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Caste and Learning in Higher Education Activist Movements
Caste and Learning in Higher Education Activist Movements
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152647
- ISBN
- 9798384048749
- DDC
- 370
- 저자명
- Pradhan, Ishita.
- 서명/저자
- Caste and Learning in Higher Education Activist Movements
- 발행사항
- [Sl] : University of Colorado at Boulder, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 167 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Jurow, Aachey Susan.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2024.
- 초록/해제
- 요약Caste-based discrimination persists as a formidable barrier within Indian higher education, compelling Dalit students to employ university spaces not only for learning but as arenas for activism and social change. This dissertation explores the agency of Dalit students as they confront and dismantle systemic inequalities through strategic engagement and "activism for dignity." Facing risks that range from academic repercussions, social ostracization and threats to physical safety, Dalit students harness their histories and everyday experiences to assert their dignity and challenge oppressive structures. Grounded in a critical sociocultural framework, this dissertation delves into the intersections of caste, learning, and agency, utilizing phenomenological interviews to illuminate how Dalit students navigate dual roles as learners and activists. Dalit students' activism emerges as a dynamic site of learning, characterized by the development of critical consciousness, resilience, and an acute awareness of institutional infrastructure, which are pivotal in their pursuit of equity and transformation within the university environment. By documenting and analyzing the complex ways in which Dalit students use activism to influence institutional practices and policies, the dissertation underscores the importance of integrating caste into the broader discourse on educational justice. It reveals how activism serves not only as a response to immediate injustices but also as a meaningful learning process that supports personal growth and community resilience. This work contributes to a more comprehensive understanding of learning in the social movements, advocating for a reimagined approach to learning sciences that embraces the complexities of caste and the transformative potential of Dalit students' activism.
- 일반주제명
- Education
- 일반주제명
- Higher education
- 키워드
- Discrimination
- 키워드
- Social change
- 키워드
- Activism
- 키워드
- Physical safety
- 기타저자
- University of Colorado at Boulder Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384048749
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aPradhan, Ishita.
■24510▼aCaste and Learning in Higher Education Activist Movements
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a167 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Jurow, Aachey Susan.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2024.
■520 ▼aCaste-based discrimination persists as a formidable barrier within Indian higher education, compelling Dalit students to employ university spaces not only for learning but as arenas for activism and social change. This dissertation explores the agency of Dalit students as they confront and dismantle systemic inequalities through strategic engagement and "activism for dignity." Facing risks that range from academic repercussions, social ostracization and threats to physical safety, Dalit students harness their histories and everyday experiences to assert their dignity and challenge oppressive structures. Grounded in a critical sociocultural framework, this dissertation delves into the intersections of caste, learning, and agency, utilizing phenomenological interviews to illuminate how Dalit students navigate dual roles as learners and activists. Dalit students' activism emerges as a dynamic site of learning, characterized by the development of critical consciousness, resilience, and an acute awareness of institutional infrastructure, which are pivotal in their pursuit of equity and transformation within the university environment. By documenting and analyzing the complex ways in which Dalit students use activism to influence institutional practices and policies, the dissertation underscores the importance of integrating caste into the broader discourse on educational justice. It reveals how activism serves not only as a response to immediate injustices but also as a meaningful learning process that supports personal growth and community resilience. This work contributes to a more comprehensive understanding of learning in the social movements, advocating for a reimagined approach to learning sciences that embraces the complexities of caste and the transformative potential of Dalit students' activism.
■590 ▼aSchool code: 0051.
■650 4▼aEducation
■650 4▼aEducational administration
■650 4▼aHigher education
■653 ▼aDiscrimination
■653 ▼aSocial change
■653 ▼aActivism
■653 ▼aPhysical safety
■653 ▼aSociocultural framework
■690 ▼a0515
■690 ▼a0514
■690 ▼a0745
■71020▼aUniversity of Colorado at Boulder▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163278▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
