, I thought it the perfect arena to explore power dynamics on stage. My thesis will explore status, hierarchies, relationships, and identity via the stolid matriarchal character Bernarda Alba. Through analyzing the playwright's words, fleshing out the character, and exploring the character's relationships with others in rehearsal, I have...
Show moreThe musical Bernarda Alba tells the story of a woman who is confined within the heavily patriarchal and Catholic society that was 1930s Spain. Because of this, I thought it the perfect arena to explore power dynamics on stage. My thesis will explore status, hierarchies, relationships, and identity via the stolid matriarchal character Bernarda Alba. Through analyzing the playwright's words, fleshing out the character, and exploring the character's relationships with others in rehearsal, I have studied how to activate status on stage. There are many sociology theories and psychological studies that can be applied to theatre-making in order to create fleshed out relationships, characters, and worlds. I have taken these theories into practice, as I battled with my own hierarchies in real life, and I let art and life do what they do best: imitate each other. I will analyze and play with the physical movement and posture of the character, the vocal choices in the delivery of the scripted words, and the psychological choices in the form of subtext and unspoken thought. There is an abundance of agency one holds when creating status and identity for a character, and I break down the different facets to explore. More importantly, outside of the stage, if we realize that status is more intricate and flexible than we think it is, then we as individuals can unlock invaluable freedoms that can unchain us from daily oppression.
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Date Issued
2019
Identifier
CFE0007498, ucf:52655
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007498
The Moral Oppression of the Teaching Profession: Learning to Transcend
Title
The Moral Oppression of the Teaching Profession: Learning to Transcend.
Creator
Smith, Rebecca, Hewitt, Randall, Carter, Shannon, Terzian, Sevan, University of Central Florida
Abstract / Description
This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which...
Show moreThis thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.
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Date Issued
2013
Identifier
CFE0004940, ucf:49621
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004940
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate
Title
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
Creator
Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
Abstract / Description
Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
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Date Issued
2014
Identifier
CFE0005498, ucf:50352
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005498
A Grounded Theory Study of the Experiences of Gender and Sexually Diverse High School Students: Balancing School Ethos
Title
A Grounded Theory Study of the Experiences of Gender and Sexually Diverse High School Students: Balancing School Ethos.
Creator
Huff, Frankie, Olan, Elsie, Kaplan, Jeffrey, Hopp, Carolyn, Brenckle, Martha, Daniels, Terri, University of Central Florida
Abstract / Description
Anti-bullying campaigns and legislation are on the rise, and school districts are fighting in favor of and against various forms of support for gay and sexually diverse (GSD) students, creating very distinct experienced ethoses in their prospective schools. At times, these ethoses stand in direct opposition of the aspirational ethoses of those same schools. The purpose of this grounded theory study is to understand how schools interact with the educational policies in place to create a...
Show moreAnti-bullying campaigns and legislation are on the rise, and school districts are fighting in favor of and against various forms of support for gay and sexually diverse (GSD) students, creating very distinct experienced ethoses in their prospective schools. At times, these ethoses stand in direct opposition of the aspirational ethoses of those same schools. The purpose of this grounded theory study is to understand how schools interact with the educational policies in place to create a balanced ethos. This study uses Charmaz's (2014) constructivist approach to grounded theory methods to answer the following questions: How, if at all, does the aspirational ethos balance with the experienced ethos in high schools for GSD students, and, how, if at all, are schools creating positive high school ethoses for GSD students? Two themes emerged from this study. The first theme, don't ask, don't tell, showed that GSD students are often expected to be silent about themselves and their issues. The second theme, policy is just a beginning, revealed that inclusive policy alone is not enough, administration must interact with these policies and GSD students. The findings of this study indicate that for schools to provide a balanced aspirational and experienced ethos for GSD students, these students must be included in the policies, actions, and interactions of the high school. Schools create a positive ethos for GSD students when the balance is achieved. This study has practical and theoretical implications for anti-oppressive educational practices and discourse regarding GSD students. ?
