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Luke, Jeremy B. "Parental use of Geographical Aspects of Charter Schools as Heuristic Devices in the School Choice Process." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366364829.
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Von, Erlach Burkhart. "Public law aspects of lease, charter and interchange of aircraft in international operations." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59586.
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Lease, charter and interchange have become more and more important throughout the last decades. The International Civil Aviation Organization could not ignore that reality. In 1980 after a long preparatory work Article 83bis, an amendment to the Chicago Convention on International Civil Aviation was adopted by the 23rd Assembly without any negative votes. Yet, in 1990, this amendment, which enables the State of Registry, which is responsible for the operation of the aircraft even if flying with an operator of another state, to transfer its functions and duties to the State of the Operator.This thesis takes a closer look on the history of that amendment. The reasons why Article 83bis is still not in force shall also be discussed. An attempt shall further be made to analyze the provisions of Article 83bis more thoroughly and to explain why states should no longer hesitate to ratify that amendment. Article 83bis has no controversial content and is very important for the safety of international air transportation, in establishing clearly who is responsible for a leased, chartered or interchanged aircraft.
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Gomaa, Nabila. "A Case Study of a Public Higher Education Institution’s Engagement in Authorizing Charter Schools." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1308696781.
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De, Kock Tarryn Gabi. "Linguistic identity and social cohesion in three Western Cape schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2501.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.Language is foundational to issues of belonging in contemporary South Africa. The country’s colonial and apartheid history facilitated the differential development and privileging of particular languages alongside the project of racial capitalism (Alexander, 1989). Educational arrangements were affected by these developments because of how black South Africans were economically and socially limited by rudimentary exposure to the primary languages of access (English and Afrikaans). This study argues that this history is what currently influences the movement of black South Africans into the schools they were historically excluded from in former coloured, Indian and white areas, and further that this movement is also encouraged by the promise of greater access to and development in the English language (Fataar, 2015). It suggests that the persisting status of English as lingua franca across state, educational and cultural communications and products requires teaching that is sensitive to the historical relationship of the language to the underdevelopment and undervaluation of local linguistic forms. Moreover, the subject English and its embedded values and norms (included in the compulsory texts and textbook) is a critical area of enquiry for thinking through issues of social cohesion and belonging. Through case studies of three Cape Town teachers, this study argues that a range of influences affect how language and meaning are constructed in English classrooms, and that learners experience these influences to their own identities in different and often conflicting ways.
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Ding, Xiaojiong, and 丁笑炯. "Policy metamorphosis in China: a case study of minban education in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37392323.
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Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.
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Kakkar, Aananditaa. "How Many Barack Obamas Does it Take: An Analysis of the Effect of Charter Schools on Real Estate and Crime." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/723.
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This study looks at the relationship between charter school presence and neighborhood quality in Los Angeles. Using data from the Los Angeles Department of Education, Zillow Real Estate, and the Los Angeles Sheriff, this paper attempts to find whether changes in charter presence influence the price of surrounding real estate or the occurrence of serious and petty crimes. The results find that charter schools tend to be associated with a decrease in home sale prices. The results on crime imply that crime increases upon the opening of charter schools, however they are statistically insignificant.
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Quartermaine, Angela. "Pupils' perceptions of terrorism from a sample of secondary schools in Warwickshire." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71324/.
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Concerns about terrorism, radicalisation and extremism are found within many of the discourses surrounding the safety of young people within modern British society. The current UK Counter-Terrorism Strategy, known as Prevent (2011), suggests that the education system should be responsive to these concerns and that schools in particular need to include certain counter-terrorism measures into their administrative and teaching procedures. However, despite the increased literature on these issues, very little has been done to investigate or incorporate pupils' views into the discussion. Most young people are not, nor have the desire to be, involved in terrorist activities, yet they are still witnesses to the discourses associated with the preventative measures expressed by the State and by the discourses from other sources, such as the media. Therefore, this exploratory study into their perceptions of terrorism provides a unique insight into how these discourses affect young people's views of others and of society-wide ideologies, such as religion. It does not provide suggestions for educationalists and policy makers, since it was conducted separate to State procedures, but rather provides young people with a voice in this ever-growing field of study. The research participants included pupils aged 13-15 years old, from a selection of six schools in Warwickshire, including four comprehensive and two grammar schools. The research drew on the theoretical foundations of Foucault and used Case Study Research methods to uncover the pupils' perceptions of terrorism. By exploring the pupils' language and those influential power-knowledge processes that contributed to the formulations and expressions of their knowledge, this study investigated the affects that external influences can have in the pupils' perceptions and, in doing so, it demonstrated how capable young people are of engaging with a variety of complex and sensitive issues associated with the topic of terrorism.
