This study aims to unearth monological and monocultural discourses buried under the power of the dominant biomedical model governing the HIV/AIDS debate. The study responds to an apparent consensus, rooted in Western biomedicine and its "standardizations of knowledge," in the production of the current HIV/AIDS discourse, especially in Sub-Saharan Africa. As a result, biomedicine has become the dominant actor (in) writing and rewriting discourse for the masses while marginalizing other forms of medical knowledge. Specifically, in its development, the Western biomedical model has arguably isolated the disease from its human host and the social experiences that facilitate the disease's transmission, placing it in the realm of laboratories and scientific experts and giving full ownership to Western medical discourse. Coupled with Western assumptions about African culture that reproduce a one-sided discourse informing the social construction of HIV/AIDS in Africa, this Western monopoly thus constrained the extent and efficacy of international prevention efforts. In this context, the goal for this study is not to demonize the West and biomedicine in general. Rather, this study seeks an alternative and less monolithic understanding currently absent in scientific discourses of HIV/AIDS that frequently elevates Western biomedicine over indigenous medicine; the Western expert over the local. The study takes into account the local voices of Sub-Saharan Africa and how the system has affected them, this study utilizes a Foucauldian approach to analyze discourse as a way to explore how certain ways of knowledge are formed in relation to power. This study also examines how certain knowlege is maintaned and reinforced within specific discourses.

This study aimed to fill the gap in research with regards to how individuals who define themselves as LGBT (lesbian, gay, bisexual, and transgendered) and devoutly religious (either currently or in the past) manage the interaction between these two conflicting identities. The researchers conducted 8 semi-structured qualitative interviews to examine how these individuals manage this conflict and what affects these individuals experience internally and externally. To analyze the interviews, researchers used an open coding method to determine the common themes amongst the participants. Results indicated that these participants traveled a similar path when attempting to manage the conflict between their religion and sexuality and similar internal and external affects were experienced amongst the participants.

Given the surge of immigrant and resettled refugee student enrollment in public schools, a strong understanding of the transition process for these students and their families and facilitating the creation of effective schooling contexts are major educational priorities. It is critical to determine how to best support and assist resettled refugee students in academic and other endeavors. This study seeks to better understand the perspectives of resettled refugee students who are recent high school graduates and their mentors in order to contribute practical insights into resettled refugee education and to give voice to these students. Informed by sociocultural theories as reflected in the works of Daniels, Cole and Wertsch, (2007) and others, twelve resettled refugees from Bhutan, Iraq and Burma (aka Myanmar) and ten mentors participated in individual interview sessions and focus group discussions. The study took place in Arizona. The participants' responses were audio-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: resettled refugee students struggled with adjusting to their new school system. They were marginalized and faced discrimination and suffered low teacher expectations. They were placed in English language classes that they felt were not beneficial to them; and almost all attended inner city urban schools in areas with a high poverty concentration characterized by gang and drug activities that further adversely affected their performances. Against the odds, with the help of their mentors, striving for a better life, commitment to family, and resilience, the study participants were able to not only complete their high school education on time but earned impressive grade point averages of between 3.5 to 4.2 that helped five of them win scholarships to four-year colleges.

ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? This qualitative study documented and analyzed the schooling experiences and perceptions of resettled refugee middle school students, who are relatively new to the U.S. educational system. Purposive and convenience sampling were sources utilized in selecting participants for this study. Semi-structured interviews and focus groups were used to capture the stories of 10 resettled sub-Saharan African refugee students enrolled in 7th and 8th grade, who have lived in the U.S. not more than 10 years and not less than three years. Among the participants, half were male and half female. They came from six countries: Burundi, Democratic Republic of Congo, Liberia, Rwanda, Sierra Leone and Somalia. Findings of the study revealed six major themes: teachers' helpfulness, positive perceptions of school, friends as resources at school, disruptive students in the classroom, need for better teachers, and before and after school activities. Overall, the participants in the study expressed a positive perception of their teachers and their schools, yet presented a dichotomous view of their schooling experiences and perceptions.

