Motivators for Transgender and Gender Diverse Related Activism and Policy Action in the United States

Kattari, Leonardo Michigan State University ProQuest Dissertations & 2023 해외박사(DDOD)

In the current political climate, anti-transgender and gender diverse (TGD) legislation is introduced and enacted into law across the United States each year. Yet, activism and policy action related to TGD issues are under studied. The aim of this dissertation was to identify the prevalence of TGD related activism and TGD policy action and explore four motivators (i.e., political salience, community connectedness, social movement organization involvement, and political efficacy) that influence participation in general activism and policy action and TGD activism and TGD policy action. Extant literature exploring activism and policy action does not consider TGD or cisgender individual's motivations for participating in specifically TGD activism or TGD policy action.An explanatory sequential mixed methods design was conducted in two phases. Phase 1 of the study, a cross-sectional survey (N = 954), found participants were more likely to participate in TGD activism compared to TGD policy action. Further, TGD participants were more likely to participate in TGD activism and TGD policy action compared to cisgender participants. When it comes to previous motivators identified in the broader activism and policy action literature, this study confirmed that political salience, community connectedness, and social movement organization involvement are correlated with TGD activism and social TGD policy action. However, structural equation modeling found the relationship between motivators and TGD activism was influenced by gender. For TGD activism, social movement organization involvement was a motivator across transgender, nonbinary, and cisgender participants; community connectedness was a motivator for nonbinary and cisgender participants; and political salience was a motivator for cisgender participants. For TGD policy action, social movement organization involvement was the only motivator prevalent across transgender, nonbinary, and cisgender participants.In Phase 2 of this study, focus groups (n = 5) and an interview (n = 1) with a total of 22 individuals were conducted to explain and provide context for the Phase 1 results. In Phase 2, five themes were identified that provide guidance for interpreting the results from Phase 1: (a) gender impacts access and safety for participation-gender is nuanced and complex among TGD individuals and multiple marginalized identities may influence participation in TGD activism and TGD policy action; (b) skin in the game-regardless of gender, individuals who participate in TGD activism and/or TGD policy action do so because of a perceived direct threat based on a personal connection to TGD justice whether through their own identity or relationships with TGD individuals; (c) performative allyship is not enough-the various activities and behaviors that range from low-risk and low-cost to high-risk and high-cost an individual must consider prior to engaging in TGD activism and/or TGD policy action; (d) barriers to policy action-the complexity and disillusionment with the current political system; and (e) social movement organizations reduce barriers-the ways social movement organizations bridge the gap in civic education and engagement.The findings from this dissertation provide insight on who participates and what motivates those individuals to participate in TGD activism and TGD policy action. This knowledge can guide strategies and initiatives for community mobilization and organizing that engage individuals to participate across a spectrum of activities that support, defend, and advance TGD justice.

