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2012 - 36th Annual National Council for Black Studies Words: 356 words || 
1. Doss, Adeyemi. "The Self as Nonexistent: The Phenomenology of How the African American Self Becomes Nonexistent to Self while in Despair" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, <Not Available>. 2018-03-20 <>
Publication Type: Panelist Abstract
Abstract: The idea that African Americans are forced into double realities within a single body that is split into two souls has influenced me to question whether or not it is possible that those of African descent can overcome what Du Bois understood as the outcomes and ramifications of a world that yields one no true self-consciousness. Du Bois once defined the meaning of being African American in a space that continues to be overtly and covertly anti-African/Black in its treatment of those of color. Through his psychological and philosophical analysis of the Negro’s “gift” of second sight, Du Bois sets the foundation for what African Americans have come to understand as the psychological consequences of being African American. However, where Du Bois saw a gift in double-consciousness or second sight, I see it as a threat to the existence of the African American self and to our understanding of self.

The overall purpose of this paper, therefore, is to examine through an existential lens how the “gift” of double-consciousness or second sight traps African Americans in a cycle of forced invisibility. Moreover, the paper will explore how this cycle causes the self to fall into despair, and the ways in which specific environments duplicate and perpetuate this despair, prohibiting African Americans ways in which to stop or exit the cycle. In the process of re-examining Du Bois’ theory of double-consciousness, I construct my own epistemology to explore the processes in which the African American self must engage to overcome another’s negatively or adversely constructed belief and/or concept of that self, in which I call the self as nonexistent, I have found Soren Kierkegaard’s philosophy of the self in despair to be very compelling, but also questionable in contrast to the African American lived experience. Therefore, this paper will also analyze and compare Kierkegaard’s philosophy of the self existing in despair to Du Bois’ philosophy of double-consciousness as a way of understanding how the African American self exist in despair, along with my theory of how the African American self exist as a nonexistent while it tries to overcome what senses to be despair that surrounds the self.

2014 - Pacific Sociological Association Annual Meeting Words: 299 words || 
2. Boyns, David. "To Study the Self is to Forget the Self: Zen Practice and Dereification Processes of Body, Mind and Self" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Marriott Downtown Waterfront, Portland, Oregon, Mar 27, 2014 <Not Available>. 2018-03-20 <>
Publication Type: Research-in-progress presentation
Review Method: Peer Reviewed
Abstract: In Soto Zen Buddhism, a famous passage from Eihei Dogen’s Genjo Koan (“Actualizing the Fundamental Point”) states: “To study the Way is to study the self. To study the self is to forget the self. To forget the self is to be actualized by all things.” Dogen’s statement has become a foundational teaching in Zen practice, and describes a process that has been known sociologically (and ethnomethologically) as “dereification” (Moore 1995). This study examines the process of dereification (Moore 1995) of self and body as experienced by practitioners of meditation and mindfulness. The study is framed theoretically by the analysis of self-presentations and self-mortification by Erving Goffman (1959, 1961, 1967), the concept of habitus by Pierre Bourdieu (1984), the study of “edgework” initiated by Stephen Lyng (2004), and the positive psychology of Seligman and Csikszentmihalyi (1988). Data for the study is drawn from open-ended, qualitative interviews with American practitioners of Zen Buddhism, and similar traditions of meditation practice. Results from the study illustrate that the meditative practice facilitates a dynamic process of dereification of self that goes beyond what others have described as “desocialization” (Bell 1979; Preston 1988); and, instead, puts practitioners in a direct encounter with an ever-changing experience of both body and self. The study also examines the emergence of “flow” experiences in the meditative practice similar to those by Csikszentmihalyi (1990). These “flow” experiences are found to be cultivated not only by the meditative practice but, also, by what Collins (2004) “emotional energy” as it is generated by meditative practice in group settings. Meditative “flow” experiences seem to open up new dimensions of self, beyond those established through what Mead (1934) described as “internal conversations,” or “self-talk.” This study suggests that self is a reflexive process shaped more directly, and perhaps more fundamentally, by body-based experiences.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 713 words || 
3. Iyengar, Radhika. "How much do teacher networks and collaborative work improve teachers’ self-efficacy, self-esteem, self-perception? A Case study from India’s STIR’s program." Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2018-03-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The objective of the study:
The study is situated in Delhi, India. All teachers are part of the STIR network (, which is a non-profit organization aiming to support teachers and to catalyze surrounding ecosystem of partners to support and sustain this movement. STIR brings teachers together and creates network of support to exchange innovative ideas. The program believes in “teacher led change” that empowers the teachers to start believing in themselves enabling them to suggest low-cost classroom based solutions to improve education quality. The specific research questions are –what is the impact of teacher networks on individual efficacy, self-esteem and self-perception. Second, what is the impact of “mindset training” on the above given teacher attributes.

Research Question:
• What program, teacher or school related factors that have the potential to influence teacher self-efficacy, self-esteem, self-perception?

Outcomes of interest:
The main outcomes that the study will be tracking are 1. Teacher Self-Efficacy 2. Self-esteem, 3. Self-perception.

