thesis on youth empowerment

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Dissertations / Theses on the topic 'Empowerment of youth'

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Bozzer, Stephanie. "Youth empowerment, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53093.pdf.

Heath, Sarah. "Using Empowerment Evaluation with Youth." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42369.

Morton, Matthew. "Measuring impacts of youth empowerment." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547780.

Alder, Stephanie A. Beaver. "Fostering Youth Empowerment & Wellness| Supporting Community College Foster Youth." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10098575.

Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.

Robin, Sean. "Performance as a means of youth empowerment." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/69726.

Grealish, Annmarie. "The development of the Youth Empowerment Scale." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-the-youth-empowerment-scale(89eacd8b-691f-4f28-aca8-068c5882595f).html.

Emley, Elizabeth A. "Empowerment Education to Promote Youth and Community Health." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598277140759782.

Becker, Alexander W. "Platforms of empowerment : an imaginarium." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45276.

Smith, Roger. "Human Development and Youth Empowerment in the Caribbean community." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508916.

Simuyandi, Bertha Miyanda. "Youth access to empowerment funds for entrepreneurship in Zambia." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/31259.

Hardman, Alisha M. "Youth-adult relationships within community-based programs : their impact on the development of youth empowerment." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/953.

de, Fraguier Niels, and Jannik Halfwassen. "Youth empowerment as an educational incentive in Ethiopian rural areas." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23903.

Maynard, Karen Kimberly. "Fostering youth engagement:." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2830.

Moore, Traymanesha Chante. "Experiences and expressions of power empowerment in a youth leadership program /." Diss., Connect to online resource - MSU authorized users, 2008.

Kušić, Katarina. "Locating subjects, disrupting intervention : youth empowerment and agricultural modernisation in Serbia." Thesis, Aberystwyth University, 2018. http://hdl.handle.net/2160/9c1f87b1-e641-4f79-ac62-8da76e882f9a.

Otterbine, Joseph R. "Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700090/.

Doro, Simbai M. "Impact of the Zimbabwe youth empowerment fund : case study of Plumtree (2010-2012)." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96169.

Wigen, Tiffany A. "The development of empowerment and leadership among youth involved in asset mapping." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Fall2006/T_Wigen_112906.pdf.

Tenali, Srimayi. "Design and evolution of creative capacity building program for refugee youth empowerment." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127867.

Kope, Jared. "Empowerment and Unlearning: A Departure Towards Inter-Cultural Understanding." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31140.

Sunni-Ali, Asantewa Fulani. "Impact Repertory Theatre as a Tool of Empowerment: Black Youth Describe their Experiences and Perceptions." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/aas_theses/3.

Patterson, Lindsey Brianna. "Fostering Strengths in Incarcerated Youth: The Development of a Measure of Psychological Empowerment in Oregon Youth Authority Correctional Facilities." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1086.

Dloski, Anna. "Communicating sexual reproductive health and rights to Zambian youth : A case study of the non-governmental organization Youth Vision Zambia." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28972.

Gutierrez, Sanchez Braulio Francisco. "Hej Åsikter! : An Ecosystem of Child and Youth Participation." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89306.

Mutuku, Christine Mwongeli. "Youth Perspectives on their Empowerment in sub-Saharan Africa: The Case of Kenya." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1305816497.

Broduer, Christine M., and Christine M. Broduer. "Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625310.

Woods, Barbara A. "The perceived efficacy of an empowerment model of youth development among Vermont educational leaders." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141236451.

Hakimi, Laura. "Mobile English language learning for youth empowerment : an action research study in Dharavi, Mumbai." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:6d6e71cf-2ec7-4677-8238-2eeff7a3c9e2.

Hernandez, Rosio. "THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?" CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/583.

Mochusi, Refilwe Solomon. "The effectiveness of youth empowerment wage subsidy on job creation in Makhado Local Municipality." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1722.