창작무용 수업의 포트폴리오 평가 적용에 관한 실행연구

박찬숙 경북대학교 대학원 2007 국내박사

The purpose of this study is to analyze and understand various complicated phenomenal characteristics, included the experience of teacher and students, which could be occurred by implementing portfolio assessment on instruction of creative dance in middle school, investigating what will be educational implications caused by the application of alternative assessment aiming for reform of dance classes in school circumstances. To achieve this purpose of the study, the tasks to be focused are as follows: Developing procedural instructional framework by applying portfolio assessment to creative dance class in middle school. Describing and interpreting deeply phenomenal characterstics of teaching-learning activities that a teacher and students could experience on the basis of contexts. Investigating the educational implications reflected by the application of portfolio assessment. In order to intend to the appropriateness of the methodology according to the purpose of this study, I attempted to use an action research paradigm. Participants of this study selected were a teacher and girl students, seventh graders, of two dance classes in middle school. All the data needed for the study were collected through non-participant observations, in-depth interviews, and documents gathering. These collected data was analyzed by inductive category technique. The validity and reliability on this study could be verified by carrying out the procedures of prolonged observations, triangulation, member checks, and peer debriefing. While trying to execute all the series of procedures needed, I could come to gain the following findings. The consequence of this study is as follows: First, By applying portfolio assessment to creative dance classes, it was revealed numerous complicated characteristics in school contexts classified into three phases such as planning, proceeding, and assessing. To begin with, the planning of instruction was preceeded by two steps. In the first step, the teacher as a informant was subjected to understand lots of literatures related with implementing portfolio assessment on creative dance classes. And then in the second step, it has been scheduled that the teacher in collaboration with the researcher should plan concretely a model of teaching, units of instruction, items of portfolio, and assessment. In this step, above all, it was necessary to correct over and over again everything scheduled. The units of instruction were expressing name by body movement, shaping body design diversely, varying direction, height, and rhythm, varying speed and path, expressing by body movement speaking, expressing by body movement imagining about seasons, expressing by group about historical events or great men, exhibiting and impressing. And the items of portfolio were composed of self-assessment, peer assessment, group assessment, homework, checklist, graph, description of impression, journal, and letter of invitation. The process of assessment was proceeded according to in order by a model of portfolio assessment in creative dance classes such as planning of instruction and assessement, composing, presenting, performing, portfolio assessment, taking advantage of portfolio. The characteristics revealed by implementing the instruction of creative dance were organization of class, formulae of teaching-learning, presentation and performance of items of portfolio, and making up portfolio. Also, the findings concerning assessment were exposed remarkably on self-assessment, peer assessment, group assessment, portfolio assessment, written assessment, and practical assessment. Second, it was understood what would be phenomenal characteristics which the teacher and students could experience in school contexts, while applying portfolio assessment to creative dance classes. This phenomenal characteristics were categorized by four thema, that is, teacher, student, content and process of instruction, and assessment. First of all, distinguished findings concerning teacher were categorized into student control, task presentation, and reflective activity. And in the patterns of student control occurred by applying portfolio assessment to creative dance classes, the suggestion type and the motivation type were superior to the threat type and the ban type. In addition to, the patterns of the task presentation revealed by applying portfolio assessment to creative dance classes were effective, various, and learner-centered significantly. And the teacher exerted very effort continuously for the reflective instructional activities such as discovering, recording, detecting, applying, and reflecting, while implementing portfolio assessment to creative dance classes. Next, noticeable findings related with student were categorized into learning participating attitudes and reflective activities. After the students attended the creative dance classes applied portfolio assessment, their learning participating attitudes were improved remarkably class by class. In effect, it could be interpreted that the process of instruction and assessment had an effect on the students' learning participating attitudes. Also, by applying portfolio assessment to creative dance classes, the reflective activities of students became active and vigorous significantly. Accordingly, the students could be stimulated themselves to accomplish the objectives of learning. On side, striking results related with the contents and process of instruction were categorized into types of feedback and group activities. While applying portfolio assessment to creative dance classes, it could be verified that the tendencies toward learner-centered and self-regulated attributional feedback were very predominant in instructional situation. The extrinsic feedbacks such as utilizing of camcorder and camera were used actively, as well. And by applying portfolio assessment to creative dance class, it could be confirmed, the positive interdependent relationships of the students were improved, their personal responsibilities and leaderships raised up, and their social abilities and skills extended. The other side, the marvellous findings concerning assessment were categorized into self-assessment, peer assessment, group assessment, and portfolio assessment. The self-assessments were so effective feedbacks that they could encourage the students to improve selt-controlled learning abilities, to participate in the instructions positively, and to increase the effects of retention. Also, It could be effective feedbacks that the peer assessments stimulated the students to make an observation and to assess the activities of learning in which their peers participated in creative dance classes, promoting social interaction within learners. The group assessments, it was exposed, were efficient in that they could encourage highly the learners to motivate for learning, for the purpose of self-regulated motivation, to enlarge communication one another, and to raise social abilities. Additionally, it was revealed that the phenomenal characteristics occurred by applying portfolio assessment to creative dance classes were integration of teaching and assessment, student-centered, process-centered, many-sided, and standard-oriented. Third, it was investigated that the educational implications implied by applying portfolio assessment to creative dance in pursuit of promising creative dance classes were categorized into three phases. This study applying portfolio assessment to creative dance classes could promote self-directed learning activities. And the classes of creative dance applied the model of portfolio assessment could be closely approached toward a model of cooperative learning. Above all, by applying portfolio assessment to creative dance classes it could be ensured the validity and reliability by means of standards. And All the assessments applied in this study, such as self-assessment, peer assessment, group assessment, and portfolio assessment, were accomplished by the paradigm of qualitative assessment founded a viewpoint of relativistic assessment, and more effective to implement learner-centered instruction. Accordingly, this study applying portfolio assessment to creative dance classes could achieve essential functions as a kind of performance assessment very well. After all, this study could reveal the phenomenal characteristics included the experience of teacher and students, which might be come into existence by applying portfolio assessment to creative dance classes in middle school. From these findings it could be verified what will be educational implications caused by the application of portfolio assessment aiming for reform of dance classes in school contexts. Therefore, this study will help the teachers to understand the portfolio assessment according to creative dance classes and play a part in providing important information for the teachers' measurement and execution of teaching and learning process through the practical application. However, it will be necessary to generalize in applying portfolio assessment to creative dance classes, provided the suggestion for the future studies. Since portfolio assessment needs to be applied widely for the purpose of reform of instructions in our school contexts, I suggest, the following researches, centering on the field, have to concentrate on diversified approaches in succession.