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Fok, On-ki Katherine, and 霍安琪. "The impact of the Beijing pro-democracy movement (1989) on political education of Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626056.
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Jones, Peter A. "Charter School Locations Across the U.S. and Their Influence on Public School District Revenues." UKnowledge, 2014. http://uknowledge.uky.edu/msppa_etds/13.
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Since Minnesota passed the first charter school law in 1991, charter schools have become one of the most prominent school reforms in the U.S. While charter schools educate a small portion of public school enrollments, their existence has prompted various responses from traditional public school districts. For example, districts may change expenditure patterns or work to increase test scores in an effort to retain enrollments. In this sense, a charter school’s most significant impact on public school students may work indirectly through the traditional public school reactions they invoke.
This dissertation explores education finance implications for charter schools and their encompassing public school districts. Using a dataset comprised of U.S. public school districts over sixteen years, I examine the local school district’s revenue response to the establishment of a charter school. Following a description of the multi-level policy environment in which charter schools operate, this dissertation includes a summary of the literature examining student achievement and expenditure responses of public school districts to the presence of charter schools. Next, I develop a conceptual model outlining the reasons that a school district may experience a change in revenue when charter schools locate within or nearby.
Before testing the public school district response to charter schools, I had to accurately measure charter school locations across the U.S. To do this, I used geographic information system (GIS) software to improve upon alternative charter location databases maintained by the federal government and national charter school organizations. With charter school locations accurately mapped, I estimated the traditional public school district revenue response to the various measures of charter school presence. Findings from this estimation suggest that, on average traditional public school districts experienced changes in per-pupil revenues when charter schools located closer to the district. Specifically, revenues from local sources decreased as charter schools moved nearer, but revenues from federal sources increased. This relationship changed over time, however. As charter schools were authorized in more districts and states, per-pupil revenues began increasing as charter schools moved closer to school districts.
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Martin, Alicia. "The Socio-Environmental Aspects of Students’ Food Literacy: An Exploratory Case Study of Two Ontarian High Schools." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37320.
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North American food environments have gone through dramatic shifts over the past six decades. During this period, we have witnessed the consolidation of a globalizing industrial agrifood regime, accompanied by new types of foods available and an excess of marketing. In recent years however, a growing number of scholars, environmentalists, rural organizations and consumers have highlighted the negative environmental and social impacts of this model of large scale, intensive monocultures. Another critique that has been more and more common is the lack of a comprehensive food literacy among youth populations. This thesis starts from the assumption that such knowledge is crucial to equip younger generations with the ability to understand the connections among these issues, to make conscious and informed choices and become engaged citizens, participating in transforming today’s predominantly unsustainable agrifood systems. This is essential as younger generations are the future consumers, heads of households and decision-makers in Canadian society. As such, one of the primary objectives of this research was to (re)situate the concept of food literacy amidst the many literatures while also providing an original comprehensive framework of analysis, reaffirming both its health and well-being and agrifood systems components. Consequently, and based on such assessments, the thesis offers an original and exploratory analysis of high school students’ food literacy levels. Using a mixed methods approach, it draws from qualitative and quantitative primary data resources and secondary literature to survey and compare eight groups of students in grades 9 and 10 in Ontario. Four of these groups took a food-related class and four were control groups, between two different types of food-related curricula. The research shows that a majority of the high school students who participated in the study have a basic level of food literacy. This is especially notable when including socio-environmental considerations in order to assess their level of agrifood systems’ literacy, which is the main focus and contribution that this research sought to evaluate.
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Mandipa, Esau. "A critical analysis of the legal and institutional frameworks for the realisation of the rights of persons with disabilities in Zimbabwe." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/18613.