As global warming increases, sea levels continue to rise and world populations continue to grow; the Earth is nearing its tipping point. Human action, such as deforestation, mining, and industrialization, has had a profound effect on environments destroying wetlands, and the natural infrastructure needed to absorb rainfall and maintain vegetation. Due to extreme changes in climate and temperature, people all over the world are increasingly affected by natural disaster. Unable to sustain their livelihoods, these individuals, become environmental refugees and are forced to flee their land and homes to obtain security in another region or country. Currently, there are approximately 25 million environmental refugees worldwide. Despite the soaring numbers, environmental refugees are not legally recognized or protected by the United Nations, and thus do not receive the same rights or assistance as a traditional refugee. This thesis analyzes definitions and interpretations of Environmental Refugees (ERs) through the frameworks of environmental justice and human rights law and identifies possible avenues of discourse available. Furthermore, this thesis examines the current United Nations definition of refugee and identifies the pros and cons to expanding the current definition to include those affected by natural disaster. Through the case study of New Orleans, Louisiana (NOLA), it is demonstrated how ERs are not only an issue facing developing countries, but also exist within developed nations. Hurricane Katrina in NOLA is an ethnographic example that demonstrates how during a time of natural disaster, a variety of past and present structural factors may contribute to the violation of human rights. This thesis then concludes with a discussion of possible categorizations of ERs and the concrete benefits of each category, and how lessons from NOLA can and should be applied to other ER situations in order to avoid human rights violations.

Protracted Refugee Situations (PRS) are of serious concern due to their adverse impacts on human rights and stability in host countries. This thesis profiles three, so-called, durable solutions for refugees: local integration, third country resettlement, and voluntary repatriation. However, refugees living in PRS are not given any durable solutions, and they remain confined to refugee camps while the conflicts that forced them from their homelands continue. Refugees usually find themselves in PRS as a result of the restrictive policies of the country in which they have sought refuge. These conditions not only deprive refugees of basic human rights, but act as catalysts for political violence, insurgency, and radicalization. This thesis examines, in detail, one such case: Nahr al-Bared, a Palestinian refugee camp in Lebanon where refugees have been living in PRS for decades due to stringent refugee policies that contributed to violent clashes that took place in May 2007. The denial of human rights for Palestinians in Lebanon has effectively marginalized already disempowered refugee populations, thereby increasing the likelihood of instability and radicalization. The denial of rights, a lack of opportunities, and confinement to the poor conditions of the refugee camp, are driving forces of political violence and militant rhetoric. This situation can endanger the refugee host country as well as the refugees, who are civilians in need of international protection. Therefore, there is a strong connection between the inclusion of rights for refugee populations in a host country, and peace and security. The case of Palestinians in Lebanon is examined as a microcosm of the notion that human rights and state security are interdependent. Recognition of this interdependence necessitates a paradigm shift in perspectives and policies of international refugee protection and state security, from regarding PRS as an indefinite state of emergency to be contained, to acknowledgment that the indefinite duty to protect refugees in protracted situations simultaneously serves the host country's security concerns.

Through interviews and observations, this thesis provides an overview of refugee resettlement and explores the way one community is providing English language instruction to recently resettled refugees. It also describes the research process of this thesis so other researchers will be aware of the challenges such research contexts provide. In the southwestern state studied here, one of the refugee resettlement agencies holds the contract to provide English Language instruction to refugees. Other agencies provide supplemental English instruction and tutoring. The U.S. federal statute Immigration and Nationality Act, title 45 of the Code of Federal Regulations part 400--Refugee Resettlement Program, and the local contract between the state and the agency were examined to understand the laws, regulations, and contracted agreement governing the provision of English language instruction for refugees being resettled in the United States. English language faculty and staff, staff at refugee resettlement agencies, and a state official were interviewed to understand their goals and the challenges they face as they address the language needs of refugees. English language instruction classes were observed to note the consistencies as well as some discrepancies between interviews and what could actually be accomplished in the classroom. As the classes are unable to provide intensive language instruction, most students struggle with becoming proficient in English. A list of recommendations is included regarding ways the local community can better address linguistic needs of refugees. Yet as Fass (1985) argues, it is unknown whether changing refugee resettlement efforts will actually produce different results. Though there are problems, the way the linguistic needs are being addressed in this community is sufficient given the numerous other expectations put on the refugees and the refugee resettlement agencies.