Why Do We Do What We Do? The Attention-Readiness-Motivation Framework

Suri, Gaurav ProQuest Dissertations & Theses Stanford Universit 2015 해외박사(DDOD)

According to many theories of motivation, the principal driver of human behavior is the valuation of actions. Actions are valued by computing the difference between stimulus value (the benefits and costs inherent in the stimulus outcome that is the expected result of a given action) and action costs (the effort required to perform that action). However, such accounts have difficulty explaining why individuals may act inconsistently in what appear to be comparable situations, and sometimes even act in ways that seem inconsistent with relevant action values. In this dissertation, I present the Attention-Readiness-Motivation (ARM) framework, according to which such behavioral anomalies occur because stimulus value and action costs are influenced by endogenous attention and action readiness -- variables that are typically not considered as a part of the valuation calculus. In Chapter 1, I introduce the ARM framework. In Chapter 2, I present a laboratory analogue of a common behavioral anomaly -- medical non-compliance. Medical non-compliance includes behaviors in which patients fail to take simple actions (e.g. taking a pill beneficial to their health) even though the failure to take such actions could have highly adverse consequences. In a series of laboratory experiments, I simulated these adverse consequences using a personally salient and highly aversive electric shock. The laboratory equivalent of taking a pill was to press an easily accessible button that was likely to preclude shock-related adverse consequences. When doing nothing was the status quo, participants frequently did not press a button that would have, for example, enabled them to avoid experiencing the shocks. Contrastingly, when participants were required to make a choice, they nearly always chose outcomes that did not lead to a shock. Yet, this apparent preference was not manifested in behavioral contexts in which a choice was not required. In Chapter 3, I investigate behavioral anomalies in the context of emotion regulation. I created a laboratory decision context in which participants watched a series of negatively valenced images, and in each case had the option of electing to reappraise in order to decrease negative affect. Given the many benefits and few costs associated with reappraisal, I expected that most images would be reappraised. However, participants implemented reappraisals for a small minority of images. However when the default (of doing nothing) was removed, participants chose to reappraise in many more trials. In Chapter 4, I sought to investigate the role of attention in explaining the types of behavioral anomalies described in Chapter 2 and Chapter 3. Specifically, I sought to test whether failures to act in valued ways are in some cases caused by insufficient levels of orienting attention. I first created a scalable laboratory analogue of a behavioral anomaly, one in which participants persisted in viewing lower-valenced images even though they could have, at no cost, viewed a higher-valenced image. When I experimentally increased their orienting attention towards a caption stating they had the option to switch, participants more frequently elected to view the higher valenced image. In real-world behavioral contexts, increasing attention, without an apparent change in valuation, also led to increased levels of approach motivation in behavioral contexts involving purchasing apples and electing to take the stairs instead of the escalator. These studies suggested that endogenous attention plays an important role in motivated behavior. In Chapter 5, I investigated whether some behavioral anomalies may occur because action costs that objectively appear negligible may be consequential, and action costs that objectively appear identical may differently influence behavior. Such effects may occur because action costs are influenced by action readiness -- the ease with which an action may be initiated given the pre-action-launch state of the.