Joseph, Molefe Coper. "Beyond earning money : towards an understanding of youth livelihoods, gender and empowerment in Botswana." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511660.

Feng, Yuchen. "Empowering Youth in Resource Poor Community in Kenya through ICT Training." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-108310.

Yarde, Rosalind. "Empowering Tanzanian Youth - Engaging Communities: An experiment in participatory communication." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23116.

Gordon, Hava Rachel. "The scapegoat generation fights back : how young people challenge age subordination and find empowerment in movements for social justice /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181100.

Kessi, Shose. "Shooting horizons : a study of youth empowerment and social change in Tanzania and South Africa." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/324/.

Amao, Shade. "Empowered youth leading social change in local communities." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387895.

Maynard, Lucy. ""Suddenly I see " : outdoor youth development's impact on young women's well-being : a model of empowerment." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618309.

Burd, Leo. "Technological initiatives for social empowerment : design experiments in technology-supported youth participation and local civic engagements." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42171.

Rodrigues, Tanya. "Non-Formal Education and Street Youth Empowerment: Pedagogy and Practice of Two Brazilian Non-Governmental Organizations." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28578.

Drossart, Kilia, Stéphanie Alexandra Heckman, and Wistreich Brendan Tate. "Lighting the Fire : Empowering Youth Towards Sustainability in Nature Camps." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14511.

Meca, Alan. "Personal Control and Responsibility Measure: A Psychometric Evaluation." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/665.

Andrews, Michael J. "Client empowerment in mentoring program for minority male youth in the child welfare system| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032300.

The purpose of this project was to write a grant to develop a mentoring program for foster youth. The program will be designed for minority male youth, ages 12 to 18, and will espouse the Recovery Model. This model seeks to promote client empowerment by allowing the minority males to have a say in the selection of mentors. The client will have a large state in their treatment plan and other goals concerning permanency following departure from the out of home foster care environment.

A literature review was conducted in order to provide empirical evidence in support of a mentoring program. The mentoring program will be located in Ettie Lee Youth & Family Services, located in Los Angeles County. The actual submission or funding of this grant was not a requirement for the successful completion of the project.

Miranda, Mouchrek Najla. "Empowerment in the Transition to Adulthood: Supporting Career Exploration in College Using Participatory Design." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90893.

Mabo-Bungane, Xoliswa Patricia. "A social group work empowerment programme for male youth who are on antiretroviral therapy / Xoliswa Patricia Mabo-Bungane." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8660.

Masoud, A. (Ameera). "Nonformal education and youth empowerment in the knowledge-based economy:a critical discourse analysis of the Europe 2020 strategy." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021288.

Kulundu, Injairu M. "Participatory human development in post-apartheid South Africa: a discussion of the 2006/7 Tantyi Youth Empowerment Project." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003001.

Gibbons, Judith L., and Katelyn E. Poelker. "At-Risk Latin American Youth: Challenges to Change." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/99937.

Bagne, Weinstock Vincent. "Re-Imagining Civic Influence in Contemporary Uganda : A Study of Pentecostalism´s Role in the Empowerment of Kampala Youth." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384706.

Rosenblad, Anton, and Sebastian Nyström. "Pamoja FM – The voice of Kibera : How young Kenyan adults in Kibera perceive the local urban community radio and how it influences the community." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17120.

Teige, Anne May. "Ungdommens opplevelse av eget engasjement." Thesis, Nordic School of Public Health NHV, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3261.

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Empowering Youth Engagement in Society Report

Introduction.

Youth empowerment means integrating creativity, energy and power for the young people in order to realize change in the community and the world at large. It can also be defined as change in attitude, structures and cultural ways of young people in order to acquire ability and authority to make decisions that will change their lives as well as those of others. It involves introduction of equity, civil engagement and democracy among the youths in the society (Curtis, 2008).

