The 1960s and 1970s were a politically tumultuous time in Chile, Cuba, and the United States. The dictatorship of Augusto Pinochet in Chile, the rule of Fulgencio Batista in Cuba, and the counterculture movement in the United States all ignited political and social movements that transformed the socio-political landscape in each country. At the same time, education underwent profound changes at all of its levels. This study analyzes the principled rationale and practical educational curriculum for each country in the 1960s and 1970s, and its relationship to each country’s revolutionary politics. To do so, I will analyze each country’s conception of citizenship, along with the effect on political consciousness, and how these are bridged by education. The significance of this study is to highlight the impact that education has on political principles and consciousness, and how effective policies can increase political participation of university students.

Through an in-depth exploration of Zimbabwean women's social status and the role of education, this ethnographic study unveils the enduring impact of colonialism on tradition, culture, and systemic structures that have contributed to oppressive systems in contemporary Zimbabwe. By centering on the narratives of 15 women born between 1948 and 1983, collected through an oral history project, it becomes evident that Zimbabwean women's social status remains in a state of limbo, caught between their families' perception of them as temporary before marriage and their in-laws' view of them as outsiders due to lack of blood ties. These societal attitudes hinder the strength and support of women's status in Zimbabwe. Moreover, the study highlights the pervasive belief among some families that investing in a girl's education is futile, as she is expected to leave eventually. As women share their experiences of being denied access to or unable to complete primary or secondary education, a profound sense of regret emerges, revealing the profound impact of such limitations on their lives. This research contributes to understanding the complex interplay between colonial legacies, cultural norms, and educational opportunities, shedding light on the urgent need for transformative interventions to enhance women's status and educational equity in Zimbabwe.

Establishing a connection between Edmonia Lewis and her brother Samuel Lewis proved to be crucial for the development of an exhibit proposal aiming to bridge the gap between Bozeman, MT and Rome, IT. This connection serves as a catalyst for reevaluating Edmonia Lewis's position as an entrepreneurial force comparable to her brother, Samuel, both within and beyond the borders of Italy. The current literature highlights Lewis’s biography and complex identity as a Black and Ojibwe Neo-Classical sculptor, however, there is yet to be a conversation on her physical movement and how it translates to her desire of being a respected artist and not just a new world oddity among her contemporaries. Employing a primary methodology that involves synthesizing past literature on the artist, ranging from biographies to critical feminist and race theories of her work, Lewis's movements were visually represented on a public-access timeline. This timeline was constructed by reviewing citations from primary sources and digitized databases, resulting in a color-coded and hierarchical model illustrating the lives of both the artist and her brother. The timeline provides contextual information about the locations in which they resided, shedding light on the political implications of their journey towards success. For instance, Lewis emerged as an artist during the Civil War era and subsequently became an expatriate in a newly unified Italy. Edmonia Lewis's choices reveal her ability to seize opportunities that propelled her career forward in tumultuous lands. In summary, this research highlights the significance of understanding identity through the lens of movement and the opportunities presented by different locations. It emphasizes the importance of considering these factors when exploring the elusive nature of Edmonia Lewis and her brother Samuel, as personal emotions and thoughts may not be readily available.

Illiteracy among Haitian adults poses a persistent challenge within the Haitian population, with disparities observed among women and individuals residing in rural regions. Despite various efforts such as studies and programs developed by scholars and NGOs like UNESCO and the World Bank to address the issue, the problem remains prevalent. The devastating 2010 earthquake further worsened the situation by causing severe damage to the country's already fragile educational system. This research investigates the problem of illiteracy among Haitian adults through an intersectional lens, exploring the categories of colorism, rural/urban divide, gender divisions, and language. Previous literature from both the anglophone and Kreyol spheres will be analyzed, comparing how the issue of Haitian literacy is studied from a national and international perspective. Through a qualitative analysis and a comprehensive literature review, this research aims to provide valuable insights into the complexity of the issue, going beyond surface-level examinations. By adopting an intersectional approach, the study recognizes that illiteracy is not solely determined by a single factor but rather by the interplay of various social, cultural, and historical dynamics. Ultimately, the findings of this research have the potential to inform the design and implementation of inclusive and equitable solutions to combat illiteracy among Haitian adults. By addressing the intersecting dimensions of colorism, the rural/urban divide, gender divisions, and language, this study seeks to contribute to ongoing efforts to improve education and empower Haitian adults with the necessary tools for socio-economic advancement and personal growth by conducting a comprehensive examination of the issue.