An examination of the relationship among science teaching actions, beliefs, and knowledge of the nature of science

천사진 University of Georgia 2000 해외박사

Scholars in science education advocate curriculum and instruction practices that reflect an understanding of the nature of science. This aspect of school science is an important component of scientific literacy, a primary goal of science education. Considering teaching as a thoughtful profession, there has been a growing research interest on the issue of the consistency between teacher beliefs and actions. Yet, the self-evident assumption that teachers' beliefs about the nature of science will impact on their classroom teaching actions has not been justified. The purpose of this study was to examine the relationship between science teaching actions and beliefs about the nature of science. Defining teacher beliefs as a broad construct, the researcher tried to examine not only teacher's cognitive understanding about the nature of science but also teachers' affect as well as actions with regard to the nature of science. Guiding research questions were as follows: (a) what are the teachers' beliefs about the nature of science; (b) how do the teachers' pedagogical actions reflect their beliefs about the nature of science; and (c) what are the other referent beliefs that mediate the teachers' pedagogical actions within a local school culture. The methodology of this study was an interpretive, qualitative approach that included multiple sources of data, interviews, classroom observations, and instructional materials. Six science teachers from a secondary school located in a rural area of the southeastern US were chosen by convenience. The cross-case study and the grounded theory study designs were adopted as the data analysis process. The constant comparative analysis method was used to generate the emerging themes for this study. This study revealed a gap between these teachers' personal beliefs of the nature of science and the concepts of the nature of science suggested by many researchers. These teachers' personal beliefs about the nature of science have been constructed based on their science teaching and learning experiences and as a result are closely related to their belief about the nature of school science. These teachers teaching actions reflected their own personal beliefs about the nature of science within the interaction of multiple referent beliefs with relation to science teaching and learning. 과학 교육 분야의 많은 학자들이 일선 학교에서 이루어지는 과학 수업 및 교재 내용에 있어서 과학의 본질 (Nature of Science)에 대한 이해의 중요성을 주장해왔다. 학교 과학 교육에있어, 과학의 본질에 대한 이해 증진이라는 이 관점은 과학 교육의 가장 기본적인 목표라고 일컬어지는 과학적 소양 (Scientific Literacy)의 중요한 내용중 하나이다. 교사라는 직업 또한 상당 수준의 전문성을 요구함을 고려해 볼 때, 교사의 신념 (Beliefs)과 교수 행동 (Pedagogical Action)의 일관성에 대한 학계의 관심이 높아지고 있다. 그러나 언뜻 보기에 단순해 보이는 이 가정은 경험적인 자료를 통해 충분히 검증되어지지 못해온 것이 사실이다. 따라서 이 연구의 목적은 과학의 본질에 대한 일선 과학교사들의 신념과 그들의 교수 행동간의 관계를 조사해 보는 것이다. 본 연구자는 교사의 신념을 폭넓은 의미에서 정의된 사고 구조 (Construct)로 정의하고, 본 연구에 참여한 교사들의 과학의 본질에 대한 인지적인 이해 (Cognition)뿐만 아니라 감성적 이해 (Affection), 그리고 행동 (Behavior) 방식 또한 검사하고자 하였다. 본 연구의 주요 연구 과제들은 다음과 같다. 첫째, 이 연구에 참여한 교사들의 과학의 본질에 대한 신념은 무엇인가? 둘째, 이 교사들의 교수 행동이 그들의 과학의 본질에 대한 신념을 어떻게 반영하고 있는가? 셋째, 주어진 학교의 조건하에서 이들 과학 교사들의 교수 행동에 영향을 미치는 또 다른 신념들에는 어떤것들이 있는가? 본 연구의 자료 분석 방법은 여러 종류의 데이터들을 해석적(Interpretive) 정성적 (Qualitative) 분석 방법으로써, 각 교사들과의 대화 (Interview)와 교실 수업의 관찰 (Classroom Observation), 그리고 학습 자료들이 주요 자료 수집의 대상이었다. 미국 동남부의 한 외곽도시에 위치한 고등학교에서 과학을 가르치는 여섯명의 교사들이 연구자의 편의에 의해 연구 참가자 (Participants)들로 선택되었다. 데이터의 분석을 위해 횡 사례 연구 (Cross-Case Study) 와 기저 이론 연구 (Grounded Theory Study) 디자인이 채택되었고 연속적 비교 분석법 (Constant Comparison Analysis)이 이 연구의 결론을 도출해내기위해 사용되었다. 본 연구 결과는 참여 교사들의 과학의 본질에 대한 신념과 다수의 과학교육자들이 제안하고 있는 과학의 본질에 대한 개념들 사이에 상당한 견해의 차이가 있음을 보여주었다. 또한 이 연구에 참여한 교사들의 과학의 본질에 대한 개인적인 신념들은 그들의 과학 교수와 학습과정을 통해 주로 형성되어 왔음을 보여주었다. 그 결과, 그들의 신념은 과학의 본질에 대한 순수 학문적 이해라기보다는, 학교 과학 학습의 본질에 대한 이해를 주로 반영하고 있음을 보여주었다. 그리고 이들 교사들의 과학 수업 방식은 이들의 학교 과학의 본질에 대한 개인적인 신념을 반영하고 있다고 할 수 있다. 그렇지만 동시에, 이들의 과학 수업방식은 과학의 본질에 대한 신념 뿐 아니라 또 다른 여러 신념들과의 상호 관계속에서 이해되어져야할 것이다.