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The Zimbabwean society views persons with disabilities (PWDs) ‘as useless
liabilities that have no role to play in society.’ The Zimbabwean Government has
also forgotten PWDs since they are not mentioned in all the country’s national
budgets. This has led to uncountable barriers faced by PWDs in their bid to be
included as equal members of the society. Some of the barriers are constant
discrimination, sheer poverty, lack of access to mainstream public services and
stigma. Hundreds to thousands of PWDs beg for alms in the streets of every
town and city. Zimbabwe then has to be reminded that all PWDs have:
a right to enjoy a decent life, as normal and full as possible, a right which lies at the
heart of the right to human dignity. This right should be jealously guarded and forcefully
protected by all states party to the African Charter in accordance with the well
established principle that all human beings are born free and equal in dignity and
rights.
Thus, the era of silence when it comes to the realisation of the rights of PWDs in
Zimbabwe has to come to an end. All PWDs in Zimbabwe should know that it is
by right and not by privilege to be guaranteed full and effective participation,
and inclusion in society. It is time for Zimbabwe to embrace all the rights for
PWDs without any hesitation. It is time for humanity to celebrate the inherent
dignity, individual autonomy, independence and the right not to be
discriminated against for all PWDs. Every lawmaker in Zimbabwe has to be reminded to delete from the statute books all laws which view disability as a
medical problem and instead, pass laws which are in line with the human rights-based approach which is a more enlightened, realistic and people-centred
approach to disability. No time to play but plenty of time to work…!Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011.
http://www.chr.up.ac.za/
nf2012
Centre for Human Rights
LLM
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Wu, Po-ling, and 胡寶玲. "Chinese subject teachers' perceptions: the impacts of the 1997 changeover on the teaching of Chinese subject insecondary schools in Hong Kong during the transitional period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959131.
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Longshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.
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In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.
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Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.
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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.
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Vandervennet, Martine. "L'action des libéraux pour un enseignement public et laïque: le cas de Mons (ca. 1860-1914)." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211370.
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Smikle, Basil Anthony. "Regimes, Reform, and Race: The Politics of Charter School Growth and Sustainability in Harlem." Thesis, 2019. https://doi.org/10.7916/d8-xby7-k191.
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The complex and thorny relationship between school-district leaders, sub-city political and community figures and teachers’ unions on the subject of charter schools- an interaction fraught with racially charged language and tactics steeped in civil rights-era mobilization - elicits skepticism about the motives of education reformers and their view of minority populations. In this study I unpack the local politics around tacit and overt racial appeals in support of New York City charter schools with particular attention to Harlem, New York and periods when the sustainability of these schools, and long-term education reforms, were endangered by changes in the political and legislative landscape. This dissertation answers two key questions: How did the Bloomberg-era governing coalition and charter advocates in New York City use their political influence and resources to expand and sustain charter schools as a sector; and how does a community with strong historic and cultural narratives around race, education and political activism, respond to attempts to enshrine externally organized school reforms? To answer these questions, I employ a case study analysis and rely on Regime Theory to tell the story of the Mayoral administration of Michael Bloomberg and the cadre of charter leaders, philanthropies and wealthy donors whose collective activity created a climate for growth of the sector. I then construct a lens through which we may view African American leadership as having varied temporal and philosophical associations to the civil rights movement, shedding light on how some, with stronger ties to the business community, may be amenable to school choice policies.
Results show that a pro-charter regime in New York City rapidly expanded the sector using colocation and through attempts to elect charter-friendly members of the state legislature, through direct campaign donations and targeted parent organizing. While the latter largely failed as a means to obtain electoral influence, a shift in tactics enabled charter leaders to keep pro-union Democrats from dominating the charter policy debate. In Harlem, the community’s response was mixed. While demand for seats increased, so did the tension as activists and elected officials expressed concern over loss of traditional public-school spaces which doubled as community-based institutions, and encroachment on their long-held view of self-deterministic education policy. Much of the pushback by the community may also be a proxy for the effects of rapid gentrification occurring in the neighborhood, exacerbating tensions over external influence in local communities and a disruption of social capital. Finally, I show that through the loss of political allies at City Hall, in the State legislature, and a reduction in the political theater around parent mobilization, the charter sector locally and nationally may experience slowed growth in terms of charter authorization, public support and applications by potential students.
