College of Arts & Humanities
Permanent URI for this communityhttp://hdl.handle.net/1903/1611
The collections in this community comprise faculty research works, as well as graduate theses and dissertations.
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Item Working Literacies: Gender, Labor, and Literacy in Early Modern England(2022) Griffin, Danielle; Enoch, Jessica; Donawerth, Jane; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)“Working Literacies” explores the literacy abilities and practices of early modern working women, paying attention to the ways that ideologies of patriarchy and labor as well as the institutionalization of poor relief mediated their engagements with literacy. By examining little-studied archival material such as administrative records, literary ephemera, and petitions, “Working Literacies” nuances assumptions about working women's (il)literacy in the period, showcasing the multiple layers of literate ability that women leveraged as available means in making arguments about their lives as economically precarious workers in sixteenth- and seventeenth-century England. In centering the reading and composing habits of pre-modern working women, this dissertation provides historical depth to intricate relationships of gender and class in histories of rhetorical education, economic systems, and labor activism.In my three major chapters, I analyze little-studied literacy artifacts of three sites: 1) curricular and administrative materials from charity schools and orphanages; 2) ephemeral reading materials such as popular chapbooks and ballads; and 3) petitions that address working conditions for women. Although these sites may seem disparate, they present compelling evidence about the literacy of working women at different points in their lives: learning literacy skills, reading as evidence of literacy, and the use of those literacies in the act of petitioning. Furthermore, “Working Literacies” illuminates that ideologies of gender, labor, and literacy were complexly interconnected: lower-class children learned literacy skills in ways that sought to make obedient and industrious workers and wives, yet working women made inventive use of those literacy skills to engage representations of and forward arguments about their lives as workers and their gendered workplaces. In demonstrating the intricate interrelationship between class and gender in theories and practices of literacy, “Working Literacies” enters into and energizes conversations about women and labor as well as histories of literacy and rhetorical education.Item FEMINISTS TRANSFORMING THEIR WORLDS: A COLLECTIVE ORAL-HISTORY OF SALVADORAN PROTAGONISTS(2018) Patt, Yh; Stromquist, Nelly P.; Women's Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Working from the premise that we cannot understand how feminism can transform societies without examining it as a multi-leveled project, this dissertation explores how a group of Salvadoran feminists were introduced to feminist ideas, became feminists, and are transforming themselves, communities, and nation. The object of study is how feminists in organizations became protagonists transforming their worlds. Using a collective oral-history approach, the dissertation examines 40 oral-histories with a two-pronged theoretical framework. The first prong is a theory of empowering feminism—which draws from Stromquist’s theory of empowerment (2014, 2015), definition of feminism (2015), and description of Latin America feminist organizations (2007). The second prong is Bourdieu’s theory of capital (1977). With that framework, the study examines the factors, dynamics, and actions of Salvadoran feminists transforming their worlds. The study found the following in the feminists’ trajectories to becoming protagonists: (1) being introduced to feminist ideas by other feminists, who had experienced patriarchal oppression; (2) becoming a feminist often involved either learning gender theory or a collective gender consciousness-raising process; (3) transforming their homes and workplaces by participating in groups where they read their lives with a feminist lens; (4) developing their own capital—knowledge, skills, networks, and collective feminist experiences; (5) increasing their levels of formal education, from high-school to graduate; (6) learning and teaching feminist topics—such as, gender as a social construction, gender-based violence, sexual and reproductive rights, and symbolic violence against women; (7) intervening to change culture with tools—like murals, stencils, festivals, popular theatre, street demonstrations, cyber-feminism, and media; and (8) lobbying governments and pressuring corporations. A key finding is that these oral-histories suggest an association between the feminists who had leftist social movement capital and those who were most successful in their feminist work. Thus, this dissertation found that the Salvadoran feminists in this study transforming themselves into protagonists changing their worlds through feminist praxis exercised in feminist organizations that involves individual and collective empowerment, and entails producing knowledge. Finally, the study highlights the contention that there is exponential potential for feminist social change in communities with a culture of leftist social movement capital.Item Beyond Political Neutrality: Towards A Complex Theory of Rights in the Modern Democratic State(2006-10-23) Mason, Chataquoa Nicole; McIntosh, Wayne; Williams, Linda F; Philosophy; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)As of late, women, racial and ethnic minorities, gays and lesbians, and other similarly situated groups have begun to make right-claims that once again test liberal notions of neutrality and raise significant questions concerning whether or not full equality and autonomy is possible in modern democracies. This study focuses on the impact of race, class, gender, sexual orientation, and other markers of difference on the realization of rights in the modern democratic state. This dissertation uses three case studies, which separately and together demonstrate attempts to realize full freedom and autonomy through practices of direct democracy, the California Referendum Initiative; appeal to the courts, the issue of Gay Marriage; and the creation of public policies and landmark legislation, the Violence Against Women Act. The findings of my research suggest that at all levels of government, race, class, gender, sexual orientation and other markers of difference shape the realization of rights in the modern democratic state. In this study, I extend the insights offered by critical race scholars by proffering a complex theory of rights that is able to account for the impact of identity and culture to the realization of rights and rights-claims made by individuals and groups in the public sphere. Employing a complex theory of rights, the findings of this study confirm that there are a variety of factors that influence the realization of rights in the modern democratic state. Chief among them are: (1) A notion of the good operating in society that is connected to deeply entrenched societal values and norms and that privileges the dominant culture; (2) the structures and institutions that govern society are enmeshed in race, class, sexuality, and ethnic hierarchies; (3) the accumulated advantages gained through historic practices of exclusion, conquest, and enslavement; (4) the representation of the dominant group and subjugated groups in the public sphere through texts, the media, and discourse; and (5) whether or not individuals or groups are recognized as bearers of rights under the law.