Racial Equity Is Everyone's Responsibility: A Critical Action Research Study on Building Institutional Capacity to Take Antiracist Action

Johnson, Keith ProQuest Dissertations & Theses Azusa Pacific Univ 2020 해외박사(DDOD)

A deficit-based approach to student success has created a diminished sense of belonging among students from racially minoritized communities at Seaside College. This is a result of white normativity manifested through deficit-based language, a deficit-based campus ecology, a deficit-based pedagogy, and deficit-based hiring practices. Shifting from a deficit-based approach to student success to an anti-deficit approach will increase the academic, social, and psychological success of students from racially minoritized communities. But how can this take place if the capacity to take antiracist action has not been institutionalized? One person cannot shift the culture of an institution alone: it takes a collaborative effort. The purpose of this critical action research study is to evaluate how well I am preparing administrators, faculty, staff, and recent graduates at Seaside College to take antiracist action in their domain of influence through a critical professional learning opportunity. This study raises two research questions: (a) How do I, as the director of student equity and success at Seaside College, build institutional capacity to take antiracist action? (b) How might a semester-long student equity certificate program build institutional capacity for administrators, faculty, staff, and recent graduates at Seaside College to take antiracist action? Fourteen participants participated in individual interviews, which revealed two major external findings: (a) antiracist action at Seaside College is being hindered by racism cloaked in a culture of white liberalism and (b) antiracist action at Seaside College is being hindered by racism cloaked in a culture of niceness. Implications for policy and practice include developing and implementing an equity-minded performance evaluation policy and incentivizing participation in the student equity certificate program.Keywords: anti-deficit approaches, antiracism, community college, critical actionresearch, critical professional learning, deficit-based approach, racially minoritized, senseof belonging, student success, white normativity.