Youth Empowerment

Positive change in today’s society can be achieved through empowering and engaging the youths in the society. If young people in a given society are not actively involved in important activities in the society they can be destructive and thus negative change in the society.

It is therefore important to empower them by allowing them to participate in the institutions and make decisions that will influence the society positively. This changes the view that young people are problematic to people who can bring about positive change. Youth participatory should be community based and should involve young people in poor and marginalized areas (Flores, 2008).

Youths are the majority of the world’s population. In addition, many of them are found in the developing countries and they live in poverty. Due to economic situation in these countries many of the youths are without jobs and thus cannot earn sustainable livelihood. By providing employment for youths either in formal or informal sector will translate to hunger and poverty free society. This can be achieved by engaging and empowering the youths in the society (Checkoway and, Gutierrez, 2006).

Empowering youth engagement in the society is done by various institutions in the society such as government, international government and non-governmental organizations. They do so through programs managed by youths. They look into the rights of youths as well as providing council and activism (Sherrod, et al., 2007).

Creating a favorable environment that provides an opportunity for youth leadership will enable them to develop skills needed for change in the society as well as providing opportunity to providing their services to others. Youths can also be empowered by offering ideas concerning work and education. In addition, the assets that can develop this process are also important.

Governments in many countries today are on the forefront in ensuring youth empowerment. This is by providing policies and programs that encourage youth participation in the society. Moreover, these policies allow the young people to have one strong voice in which they can air out issues affecting them. The governments can also fund projects that allow youths to actively participate in changing the society. This entails building infrastructures in which youths can practice participation (Vavrus and Fletcher, 2006).

Other institutions such as schools can empower youths by encouraging youth participation in governance of schools. Empowering youth engagement in the society can also be achieved by increasing financial resources hence reducing dependence on others for support. Equality should also be encouraged in education, wages and power. Awareness campaigns, dialogue and seminars are used in encouraging youth participation and engagement in the society (Sazama and Young, 2006).

Youth active participation cannot be ignored if there has to be any positive change in our societies. Institutional activities should therefore be carried out with youths in mind. Relevant information should be provided for development of youth programs. To engage young people, one has to make use of good communication methods. In addition, they must be given power to influence important decisions. This allows participation to be active and creative hence empowering youth’s engagement in the society.

Checkoway, B. & Gutierrez, L. (eds) (2006). Youth Participation and Community Change. Routledge.

Curtis, K. (2008) Empowering Youth: How to Encourage Young Leaders to Do Great Things. Search Institute Press.

Flores, S. (2008) Youth Participatory Evaluation: Strategies for Engaging Young People . San Francisco, John Wiley and Sons.

Sazama, J. & Young, K. (2006) 15 Points to Successfully Involving Youth in Decision-Making, Boston: Youth on Board.

Sherrod, R. et al. ( 2007) Handbook of Research on Civic Engagement in Youth . New Jersey, John Wiley and Sons.

Vavrus, J. & Fletcher, A. (2006) Guide to Social Change Led By and With Young People.

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IvyPanda. (2024, March 17). Empowering Youth Engagement in Society. https://ivypanda.com/essays/empowering-youth-engagement-in-society/

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Empowerment Theses Samples For Students

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Effects Of Empowerment On Police Officers In The Singapore Police Force Thesis Examples

Acknowledgments.

I am especially grateful for the support and guidance of my dissertation advisor, Dr. A. P., provided all through the progression and development on this research study.

My thanks also go to the men and women in blue of Singapore Police Force whom had provided their valuable time to participate in the survey and their willingness to share. I also would like to thank DSP (NS) Azrin Abdul Rahim and SSI Selamat Bustaman for their valuable guidance and insights towards this study.

Singapore Police Force Empowerment Thesis Example

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Empowerment In Chapter Xiv Of The Souls Of Black Folk By W D Dubois Thesis

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ANALYSIS INTRODUCTION The underlying chapter develops the analysis of the data collected and assessed for the study entitled in “Organizational Change to a Project Management Culture in an Organization”. Analysis of the data is critical and is among most important segments of the study for the fact that analysis provides inference from the data providing direction to the conclusion and level of achievement of research objectives.

