Anne Braden Institute Student Social Justice Research Paper Awards
Entries are currently being accepted for the 7th Annual Social Justice Research Paper Awards!
$300 for best graduate essay
$100 for best two undergraduate essays
Winning papers will engage one or more social justice topics. Preference given to papers engaging race, class, gender, sexuality, religion, peace/conflict, environmentalism, disability, and/or age.
Deadline: Monday, April 22, 2014, at 4:00 p.m.
Click here to view complete guidelines and download an entry form.
Click here to download a PDF of the flyer.
6th (2013) Annual Social Justice Research Paper Award Recipients Announced!
The winners of our 6th annual Social Justice Research Paper Awards were notified on May 9, 2013. For the second year in a row, judges from various fields and from the community awarded two First-Place winners in the graduate category and one honorable mention, also in the graduate category. Hard copies of their papers are available among our collection of books, journals and other reference materials in the ABI reading room. Take a look at 2 abstracts below.
- First Place: Emily Maiden, “Inventing a New Peace in the Democratic Republic of the Congo: Learning from the Failures of the 1999 Lusaka Ceasefire Agreement”
This paper critiques the potential success of the Peace, Security, and Cooperation Framework for the DRC and the Region—signed on February 24, 2013—against the backdrop of the 1999 Lusaka Ceasefire Agreement, which failed to end the Second Congo War. The 1999 Agreement failed because its overall design, coupled with the socio-political climate in the region at the time, resulted in a ‘no war, no peace’ scenario. These failures were furthered by the overall inability of the international peacebuilding community to design and implement a peace strategy in the DRC that aligned with the needs of the Congolese people. If the 2013 Framework is to succeed, what is required is a transformation of the peace process, which will incorporate the Congolese civil society, avoid restrictive timelines, and focus on securing realistic commitments. By critically analyzing both the 1999 Agreement and the broader conflict-resolution and peacebuilding processes, international peace practitioners can learn from the situation in the DRC and use the revised peace model this paper outlines to promote true and lasting peace in regional conflicts across the developing world.
- First Place: Jacob Eleazer, “I Will Never Leave a Fallen Comrade: Ethical Considerations for Psychologists Working with Trans* US Military Service Members After the Repeal of Don’t Ask, Don’t Tell”
- Honorable Mention: Gregory Justis, “Defining Union: The Defense of Marriage Act, Tribal Sovereignty and Same-Sex Marriage”
Native American tribes in the United States enjoy an unusual “quasi-sovereign” legal status. As a result, native tribes possess an inherent authority to regulate tribal domestic relations, and thus to define marriage as they choose – even when such marriages fail to conform to the legal definition proferred by the state. While recent legislation such as the Defense of Marriage Act (DOMA) have emerged as potential hurdles for state recognition of otherwise valid tribal unions, both history and federal jurisprudence suggest that marriages recognized as valid under customary tribal law should be (and indeed must be) additionally recognized by the states in which such tribes reside. As a result, although it appears that states may choose to refuse recognition pursuant to DOMA, it appears equally plausible (if not equally probable) that states may choose to recognize tribal same-sex marriages as valid, a potential breakthrough for gender equality in the United States. This paper explores the potential impact of DOMA and related legislation on the recent trend towards tribal recognition of same-sex unions throughout the United States, as well as the likely impact of legal recognition on state, federal and tribal law.
5th annual (2012) Social Justice Research Paper Award Recipients:
- First Place: Megan Helton (Justice Administration) “Those Aggravating Aggravators: A Study of Thirty-Five Death Penalty Jurisdictions.” After the Supreme Court declared the nation’s capital sentencing schemes to be unconstitutional in Furman v. Georgia (1972), legislatures across the country began revising capital sentencing statutes in an attempt to remove the possibility of death sentences being handed out in the ”arbitrary and capricious” manner the Court condemned. In response, Georgia enacted a sentencing scheme that included the use of bifurcated capital trials, aggravating and mitigating circumstances, and the automatic review of death sentences by the Georgia Supreme Court, which was later deemed constitutional by the U.S. Supreme Court in Gregg v. Georgia (1976). Thirty-four states and the federal government now employ similar capital sentencing schemes, resulting in the use of 178 different aggravating circumstances among the thirty-five jurisdictions. This paper explores the wide use of those aggravating circumstances, the implications of jurisdictions utilizing so many aggravators, and suggests that the U.S. Supreme Court adopt a reduced list of the most common aggravating factors, requiring jurisdictions to do away with all others. Should the Supreme Court take this step, it will enable capital sentencing schemes to be uniform across the nation and will reduce the possibility of ‘overinclusion’ that is the result of a large number of aggravating circumstances which make almost every murder a capital crime.