Promising and Commitment to Future Actions in Mandarin Conversation

Zhou, Yan ProQuest Dissertations & Theses University of Cali 2022 해외박사(DDOD)

Applying an interdisciplinary approach informed by conversation analysis, interactional linguistics, and multimodal analysis of social interaction, this study investigates the verbal and non-verbal resources and sequence organization of promising and relevant commissive actions. Chapter 1 reviews previous studies and establishes the triangle model of directive-commissive actions, which illuminates the relationships among the agent, the beneficiary, and the requested or promised future action. Chapter 2 introduces data and methods, highlights the dimension of commitment in various action types, and distinguishes promising from other commissive actions. Chapter 3 examines common lexico-syntactic resources used in commissive actions in Mandarin conversation, which includes a general survey of the registral differences and analyses of example illocutionary force indicating devices (IFIDs) and illocutionary force modifying devices (IFMDs). Chapter 4 investigates the sequential organization of promising and discovers the preference for first-position promises when the speaker has an unfulfilled pre-existing obligation. This preference is found to be followed by participants in both ordinary conversation and government official-journalist interaction. Chapter 5 reveals that Mandarin speakers follow the principle of proportionality in making commitments to future actions: big promises are made to fulfill future obligations with severe consequences, and small commitments are made to future actions without severe consequences. Chapter 5 also outlines multimodal interactional resources and their co-constructing relationships in performing commissive actions. This dissertation not only answers the questions of when and how Mandarin speakers make promises in naturally occurring conversation but also sheds light on understanding a wide range of social actions in interaction by underlining the fundamental dimensions of commitment and obligation.

Essays on Migration and Diversity in Community: Analyzing Determinants of Institutions for Collective Action for Common-Pool Resources and Public Goods Management in Rural Communities

Ssekajja, Godfreyb ProQuest Dissertations & Theses Indiana University 2022 해외박사(DDOD)

Social scientists have long acknowledged the role that institutions play to influence the management of common-pool resources and public goods in local communities; and a lot of effort has gone into the task of specifying why some communities are better at self-organizing to engage in collective action for institution creation and sustenance. However, the relationships between migration, ethnic diversity, and collective action for common-pool resources and public goods management are not well understood. To examine these relationships, this dissertation relies on data that I collected during my fieldwork on Buvuma Island, which is located in Uganda’s portion of Lake Victoria. Buvuma Island includes 56 communities representing at least 31 distinct ethnic groups, and where communities have experienced various levels of migration influx. Chapter 1 focuses on forestry management to examine the potential for common-pool resource institutions among migrant communities. The findings suggest that migrant communities are less likely to support forestry institutions than non-migrant communities. The same findings also suggest that the lower likelihood of support from migrant communities has more to do with weaker community relationships – of reputation, reciprocity, and trust – than expectations about the net benefits from forestry institutions. Chapter 2 focuses on two aspects of collective action for common property management among communities whose levels of ethnic diversity and rates of immigration vary, the voluntary contributions to sanitation management through involvement in toilet construction and the voluntary compliance with rules for managing forest reserves. The chapter examines whether immigration can explain why ethnic diversity within communities is negatively associated with collective action. I find that communities with lower rates of immigration are more supportive of common property management, irrespective of their levels of ethnic diversity. Chapter 3 focuses on two aspects of collective action for public goods provisioning among communities whose levels of ethnic diversity and rates of immigration vary, the voluntary contributions to toilet construction and the voluntary participation in litter pickup programs. This chapter considers whether the effect of immigration on public good provisioning trumps that of ethnic diversity; and, whether, when considering distinct public goods whose provisioning involves substantially different costs, there is a significant difference in the effects of ethnic diversity and immigration on the institutional processes. The findings largely corroborate those of chapter 2, suggesting that social, cultural, and political impediments to collective action for public goods provisioning may have less to do with the stock of demographic diversity than the flow rate of demographic change. The findings also suggest a more micro-level explanation that helps to explain the impact of migration and ethnic diversity on social trust, that is, the moderating influence of transaction costs.