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Date Issued
2015
Identifier
CFE0005809, ucf:50023
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005809
SAVED, SANCTIFIED AND FILLED WITH GAY: LIBERATION THEOLOGY WITH AAMSM AND THE BLACK CHURCH
Title
SAVED, SANCTIFIED AND FILLED WITH GAY: LIBERATION THEOLOGY WITH AAMSM AND THE BLACK CHURCH.
Creator
Green, Adam, Coverston, Harry, University of Central Florida
Abstract / Description
AAMSM (African American men who have sex with men) endure homophobia and racism in their political realities because of their identity. How do multiple oppressions impact the experiences of AAMSM participating within Black churches? Despite the Black church's legacy for liberating African Americans, AAMSM feel demonized and alienated while enduring religion-based homophobia espoused within many Black churches. In the church, AAMSM are pushed further down the hierarchy of oppression and...
Show moreAAMSM (African American men who have sex with men) endure homophobia and racism in their political realities because of their identity. How do multiple oppressions impact the experiences of AAMSM participating within Black churches? Despite the Black church's legacy for liberating African Americans, AAMSM feel demonized and alienated while enduring religion-based homophobia espoused within many Black churches. In the church, AAMSM are pushed further down the hierarchy of oppression and privilege. In response to these observations, this thesis employs a sexual discourse of resistance. I engage this discourse with a literature review in order to discover links between homophobia and AAMSM in an interdisciplinary manner. Jungian psychology is then utilized to interpret internalized oppression. This leads to a discussion of social and religious justice for AAMSM in the Black church through the lens of liberation theology. While the oppressed have become oppressors within the Black church as regards AAMSM, liberation theology affirms all of humanity. Liberation theology provides a message of love for AAMSM and a source of Christian ethics for the Black church.
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Date Issued
2011
Identifier
CFH0003838, ucf:44724
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003838
THE OPPRESSION AND SEXISM OF AFRICAN-AMERICAN WOMEN: THEN AND NOWSUBSTANTIAL CONTRIBUTIONS TO THE HISTORY OF MUSICAL THEATRE
Title
THE OPPRESSION AND SEXISM OF AFRICAN-AMERICAN WOMEN: THEN AND NOWSUBSTANTIAL CONTRIBUTIONS TO THE HISTORY OF MUSICAL THEATRE.
Creator
Owens, Kelli, Weaver, Earl, University of Central Florida
Abstract / Description
A wise Martin Luther King Jr. once said, "Freedom is never given by the oppressor; it must be demanded by the oppressed (King 1)." For as long as men and women have shared the planet, sexism has been a universal issue in civilization. In a social justice context, American society has found ways to oppress people for centuries. The Oxford Dictionary defines sexism as a "prejudice, stereotyping, or discrimination, typically against women, on the basis of sex ("sexism")." Voting rights in...
Show moreA wise Martin Luther King Jr. once said, "Freedom is never given by the oppressor; it must be demanded by the oppressed (King 1)." For as long as men and women have shared the planet, sexism has been a universal issue in civilization. In a social justice context, American society has found ways to oppress people for centuries. The Oxford Dictionary defines sexism as a "prejudice, stereotyping, or discrimination, typically against women, on the basis of sex ("sexism")." Voting rights in America were established in 1790, but it took years of petitioning at various women's rights conventions before the Nineteenth Amendment to the United States Constitution stating "the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex" was passed in 1920 ("Nineteenth Amendment"). Traditionally, men were supposed to be the strong, decisive, driven, courageous, money-making breed, while women were expected to be the nurturing, affectionate, weak subordinates. Today, we find men and women working in careers previously linked with sexism; men as nurses and teachers, women as CEOs and factory workers. Statistics show that today there are an increasing number of women providing the financial support in their families. As with sexism, people also have been oppressed by racism for centuries. According to The Oxford Dictionary, racism is defined as a "prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior ("racism")." It has been argued that African Americans have been one of the most oppressed groups in America. Even after they were emancipated in 1865, it was nearly one hundred years later that their rights were protected with the Civil Rights Act of 1964. Before the act's passing, African Americans were denied equal education, employment, housing property, and a political voice. My interest in this topic was peaked right around the same time I became interested in performing on the musical theatre stage. I got my start in