Showing 1 - 4 of 4 Items
All That Influences the Condition of Women: The Moral Foundations of Female Education in Tocqueville and Rousseau This record is embargoed.
- Embargo End Date: 2026-05-20
Date: 2021-01-01
Creator: Nicole Danielle Tjin A Djie
Access: Embargoed
The Best and the Brightest?: Race, Class, and Merit in America's Elite Colleges
Date: 2017-05-01
Creator: Walter Chacon
Access: Open access
Who We Are: Incarcerated Students and the New Prison Literature, 1995-2010
Date: 2013-05-01
Creator: Reilly Hannah N Lorastein
Access: Open access
- This project focuses on American prison writings from the late 1990s to the 2000s. Much has been written about American prison intellectuals such as Malcolm X, George Jackson, Eldridge Cleaver, and Angela Davis, who wrote as active participants in black and brown freedom movements in the United States. However the new prison literature that has emerged over the past two decades through higher education programs within prisons has received little to no attention. This study provides a more nuanced view of the steadily growing silent population in the United States through close readings of Openline, an inter-disciplinary journal featuring poetry, essays, fiction, and visual art created by incarcerated students enrolled in the College Program at San Quentin State Prison. By engaging the first person perspective of the incarcerated subject, this project will reveal how incarcerated individuals describe themselves, how they maintain and create intimate relationships from behind bars, and their critiques of the criminal justice system. From these readings, the project outlines conventions of “the incarcerated experience” as a subject position, with an eye toward further research analyzing the intersection of one's “incarcerated status” with one’s race, class, gender, and sexuality.
Education Amid Stabilization: The Varied Effects of Military Intervention on Public Schooling in Mali, Niger, and Burkina Faso
Date: 2021-01-01
Creator: Arjun S. Mehta
Access: Open access
- At the intersection of international relations, comparative politics, and war consequence studies, this paper seeks to evaluate the effects of supportive foreign military intervention on education provision in three neighboring Central Sahel countries: Mali, Niger, and Burkina Faso. In the wake of a Tuareg insurgency and a 2012 coup d’état in Mali, the proliferation of jihadist violence in the tri-border Liptako-Gourma region has been met by a proliferation of foreign interveners. Does stabilization— the form of intervention in the Central Sahel— improve education provision, as measured by diminishing jihadist attacks on schools and school closures due to violence? This paper hypothesizes that where there is a larger scale of intervention, there is more security— and thus an environment more conducive to education provision. Although insecurity in the three Central Sahel countries has shared origins, each country has a distinct scale of intervention. In placing Mali, Niger, and Burkina Faso on a spectrum of stabilization (from largest- to smallest-scale), this paper conducts a comparative test to determine how intervention affects education provision. Qualitative and quantitative data analyses reveal that, while a larger scale of intervention (in Mali) guarantees neither better security nor more favorable education provision, the absence of intervention (in Burkina Faso) facilitates unfavorable security and education outcomes. This paper concludes that destabilizing security-centric conceptions of stabilization may lead to more lasting peace and more accessible education in the Central Sahel and beyond.