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Marking, Janea L. "Charter schools and neighborhood revitalization in Indianapolis (2000-2010)." Thesis, 2014. http://hdl.handle.net/1805/5965.
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Indiana University-Purdue University Indianapolis (IUPUICharter schools are a major movement in American education and increasingly used as a city strategy for neighborhood rehabilitation. Indianapolis is one of a growing number of urban areas to promote charter schools as catalysts for neighborhood revitalization. Previous studies find mixed results about the causes of neighborhood change or how residents make mobility decisions. The present study seeks to create an empirical model that discovers the impact of charter schools as a neighborhood amenity. This is based on two measures of well-being: change in percentage poverty and change in percentage school-aged residents. Data indicate a negative relationship between charter schools in a census tract and the school-aged resident population. However, statistical analysis did not support a significant relationship between either measure and charter schools in the ten year time frame.
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"SB 4: Texas charter schools and the politics of competence." Thesis, 2009. http://hdl.handle.net/1911/61786.
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The dissertation is a qualitative inquiry into the vexed state of public education reform in the contemporary United States. It focuses on the introduction of charter schools as reform instruments, the emergence of a widely-celebrated chain of college preparatory charters, and internal conflicts within the Texas charter school community that were enacted in 2007 with a proposed piece of charter school reform legislation, Senate Bill 4. Drawing on interviews with administrators, observations of schools and association meetings, analysis of media and policy documents and public testimony from the Texas legislature, it describes contemporary cultural anxieties about the competencies of present and future citizens. The dissertation is structured in the form of four observational essays. The method involved in the writing is to enter into dialogue with the cultural discourses preceding, produced by, or trailing along in the wake of the public debate over SB 4. It works to tease out the implications and interconnections gathered in the field, including representations produced for other, more straightforwardly informative purposes, in order to provoke new ways of thinking about them. The first essay is based on interview-based research I conducted with school administrators in San Antonio. It begins with an assessment of a similar study of public school reform conducted by anthropologists in North Carolina that is more straightforwardly informed by critical theory and an oppositional moral stance to neoliberalism and offers in the place of critique a more humble account of my own fieldwork in San Antonio that was not motivated by clear cut moral certainties. The second is based on media representations of charter schools, educational assessments, and the widely-celebrated and discussed KIPP network of schools and seeks to situate the debate over SB 4 within a broader national context of public debate on the problem of education reform. The third essay continues to probe the sources of KIPP's broad popular appeal through observations of daily activities of one of its middle school campuses. The final essay returns to the public testimony on SB 4 to problematize what appear to be simple solutions to immensely complicated problems.
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Brink, Robert A. "Education and Political Authority: Procedure, Jurisdiction, Substantive Goodness and the Specificity of Schools." Thesis, 2008. http://hdl.handle.net/10756/285263.
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The appropriate relationship between political authority and education/schools as it relates to jurisdictional, procedural and substantive considerations, is highly contested. Several political theorists, including Amy Gutmann, Brian Barry, Chandran Kukathas and Iris Marion Young, have contributed to the debate, each prioritizing one of these considerations over the others. Attempts by other scholars to reconcile the considerations often fail to adequately accept the implications of the theoretical underpinnings of each. A political theoretical orientation that combines a recognition of institutional specificity with an awareness of the multifaceted nature of contested phenomena will enable theorists to address the heretofore intractable points of contention amongst political theorists surrounding issues of jurisdictional/procedural propriety and substantive goodness as they relate to educational practices and institutions. This orientation clarifies the dialogue between the most prominent theoretical approaches to analysis of political authority's just relation to education within modern liberal democracies.
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Xulu, Victor Sibusiso. "An analysis of the extent and effects of politics on KwaZulu-Natal secondary schools." Thesis, 2001. http://hdl.handle.net/10530/767.