- First Place: Elizabeth Tatum-Barnes (Anthropology), “Food Justice: WIC and SNAP in Louisville Farmers’ Markets”
- Honorable Mention: Brice Nordquist (English), “English Only Through Disavowal: Linguistic Violence in Politics and Pedagogy.” This essay considers the ways in which ideologies that work through political discourse to solidify an imaginary core of U.S. society by conflating nation, culture, identity and language operate in educational contexts. Drawing upon Joseph Roach’s concept of surrogate doubling, the author seeks to demonstrate the ways in which strategies of disavowal work to disguise linguistic heterogeneity in language politics and literacy pedagogy. In manners similar to both proponents and critics of the official English movement, writing pedagogies, texts and teachers often function as agents of linguistic and social normalization to preserve the imaginary core of U.S. society and its mythically monolithic standard of communication. Through ritual invocations in which language difference is seen as constituted by distance and separation rather than by ongoing contact and structured relations in emergent and translingual environments, political and pedagogical agents perpetuate a myth of linguistic unity and fixity for the preservation of Anglo-American authority.
Megan Helton and Elizabeth Tatum Barnes each received $300. An undergraduate prize was not awarded this year. All three papers will be added to the resources we currently offer to faculty and students interested in furthering their own scholarship on social justice topics. Since the Anne Braden Institute for Social Justice Research opened in 2007, we have been honored to provide students with access to Carl and Anne Braden’s collections, including more than 3,000 books in our reading room (Ekstrom Library room 258) and a vast array of social movement-related documents available in the University of Louisville Archives.
4th Annual (2011) Social Justice Research Award Recipients:
GRADUATE: “More than Just a Slave Girl: Representing Harriet Jacobs in Children’s Education”
The winner is Ms. Allison Lutes. Allison received her Bachelor of Arts in Anthropology from Transylvania University. She taught English at a Japanese high school with the JET Program for two years before returning to her hometown of Louisville, KY. She graduated from the University of Louisville in May 2011 with a Master of Arts degree in English.
Abstract: In 1992 Mary E. Lyons published the historical children’s novel Letters from a Slave Girl: The Story of Harriet Jacobs. Problematically, Letters was well-received by teachers and reviewers and continues to be taught to middle school students today. This article argues that Lyons’s novel misrepresents the historical person Harriet Jacobs by distorting her language, trivializing her experiences of abuse, and minimizing the North’s participation in the U.S. slave system. Middle school educators should no longer teach this text because the inaccurate portrayal of Jacobs and antebellum America sets students up for future misreadings of history. Instead teachers should consider using Jacobs’s autobiography Incidents in the Life of a Slave Girl (1861/2000). Jacobs’s text provides students with the historical and cultural perspective of the first female slave to write her own narrative. Her primary text elucidates the motivation for publishing her story and gives students a fuller, more accurate account of mid-nineteenth-century America.
Undergraduate: “Ms. Garrison’s Controversial New Gender Identity: Trans* Representation in South Park”
The winner is Tyler Donovan. Tyler is a senior undergraduate student pursuing double majors in Women’s and Gender Studies and American Sign Language Interpreting. Tyler has been involved with activism surrounding LGBT issues since entering college in 2007. Tyler is planning on continuing educational pursuits after college by going to graduate school.
Abstract: “Ms./Mr. Garrison’s Controversial New Gender Identity” discusses the role of trans* identified character Ms./Mr. Garrison on the adult cartoon series “South Park.” The paper acknowledges and critiques the use of satire in regards to trans* identities by South Park’s creators Trey Parker and Matt Stone.
The 2010 student winners of our Social Justice Research Award were announced last May. Take a look at abstracts from their winning papers!
GRADUATE: “From Meshing to Inventing: Toward a Pedagogy of Discursive (Re) Constructiva”
The winner is Mr. John Vance, who is (about to be) a 3rd-year PhD student in Rhetoric and Composition at UofL. His current research interests include the politics of English(es), complexity theory, popular culture, and creative writing.
Abstract: This paper analyzes “code-meshing,” a strategy in which first-year composition students blend “Standard English” and “non-standard” vernaculars in their academic writing in an effort to contest the arbitrary political privileging of the former over the latter. After arguing that code-meshing, for all its good intentions, relies on racializing (and ultimately racist) social/linguistic categories, it suggests that students should confront these unjust hierarchies by “inventing” their own, individually empowering categories.
UNDERGRADUATE: “If You Don’t Sit, You’ll Stand For Anything”
We are proud to announce our first-ever undergraduate winner, Ms. Joelle Robinson. Hailing from Danville, KY, Joelle Robinson is a May 2010 graduate of the University of Louisville with a Bachelor of Arts in Biology and a minor in Justice Administration. Throughout her undergraduate career here at U of L she was a Porter Scholar and remained actively involved with CONNECT mentoring program, Alpha Kappa Alpha Sorority, Inc, and the Multicultural association of pre-medical students. Her post-graduate goals are to attend medical school.
Abstract: The paper is a comprehensive analysis of the sit in movement of the 1960s, classifying the roles of its activists, hecklers and supporters.
Posted on Monday, June 21st, 2010 at 12:24 pm