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‘Urgency and Realness': Inside the Human Rights Campaign's Beyoncé-Inspired ‘Renaissance' Syllabus

It may be Cowboy Carter week, but the silvery disco ball strobe lights of Renaissance - the first act of Beyoncé 's presently unfolding trilogy - continue to illuminate the world. On Monday (March 26), the Human Rights Campaign debuted Renaissance: A Queer Syllabus , a sprawling collection of academic articles, essays, films and other pieces of media rooted in Black queer and feminist studies and directly inspired by each track on Queen Bey's Billboard 200-topping dance album.

Curated by Justin Calhoun, Leslie Hall and Chauna Lawson of the HRC's HBCU program, the syllabus will serve as an educational resource designed to honor, analyze and celebrate the joy, resilience, innovation and legacy of the Black queer community. The syllabus will be shared with nearly 30 historically Black colleges and universities, including Howard University, North Carolina A&T University, Prairie View A&M University and Shaw University.

Released in the summer of 2022, Renaissance was and continues to be a bonafide cultural phenomenon. A lovingly researched ode to the Black queer roots of dance music filtered through her intensely personal relationship with her late Uncle Johnny, the album captivated fans around the world and shined a much-needed light on the unsung movers and shakers of Black queer art and culture. The album won four Grammys - including a historic win for best dance/electronic album - housed a pair of Billboard Hot 100 top 10 hits in "Break My Soul" (No. 1) and "Cuff It" (No. 6) and spawned a record-breaking stadium tour and accompanying box office-topping documentary concert film.

From the economic impact of Beyoncé's silver fashion aesthetic to career boosts given to Black queer icons such as Kevin Aviance, Ts Madison and Honey Dijon, Renaissance proved itself to be much more than a standard LP. The HRC understood that there was a chance to make a real impact across education and activism through the lens of the record.

"There are ways that we can embed the impact of her lyrics into real life. It was serendipitous for this to happen," said Hall, director of the HRC's HBCU Program. "All the anti-DEI [diversity, equity and inclusion] laws were being introduced in the same states that she was doing concerts in. So, what would it look like for us to put our best thinking together to put articles, books, and movies to all of the songs on her album?"

On May 15, 2023 - just three shows into the Renaissance World Tour - Florida Gov. Ron DeSantis signed a bill banning DEI initiatives in public colleges. A month later (June 14, 2023), the governor of Beyoncé's home state of Texas, Greg Abbott, signed a bill prohibiting DEI offices and the hiring of DEI staff at public higher education institutions.

The juxtaposition of rising anti-queer sentiments and Beyoncé's Renaissance era anchors the syllabus' arrangement. The syllabus begins with a brief statement summarizing and reiterating the HRC's June 2023 LGBTQ+ State of Emergency statement, which they declared "for the first time following an unprecedented and dangerous spike in anti-LGBTQ+ legislative assaults sweeping state houses." The final pages of the syllabus contain both a reprint of Beyoncé's statement in memory of O'Shea Sibley - a young Black queer man who was murdered in Brooklyn back in July 2023 for simply voguing to Renaissance --and an additional statement from the HRC denouncing hate crimes.

"I think when you preface something [with] a state of emergency, you get the lay of the land and how important [the] syllabus is," said Calhoun, an HBCU program manager at HRC. "It brings a sense of urgency and realness to what's actually happening to queer youth, especially black Queer Youth."

Calhoun - alongside Hall and Lawson - began work on the syllabus in October 2023, dividing the album's 16-song tracklist into different themes and building hubs of additional secondary resources that expound on said themes. Despite Calhoun's initial concerns that breaking up the tracklist would "lose the flow" of the album - Renaissance is intentionally mixed and sequenced to emulate a seamless DJ set - he ultimately agreed that the approach helped the syllabus feel more like a lesson plan.