It's a Different World: Cultivating Safe Spaces for Black Women Graduate Students at Predominately White Universities Using Radical Healing

Lane, Dashana University of Florida ProQuest Dissertations & The 2023 해외박사(DDOD)

This qualitative study examined how Black women graduate students engaged in radical healing through the Homeplace Research Collective at the University of Florida. The purpose of this study is to investigate the lived experiences of Black women graduate students by focusing on the challenges they encounter within the academy and how their engagement in radical healing aid in combating racial trauma. Critical participatory action (CPAR) and photovoice were employed as the methodological approaches for this study. Using CPAR and photovoice as guiding schools of thought, it was fitting to employ photo-elicitation interviews and reflective journaling to collect data. This study was grounded within the conceptual framework of Black Feminist Thought (Collins, 1990) and Radical Healing (French et al., 2020). A descriptive thematic analysis (Saladana, 2013) approach was used for this study. There were six emergent themes derived from the data. The implications for practice and future research were discussed.

The Workers' Dilemma: Collective Action and Factory Workers in China

Rho, Sung Min ProQuest Dissertations & Theses Stanford Universit 2015 해외박사(DDOD)

Which factors explain the patterns of labor protests in contemporary China? I explore the empirical puzzle of why foreign-invested and large-scale factories in China -- that are more likely to abide by labor laws than their domestic private counterparts -- nonetheless experience higher incidence of workers' collective action. Scholars have suggested that Chinese workers rely on law to legitimize their claims during collective action. Yet my research demonstrates that a growing number of migrant workers in China make interest-based demands that go beyond the legal minimum defined by the state. I argue that the changes in the socioeconomic conditions during the 1990s have created the incentives for the regime to move away from overt labor repression and to adopt more lenient attitudes towards labor protests. As a result of the change in the regime's approach in managing labor, workers in China have perceived a wider opening for contention since the mid-2000s. Instead of relying solely on law, contemporary workers seek to publicize their cause to gain support from the public. At foreign-invested and large-scale enterprises, workers have a stronger perception that they can attract the public's attention due to the firms' higher visibility and newsworthiness. My findings suggest that relevant outside actors' interests in workers' activism, rather than workers' legal knowledge per se, help mitigate workers' collective action problems.

Ilmu Lan Laku: the Arts of Praxis in Indonesian Transformative Movements

Hewitt, Megan R University of California, Berkeley ProQuest Disser 2021 해외박사(DDOD)

This research explores symbolic action and the intergenerational imagination in transformative social movements in Indonesia. Two community-based schools located in Central Java, Indonesia-Sanggar Anak Alam (SALAM, the Nature Childrens' Studio) and Komunitas Belajar Qaryah Thayyibah (KBQT, the Learning Community for Village Empowerment)-form the grounds for this study. Scholarship on social movements in Indonesia often views cultural resistance as determined by large-scale acts of protest through the actions of high-profile figures in predominantly urban sites. In the context of 20th century activism against the authoritarianism of the New Order state (1965-1998), the strength of cultural hegemony of the time made it so that these kinds of movements were easily suppressed due to their public staging and internal fragmentation. In this project, I explore movements that are not often represented in scholarship. The community schools of SALAM and KBQT also began as counter-movements to the New Order hegemony but grew out of small-scale negotiations among a diverse set of actors at the interface between rural and urban experience in Java. As they continue to organize today, what actions contributes to the sustained movements of these communities? How do they effect transformative change?I investigate these questions through creative productions by members of SALAM and KBQT: works of literature and performance arts gathered from fieldwork conducted in Indonesia in 2015, combined with oral histories, as well as my own participation within these schools. This dissertation makes several contributions to existing social movement scholarship in Indonesia. First, it demonstrates how change takes place over long periods of time, through processual steps constituted by intergenerational communities. Second, the efficacy of transformative social movement action is shown to be contingent upon participation by a multiplicity of decentralized actors. Third, as action itself is distributed more widely, cultural resistance is transformed into cultural resilience through symbolic actions. This work reflects the ways in which the community schools of SALAM and KBQT sustain movements of transformation. By drawing from the ways in which they situate symbolic actions within intergenerational communities at the rural-urban interface in Java, this research shows how new imaginations of transformative change are constituted in scholarship and in Indonesian social movements.