local community theatres, and up until college, was the only African American cast in the productions. I started playing multiple ensemble roles per show, and throughout the years advanced myself to "supporting character" but never the lead. Admittedly, there were times when I wasn't as talented as the women who snagged the leading roles, but many a time when I was just as talented or more qualified for the role, it went to another woman —most times of Caucasian descent. What did they have that I didn't have? When I got accepted into The University of Central Florida as a BFA Musical Theatre student, I auditioned for the plays and musicals every semester, and each season I began to see the same patterns of who was cast for each show. Roles I thought I would get often went to White actors. I felt victimized in this modern-day example of racism. But racism goes beyond black and White. Internal racism between the light-skinned and dark-skinned African American women I was competing with became a factor as well. There were many times when an audition notice called for an African American woman; however, an unsettling trend became very apparent to me; if the casting description was for a maid, or something of that nature, larger, dark-skinned women would get the majority of the callbacks, which would lead to them getting cast. On the flip side, if an audition notice called for an African American ingenue type, more of the slimmer, lighter-skinned women were called back and later cast. Has American society cast a racial stigma for African American beauty?
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Date Issued
2014
Identifier
CFH0004545, ucf:45211
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004545
The Living Hashtag Play: A Modernized Living Newspaper with Theatre of the Oppressed Approaches to Play Development
Title
The Living Hashtag Play: A Modernized Living Newspaper with Theatre of the Oppressed Approaches to Play Development.
Creator
Corsi, Elizabeth, Boyd, Belinda, McDonald, Holly, Brown, James, University of Central Florida
Abstract / Description
In a time where the majority of our news sources and justice movements are received, hashtagged, mobilized, and scrutinized through technology and social media, this thesis embarks to resurrect a once short lived concept of introducing theatre as an informative and educational news source. ?The Hashtag Play ?will be an experiment to create a modern living newspaper play that will utilize techniques and approaches found in Augusto Boal's Theatre of the Oppressed Pedagogy to devise meaningful...
Show moreIn a time where the majority of our news sources and justice movements are received, hashtagged, mobilized, and scrutinized through technology and social media, this thesis embarks to resurrect a once short lived concept of introducing theatre as an informative and educational news source. ?The Hashtag Play ?will be an experiment to create a modern living newspaper play that will utilize techniques and approaches found in Augusto Boal's Theatre of the Oppressed Pedagogy to devise meaningful and impactful art determined to educate, inform, and challenge artists and audiences while fostering a sense of community. For the purpose of this thesis, I will be focusing on the issues of sexual violence in America, investigating such cases as People of the State of California v. Brock Allen Turner, ?and the prosecutions of Harvey Weinstein and David Daniels. These cases, among many, have ignited the movements of #MeToo, #TimesUp, and #Let's Be Clear, which have affected men and women within local communities across the U.S.The goal of the project is to create a piece that improves upon the original Federal Theatre Project's Living Newspaper while creating an impactful tool to be utilized in the field of theatre for social change. The play will explore both sides of each trial to expand audience perspective, while attempting to define the blurred lines that surround the complexities and narratives of sexual assault, harassment, and consent. The project implores the questioning of rape culture, how it is defined and if it truly exists in our social climate. The process ventures to identify systematic flaws and social contributors while seeking solutions for social and justice change. It will scrutinize over the presence and purpose of sexual violence within art, while questioning if it is viable to separate art from the artist, or forgive the art and condemn its creator. It will grapple with the challenge of remaining neutral for the sake of education and news delivery. Most importantly, it will be inclusive to all voices, challenging us to use passion and discussion, instead of argument and aggression. To effect a change, the work must first set to identify, clarify, and challenge our former notions to create improved ones that encourage thoughtful and proactive actions.
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Date Issued
2019
Identifier
CFE0007795, ucf:52337
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007795