College of Liberal Arts Magazine, Fall/Winter 2002

https://digitalcommons.calpoly.edu/cla_magazine/1006/thumbnail.jp

College of Liberal Arts Magazine, Fall/Winter 2002

https://digitalcommons.calpoly.edu/cla_magazine/1006/thumbnail.jp

Mustang Daily, April 18, 2000

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/6578/thumbnail.jp

Mustang Daily, March 6, 2000

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/6560/thumbnail.jp

Mustang Daily, April 20, 2000

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/6580/thumbnail.jp

Mustang Daily, May 21, 2001

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/6747/thumbnail.jp

Teaching and learning about gender in a Turkish university: boundary work in a polarised society

This study explores how staff and students taught and learnt about gender in a prestigious Turkish university, in a polarised context in which gender relations had increasingly come to mark political and religious boundaries. It conceives of the institution as an academic borderland, both part of, and separate from, wider Turkish society. It considers both explicit and implicit engagement with gender relations in pedagogical relationships, curricula, values, and teaching methods. This teaching and learning is seen as intersectional boundary work, shaping and changing conceptual and social boundaries – both those relating to gender and to other forms of difference. The study draws on ethnographic work involving interviews and observations in six departments, conducted over five months before the July 2016 coup attempt. It shows how the university’s approach to gender reflected its other political and educational commitments, situating it distinctively within a divided Turkish society. Institutional boundaries shaped departmental approaches to gender in different ways. The study shows that explicit engagement with gender in classes in various departments was reported to change some students’ understandings of gender boundaries. Pedagogical approaches in other departments, while explicitly addressing gender to only a limited extent, both reinforced and challenged the departments’ associations with particular forms of masculinity. The study shows how, in a political context in which gender relations were accorded heightened significance, academic engagement with gender sometimes served to reinforce or intensify boundaries between groups. At the same time the way gender was addressed in some classes served to soften other boundaries, most notably enabling some students to see as human those they had previously rejected. Taken together these processes highlighted that engagement with gender in the university’s classrooms had implications not simply for gender boundaries, but for wider dynamics of inclusion and exclusion both within and beyond the borders of the university

Policies, programs and outcomes for unaccompanied Vietnamese refugee minors in Australia

Australia's acceptance of refugees from Vietnam was unique in that never before had such a sizeable non-Caucasian intake occurred from such a markedly different cultural background. In fact, the Australian Government's dealings with this particular population led it into policy development in two new arenas: (i) refugee policy, as distinct from general immigration policy, was formulated for the first time, and (ii) settlement policy was finally recognized as being necessary for newcomers to this country, especially when language and cultural differences were pronounced. Yet the relevance of these policies and related programs to the life experiences of refugees, and their impact on the outcomes achieved in resettlement have been poorly understood. In this thesis a model is developed to explain relationships between refugees' life conditions, policies and programs that influence those life conditions, and resettlement outcomes. Three levels of analysis are encompassed by the model: societal, psycho-social and intra-psychic. Three corresponding bodies of theory (theory of refugee resettlement; socialization, role and identity formation; and loss and change) underpin the model. The model is then applied to a particular sub-group of Vietnamese refugees who have been accepted for resettlement by Australia: unaccompanied minors, the majority of whom have been sent out from Vietnam by their parents to build new lives in a 'free' country. Documentation of the life conditions these youngsters have experienced in their home land, during the transition period in refugee camps, and after their arrival in Australia is consolidated in terms of a range of relevant elements specified in the model. The policies and programs that have impacted on their lives in Australia have also been described and analyzed according to dimensions specified in the model. This descriptive and analytic base, in conjunction with the underpinning theories, provided the foundation for the development of a series of general propositions and more specific predictions of likely outcomes of these youngsters' resettlement in Australia. Policy implications of each of these outcome predictions are identified, and prescriptions are developed for the consideration of those with a social planning mandate for this population group. The thesis concludes with a consideration of contributions such a holistic perspective of refugee resettlement can provide for social planners, and the direction and context it provides for a range of future research undertakings

Race, Rhetoric, and Research Methods

Race, Rhetoric, and Research Methods explores multiple antiracist, decolonial forms of study that are relevant to 21st-century knowledge production about language, communication, technology, and culture. The book presents a rare collaboration among scholars representing different racial and ethnic backgrounds, genders, and ranks within the field of Rhetoric, Composition, and Writing Studies (RCWS). In each chapter, the authors examine the significance of their individual experiences with race and racism across contexts. Their research engages the politics of embodiment, institutional critique, multimodal rhetoric, materiality, and public digital literacies. The book merges impassioned storytelling with unflinching analysis, offering a multi-voiced argument that spotlights the field's troubled history with theorizing about race and epistemology. Although the authors directly address aspiring and current RCWS professionals, they model how a comprehensive consideration of race adds legitimacy and integrity to any subject of study. This co-authored work charts uncommon paths forward, demonstrating reflexive engagement with legacies that are personal and transnational, as well as with technologies that are both dehumanizing and liberating