Analytical Methods:
This is a mixed methods study. It uses both qualitative and quantitative data to conduct the analysis. The study design is that of a Randomized Control Trial. The treatment group will be network participants and the control group will consists of those who attended the initial search conference but did not participate in the network.

Data Sources:
The qualitative data is in the form of interviews, video and photo transcriptions. The quantitative data is in the form of surveys, the tools of which will be designed specifically to address the research question pertaining to this study. The qualitative data will be thematically coded using NVIVO software. The quantitative data is be analyzed using Ordinary Least Square Method using STATA as the software package. Both qualitative and quantitative data will be collected at baseline, midline and endline.

Preliminary analysis of baseline and midline survey data shows that Teachers feel high levels of efficacy with means between 1.5 and 1.6 at baseline and midline in response to the following five questions (scale is 1 to 5 with 1 meaning strong agreement and 5 meaning strong disagreement). This implies that teachers who participate in STIR feel efficacious. At the same time, teachers also believe that other factors are important as shown by means between 2.2 and 2.1 at baseline and midline in response to the following four questions (scale is 1 to 5 with 1 meaning strong agreement and 5 meaning strong disagreement). One surprising result is that self-perception about how good one is as a teacher goes down significantly from baseline to midline 4.17 to 3.97 (with 1 being low and 5 being high self perception after taking care of reverse coding). Teachers are also intrinsically motivated at baseline and midline with means of 1.4 at both points of time on the average of the following items asking why they are teaching (1=strongly agree and 5=strongly disagree).
The baseline qualitative interview data suggests that the respondents feel that the most important aspects of STIR are suggesting and implementing micro-innovations (24% references). Building networks (16%) and collaboration among teachers (19%) also come up multiple times. According to the respondents, the major gaps that STIR could address include improvement in quality education (57%), quality of teaching (19%) and improvement in teacher motivation (19%).

Significance of the study in the field of comparative or international education:
The study is useful in many ways. Firstly, this study tests the growth mind-set theory in a developing country context. Although, multiple studies have been done in the US and other countries on the impact on educational outcomes using growth-mind set approach. This study helps to test the same hypothesis in India. Secondly, one of the unique aspects of STIR is to build teacher networks to facilitate sharing ideas. This study will be able to assess the various ways in which networks of teachers could make a difference in their classroom teaching practices. Thirdly, developing an Indian contextualized measure of teacher self-perception, self-efficacy and self-esteem is an achievement in its own kind. Fourth, the study attempts to understand the types of non-monetary support structures that teachers might need to become better educators in a developing country context. Therefore this study will be able to develop measures, tests theories for the first time in a developing country set-up. This will help to share the lesson learnt with other developing countries as well.

2007 - AMERICAN SOCIETY OF CRIMINOLOGY Words: 134 words || 
4. Pettiway, Leon. "Juggling the Self and Self Control: The Construction of Self, Power and Property" Paper presented at the annual meeting of the AMERICAN SOCIETY OF CRIMINOLOGY, Atlanta Marriott Marquis, Atlanta, Georgia, Nov 14, 2007 <Not Available>. 2018-03-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: By considering criminology’s underlying themes, the paper consider the nature of the American criminological mind that assesses the poor, the deviant, and the unsocialized who are said to live on the margins of society. In that regard, the paper explores the manner in which criminology tends to emphasize negativity, hopelessness, and other singular drives or failures that supposedly characterize the lives of deviant people. As such, the paper considers issues of justice and directs its attention to the importance of the “self” in the construction of crime and justice while recognizing the criminological construction of self-control and its cultural expression. By considering the formation of the self which frames beliefs in separation, individual differences, property rights, and power, the paper considers whether the criminological gaze might be positioned beyond the proclivities of traditional criminology.

2015 - ASEEES Convention Words: 179 words || 
5. Mayofis, Maria. "Self-Government, Self-Service and Self-Discipline: Implementing the System of Boarding Schools in the Late 1950s -- Early 1960s USSR" Paper presented at the annual meeting of the ASEEES Convention, Philadelphia Marriott Downtown, Philadelphia, Pennsylvania, <Not Available>. 2018-03-20 <>
Publication Type: Panel Paper
Abstract: Although boarding schools were not a completely new institution for the Soviet educational system of the 1950s, we can presume that the authorities, especially the general secretary of the CPSU N. Khrushchev, considered them as essential tools in the new social and political conditions created by the 20th Congress. Just during the Congress Khrushchev launched a new project of educating a new Soviet citizen who would be loyal to the state and enthusiastic towards its initiatives not because of his/her fear of repressions, but voluntarily and sincerely. Boarding schools were seen as laboratories and, at the same time, as a vanguard of the necessary educational reforms. Unlike the children's homes (detskiye doma), boarding schools were to admit not orphans, but children whose parents would be too busy creating communism. In this conditions the state took the responsibility and, moreover, the major part of expenses on bringing-up and educating schoolchildren within this system of close "socialist schools" whose basic principles were self-government, self-service and self-discipline. The presenter will try to demonstrate to what extent this project proved to be effective.

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