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Submitted to the Faculty of Education in Fulfilment of
the requirements for the Degree of
MASTER OF EDUCATION
in the Department of Philosophy of Education,
University of Zululand, 2001.This study sought to determine; "the extent and effects of politics on KwaZutu-Natal Secondary Schools". The study was influenced by the fact that politics is inescapable so are the consequences of politics. As an introduction the History of Politics and Education in South Africa was reviewed. It was determined how politics affected South African education in general. Literature also revealed that KwaZulu-Natal was affected by party politics. The study then explored the political effects on Culture of Learning and Teaching Services (COLTS); Provisioning; School Governance and Morale (discipline and confidence) of educators and learners. The study found that there is a considerable extent and a number of political effects that had a negative impact on a number of KZN-Secondary Schools. The most significant effects were: low morale among educators and learners; poor provisioning and distribution of resources; poor staffing; below average school governance; absence of the culture of learning and teaching. The study showed that the educators had been exposed to terrible political violence, intimidation and interference in their schools. The study found out that there is considerable dissatisfaction in that stakeholders fail to resolve political problem of the secondary schools. The findings of the study suggest that politics especially party politics affected KZN-Secondary School environments. Secondary Schools for Africans had been the target for political influence. They need the most conducive, disciplined learning and teaching environments; free of political interference in order to produce envisaged excellent academic results. The most aspects of the recommendations were aimed at addressing the effects of politics in KZN-Secondary Schools' Education - the underlying purpose of this study. Relevant stakeholders need to attend to these political effects in an unbiased attitude, for enjoyment in and culture of learning and teaching to be fully resuscitated.
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White, Terrenda. "Culture, Power, and Pedagogy in Market Driven Times: Embedded Case-Studies of Instructional Approaches Across Four Charter Schools in Harlem, NY." Thesis, 2014. https://doi.org/10.7916/D8J38QPQ.
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In the midst of market-based school reforms urging choice, competition, and high-stakes production of test scores, the complexities of pedagogy and its relationship to culture, power, and student learning are often overshadowed. While research on teaching in culturally diverse contexts has contributed to the development of inclusive and culturally responsive pedagogy (Banks et. al, 1995; Ladson-Billings, 1995; Gay, 2000), the fate of these practices in the face of market pressures require critical examination by those concerned with equity in schools serving disadvantaged children (Buras, 2010; Macrine, 2009; Picower, 2011).
Based on a year of extensive interviewing with twenty-two instructional leaders across an urban market of charter schools, as well as interviews and participant-observations with twenty-eight teachers in four purposefully selected charter schools, this study explores whether and how school leaders and teachers make sense of competition and student culture as resources for learning in classrooms, particularly in a predominantly low-income, black/African American, and Latino community in New York City. The study also made use of school documents and reports compiled overtime by schools and charter authorizers at the city and state level.
Findings indicate that a heterogeneous charter sector of independent charter schools shifted overtime to reflect homogenizing tendencies associated with the rise and concentration of schools managed by an influential bloc of private charter management organizations (CMOs). At the intersection of such shifts were teachers and instructional leaders, many of whom describe 'trading-off' on inclusive and diverse approaches to teaching in an effort to yield more tangible and marketable outcomes in the form of test scores. Case studies in four schools, however, revealed important distinctions, as differently managed schools negotiated differently the degrees to which social and cultural boundaries were formed between schools, students, and the surrounding community in which it operated. These negotiations shaped different approaches to teaching and learning and outlooks on competition.
The significance of the study is its negation of a culture-free and/or value-neutral assumption about market policies, primarily by illuminating the tension and impact of such policies on specific pedagogical forms and goals. More importantly, market policies are examined in light of social (re)production theory and the extent to which deregulation disrupts or perpetuates unequal social and cultural relations of power between schools and traditionally marginalized communities.
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Robles, Peiro Héctor. "Better settings for better education: does decentralization work?" Thesis, 2006. http://hdl.handle.net/2152/2630.
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Shen, Menghan. "Three Essays on How Parents and Schools Affect Offspring’s Outcomes." Thesis, 2016. https://doi.org/10.7916/D8MS3SKT.
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There are many ways parents can improve their offspring’s outcomes. For example, they can invest in offspring’s education or health. They can provide better social connections to obtain job information or personal references. In addition, they can exert political influence to obtain better labor market outcomes for their offspring.
Understanding exactly how parents improve their offspring’s outcomes is very important for the formation of political perspectives and policy designs. However, it is very difficult to disentangle the factors, as parents of high socioeconomic status do many things to help their children succeed. This dissertation presents three quasi-experimental studies to understand the causal mechanisms of parents’ influence on children’s outcomes in the context of China and United States.
