Character in Context: Informing Character Education Programming

The Positive Youth Development (PYD) perspective is a strength-based conceptualization of youth. It highlights the importance of mutually beneficial relationships between youth and their environment to develop the “Five Cs”, key assets that include character. Character has long been a subject of programming due to its focus on helping children lead moral, empathic, and prosocial lives. There are, however, many limitations in character research, including poorly operationalized definitions of character; a failure to examine the developmental and broader social context in which character exists; and a lack of evaluation of more practical character programming. The goal of this dissertation was to address these gaps in knowledge and inform the character education programming literature. The first study examined the relationships among age, gender, the school social context, and character. Moral character was negatively associated with grade, and being a girl was positively associated with moral character. The relationships between positive peer interactions at school and character (fairness, integrity) were stronger among students who reported low initial moral character when positive peer interactions was high. In the second study, the Build Character: Build Success Program, a character education program, was evaluated over six months to examine its effects on character behaviours, victimization, and school climate. No program effects were found for students in grades 1 to 3, but a slight decrease in victimization in one experimental school was found for students in grades 4 to 8. This lack of general program effects may be due to the short-term nature of the intervention, which may not have been long enough to result in measurable behaviour change. Implementation data indicated that teachers did not teach all program elements, which also may have influenced the results of the program evaluation. The present dissertation contributes to knowledge about character and its programming by: introducing new measures to operationalize character, discovering developmental patterns in character in school-aged children, highlighting gender differences in character, examining character within its broad social context, and evaluating short-term character education programming.

A Historical Materialist Approach to the Eurozone Crisis: Fictitious Capital, States, and Capital Accumulation

This dissertation examines the ongoing European sovereign debt crises that began with Greece in 2009, in the wake of the US subprime mortgage crisis. Through the application of a historical materialist approach, I attempt to understand the on-going crisis in the European Monetary Union (EMU) by investigating root causes of sovereign debt crises, relations of power, and main beneficiaries of the policy responses. My theoretical framework hinges on three contradictions in capitalism: the tendency towards overaccumulation, the tension between fictitious capital and the productive base, and the contradiction inherent in capitalist states between their role as a national state and as a class state. In contrast to the dominant positions that locate the cause of the crisis within either: debtor states; creditor states; or the framework at the EMU, I argue that these sovereign debt crises are actually a broader crisis of crisis of capitalism within the EMU itself. In order to do so, I trace the evolution of the political economy of the Eurozone in the post-Bretton woods era, with a particularly focus on the credit system. More specifically, I argue that these crises are the result of an interaction between three meso-level contradictions that have developed within the EMU region: 1) Germany’s postwar accumulation regime, which has produced a deep crisis of overaccumulation; 2) the contradictory processes associated with the neoliberal logic of the EMU, by which I mean the rush to lower barriers to credit and finance at the expense of all else; and 3) credit-fueled, consumption-based EMU integration in the periphery; and. These three contradictions came together in the wake of the 2007-2008 US subprime crisis to form an overall crisis of capitalism in the Eurozone, expressed, as I suggest, as a crisis of fictitious capital. This dissertation aims to contribute to the ongoing project among critical political economists to de-naturalize and re-politicize money, while challenging the hegemony of monetarism within neoliberalism. Second, there has yet to be a comprehensive study that examines the EMU, Germany, and the crises in the periphery from a holistic, historical materialist analysis.