Doctor of Philosophy, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects: Education

Master of Arts, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1969, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts (MA), Bowling Green State University, 1966, Media and Communication

Committee: Duane E. Tucker (Advisor) Subjects: Education; Mass Communications

Doctor of Philosophy, The Ohio State University, 1969, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects: Theater

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2006, History

In 1930 a group of educators formed the National Committee on Education by Radio (NCER) to fight for the preservation of non-profit education radio stations while also combating the meteoric rise of commercial radio programs. Between 1930 and 1934 the NCER would do battle with the commercial radio industry and its trade organization, the National Association of Broadcasters, attempting to carve out a safe space for educational, non-profit radio through a mixture of lobbying efforts and grass-roots activism. Ultimately the NCER lost its battle with the passage of the Communications Act of 1934. Other scholars have explored this moment in American history, arguing that the NCER stood little chance for success because of its own ineptitude and a powerful commercial industry. This dissertation attempts to understand its choices and motivations in the struggle for educational radio while examining the broader implications of the NCER's arguments on our understanding of New Deal politics, associationalism, gender, and consumerism. The NCER waged a principled campaign to protect the home from commercialism and prevent Eastern cultural colonization of the United States by providing a redemptive space on the air. The NCER was an organization steeped in a fusion of humanitarian progressivism and populism that informed and limited its courses of action. It believed that it had valuable, relevant expertise to offer the federal government in deciding the model of American radio. I conclude that the NCER was not an inept organization that ultimately failed to achieve its goals. Instead it was a progressive group that watched the very progressive machinery its members once supported quash its campaign for radio reform and alter its conception of democracy, seeing federal regulators devalue its gendered expertise and watching educational radio sacrificed at the altar of the New Deal. However, the NCER posed a greater threat to the commercial industry than previously believed, and c (open full item for complete abstract)

Committee: Leigh Ann Wheeler (Advisor) Subjects: History, United States

Doctor of Philosophy (PhD), Ohio University, 2013, Cultural Studies (Education)

This study examined radio talk shows as a platform for Senegalese women to debate social issues and identifies new directions and alternative avenues for their lives. Radio talk show in Senegal is a dynamic, flexible, and interactive tool for communication while highlighting the way women relate to and use this medium to voice their opinions in a broader world of information and ultimately effect social change. Utilizing a hermeneutic phenomenological approach grounded in an African centered paradigm, this study uses from forty (34) in-depth interviews, three focus groups, document analysis and more than 120 hours of participant observation. Moreover, this study integrated a mix of, paradigms and approaches to provide insights into the dialogues and listening practices that women are engaged in while seeking to understand the avenues that radio talk shows provide for women's empowerment and education in Senegal. This study found that the talk shows were a remarkable empowering and educational forum for women to negotiate, articulate and re-invent themselves. Through their interaction on the talk shows, women realized that they were more than just receivers of knowledge. Their constant quest for answers produced knowledge that fostered their humanity and led them to new meanings, which in turn became the catalyst for personal transformation and conscious actions. The study further challenged the persistent and exclusive emphasis on formal education's ability in Senegal to educate women and transform them into critical thinkers. I argue that the failure of formal education to grant a holistic transformation for women requires a diversification of solutions and perspectives from various institutions and platforms. These platforms must be willing to incorporate critical significant socio-political issues such as social inequality, imbalanced power relations, and economic inequity and gender discrimination, which are often left out in the formal education sy (open full item for complete abstract)

Committee: Francis Godwyll (Advisor); Jerry Johnson (Committee Member); Steve Howard (Committee Member); Elizabeth Collins (Committee Member) Subjects: African Studies; Education; Gender; Mass Media