Chapter two examines the implementation of court-ordered racial desegregation of schools and finds that school desegregation increases biracial births. This provides the first evidence of how an education policy that affects racial integration also has demographic implications and an intergenerational impact on social and economic opportunities.
Chapter three examines the effect of school desegregation on infant health. This chapter adopts the same empirical strategy and data as chapter three. I extend the paper by examining the effect of school desegregation on infant health. I find that for black mothers, school desegregation improves infant health, as measured by preterm birth. It also increases maternal education and fertility age. These may be important pathways to improve infant health. Chapter two and chapter three add to the growing literature on the impact of school desegregation beyond academic achievement.
Chapter five examines the effect of fathers’ political influence on offspring’s labor market outcomes in China. It presents a difference-in-difference approach that exploits the variation of political influence in three dimensions: parent bureaucrat occupation, retirement status instrumented by retirement policy, and offspring gender. Using cross-section data from China Household Income Survey, it finds that the retirement of a bureaucrat with political influence translates into a decrease in offspring’s income of 13 percent.
Chapter six provides a summary and conclusions and discusses future research directions.
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"The role of mass media, family, and schools in socializing Hong Kong students' attitudes towards China: an exploratory study." Chinese University of Hong Kong, 1990. http://library.cuhk.edu.hk/record=b5886626.
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by Cheung Yuk-ching, Doreen.Thesis (M.Phil.)--Chinese University of Hong Kong, 1990.
Bibliography: leaves 179-188.
Chapter 7 --- Findings III: Hypotheses Testing --- p.99
Mass Media
Family
School
Chapter 8 --- Findings IV: Relative Influence of Socializing Agents --- p.130
Interaction among Agents
Relative Influence among Agents
Chapter 9 --- Discussion --- p.152
Parental Influence
Problem of Perceived Parental Influence
Mass Media
School
Political Orientations
Shortcomings and Future Research Direction
Chapter Appendix 1 --- Fathers' birth place --- p.161
Chapter Appendix 2 --- Mothers' birth place --- p.161
Chapter Appendix 3 --- Item-by-item correlations among perceived paternal attitudes --- p.162
Chapter Appendix 4 --- Item-by-item correlations among perceived maternal attitudes --- p.163
Questionnaire --- p.164
Bibliography --- p.179
Reference --- p.183
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Majola, Xolani C. "Policy interpretation and sensemaking by KZN provincial officials with reference to the private schools and norms and standards for school funding." Thesis, 2016. http://hdl.handle.net/10539/22684.
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A research report submitted in partial fulfilment of the requirements for the degree of Master in Education
School of Education
Faculty of Humanities
University of WitwatersrandArguing for the understanding of policy and its implementation as a multi-dimensional process, this study explores how provincial officials interpret and implement policy. It uses the context of the National Norms and Standards for School Funding (NNSSF) aimed at KwaZulu-Natal (KZN) independent schools to study what happens on the ground in relation to policy implementation. The aim is to explore knowledge and experience residing within local implementation contexts. It presents policy implementation from an interpretive perspective highlighting how provincial officials receive, interpret and transmit policy meanings. This research was conducted using a qualitative methodology. It is based on a case study of three KZN provincial officials in head office and one in the district office, sampled on a purposive basis. The interviews were administered to elicit responses from participants. Qualitative content analysis was used to analyse data collected through interviews in order to discover among other things patterns, concepts, themes, and meanings. Premised on the theory of sense-making in policy; the study concludes that how policy is interpreted or understood depends largely on the repertoire of skills, knowledge, and experience of its implementers (Spillane, 2002). The research makes three key recommendations for policy, implementation, and research: 1. Allow local knowledge to flourish by engaging more with local implementers of policy as intelligent individual sense-makers and contributors. 2. Decentralise the system by delegating some decision-making powers to district and circuit levels. For example, allow them to have the power to advertise posts; make appointments; and perform other related duties that will contribute towards efficient implementation. 3. Capacitate district directorates through constant training and support. Chapter 1 introduces the study’s historical foundations and explains the underlying factors that influenced its composition; chapter 2 presents a literature review; chapter 3 outlines the research methodology; chapter 4 describes the data collection; and chapter 5 offers a summary, discussion, conclusions and implications.