Six themes anchor the syllabus, ranging from "intersectionality and inclusivity" to "social justice and activism." Fan favorite tracks like "Alien Superstar" and "Thique" rope in the origins of the body positivity moment and iconic speeches from Barbara Ann Teer (including the one sampled on "Superstar") under the umbrella of "empowerment and self-acceptance." "Energy," the song behind the infamous "mute challenge," gets new readings by interloping essays from bell hooks and Patricia Hill Collins. Even less-famed tracks like "Move" (with Grace Jones & Tems) - which is paired with fascinating readings on the effects of colonialism on pre-colonial Africa and African perspectives on trans identity - get in on the scholarly fun.

Naturally, "Heated," a song that had an intense, immediate impact on Renaissance listeners with deep ties to the ballroom scene, served as the crux of the syllabus, according to Calhoun. "It was the model child for how a section of the syllabus should look," he explains. "There was so much to unpack in ‘Heated.' You have Beyoncé's Uncle Johnny, a Black gay man [living] during the AIDS epidemic - that lead to us [compiling different resources] about how we lost a generation of black gay men who were visionaries and people who paved the culture."

The syllabus is a thorough resource, one that continues the HRC's connection with Beyoncé's Renaissance era. On Aug. 27, 2023, the HRC, with support from Beyoncé's BeyGOOD Foundation, mounted the Equality Ball in Las Vegas, NV – an event that doubled as actual ball complete with a "Bring It Like Beyoncé" category and an educational resource pushing voter registration and sexual health awareness.

Although Parkwood Entertainment, Beyoncé's production company, did not authorize or give "direct sign off" on the syllabus ( Billboard reached out to representatives at Parkwood for comment), creating the resource was "a seamless process," according to Calhoun. "We knew amongst the team which authors and which folks to go to for certain things, I don't think any of us did many Google searches," said Hall. "We knew where to go to connect the right [resources] to one of her songs [and] build a course out of it. It is really a testament to well-read, well-learned people. I feel obligated to say that because we don't talk about ourselves like that. We're smart. It would take folks with Howard degrees to put something like this together."

From Pauli Murray and C. Riley Snorton to Audre Lorde and Sonya Renee Taylor, HRC's new syllabus continues Renaissance' s mission of highlighting, amplifying and re-centering Black and queer voices. Of course, this syllabus is far from the first piece of Beyoncé-inspired coursework in higher education. Following the release of the Grammy winner's culture-shifting album Lemonade in 2016, a slew of Beyoncé-themed classes debuted across higher education institutions - including the University of Copenhagen, Rutgers University, Arizona State University and the University of Texas at San Antonio.

For Hall, the rise of courses tackling social constructs through the lens of pop culture is only a good thing. "We're in a powder keg right now, and it's gonna pop around election time," he says. "We have to get information to folks in younger generations. We need them to be connected to what's really happening and a way to do that is through music and culture."

Nonetheless, Hall and his colleagues aren't oblivious to the fact that Renaissance exists in an intrinsically capitalistic context. "[It's] something I grapple with so much," notes Calhoun. "I had a teacher who once said that capitalism is the current structure and we have to live under it. This is how life operates. What is Beyoncé going to do to stop a capitalist structure? I just don't feel like we're at a point in the movement where we know what we want [people like her] to do."

While there may be no current plans for a Cowboy Carter syllabus - "being from the Mississippi Delta, that would be dope, but it depends on Beyoncé," quipped Calhoun - the HRC's Renaissance syllabus is the ultimate proof that the Renaissance is, in fact, not over.

"We've made a course that adds to scholarship about Black queer futures and specifically ballroom and uplifting history that's not as popular in academia," says Calhoun. "It really adds to the academic cannon of Black queer scholarship in a way we haven't seen before."

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