MT2017
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"Management implications of the movement of children from township to suburban schools : a study of selected schools." Thesis, 2012. http://hdl.handle.net/10210/5511.
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M.Ed.Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
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Hadebe, Thobekile. "Issues arising from the implementation of language policy in historically disadvantaged schools in greater Pietermaritzburg : a policy analysis." Thesis, 2001. http://hdl.handle.net/10413/3015.
Full textAbstract:
This project sets out to outline the problems that are encountered by teachers in most black schools in South Africa, with regard to the language of instruction. In an attempt to cope with these problems teachers exercise their discretion, which often leads to them making policy. The language policy in education gives the learners a right to receive education in the official language or languages of their choice. The current situation in South Africa does not allow for the exercise of such a right. Black schools in rural areas, therefore, continue to choose English as the medium of instruction, although in actual practice Zulu becomes the main language that is used to get the lesson across the learners. Such a practice has both negative and positive effects on learners who attend these schools. To understand what actually happens in black schools with regard to policy implementation, I conducted interviews in two rural primary and one secondary schools near Pietermaritzburg. Information was elicited from teachers of Grade 1 to 10, members of the schools' governing bodies, as well as learners. It became evident from my study that the choice of mother tongue instruction will not be made in the near future despite the difficulties that are faced by the schools in teaching in the medium of English. The reasons for such a kind of situation are that the blacks have negative attitudes towards their languages, and the status of these languages lag far beyond that of English In brief, English is still the important language in education, government, economy and administration. There is no way the good language policy of 1996 will take root if nothing is done to change the present course of events. The black schools will continue to battle with teaching in English and in the process produce learners of poor quality. The study recommends that the government should undertake campaigns to improve and develop African languages such that they become the languages of instruction in schools and tertiary education institutions. The stakeholders in education could also cooperate in ensuring that the chosen medium of instruction is adhered to. This would minimise the problems that lead to partial or non implementation of the policy.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
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Palmer, Simon Alfred. "Riglyne vir 'n demokratiese onderwyskundige model." Thesis, 2014. http://hdl.handle.net/10210/10006.
Full textAbstract:
M.Ed. (Philosophy of Education)The topic of the study was the establishment of guidelines for a democratic teaching model in South Africa. The emphasis of the study was placed on the practical implementation and execution of the model within South Africa. The characteristics of a teaching model was clearly spelled out. The normcentred and the childcentred teaching models were furthermore discussed. Although both approaches contain positive elements, neither model meet the educational demands of South Africa. The shortcomings arise from the fact that neither approaches encouraged individualistic and lateral thinking by the pupils. After an evaluation, the democratic approach seems to be the most appropriate to suit the educational needs of South Africa. The democratic characteristics of freedom, equality, constructive communication, responsible leadership and a positive interaction between the pupil, teacher and the community, are a prerequisite in any educational situation. Successful educational realization is only possible if the characteristics of a democracy is prevalent in the educational situation. The democratic teaching model seems to be the most sensitive and appropriate model to satisfy the needs and requirements of education in South Africa.
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Jacobsz, Johannes Marthinus. "Geregtigheid en regverdigheid as demokratiese beginsel : implikasies vir die onderwys." Thesis, 2014. http://hdl.handle.net/10210/12678.
Full text
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Thorsten, Morimoto Marie Annette. "Education economicus? : issues of nation, knowledge and identity in contemporary Japan." Thesis, 1995. http://hdl.handle.net/10125/10158.
Full text
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Aspeling, Cornelia Susanna. "Regse weerstand teen multikulturele onderwys in Suid-Afrika." Thesis, 2014. http://hdl.handle.net/10210/12686.
Full text
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Nyangiwe, Bulelwa Lynette. "The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province." Thesis, 2004. http://hdl.handle.net/10413/9088.
Full textAbstract:
South Africa has undergone many political changes since the apartheid era. A
recent one has included the adoption of a new language-in-education policy
recommending, among other things, the use of African indigenous languages as
languages of learning and teaching (LOLT). The country has moved into a
system in which learners and schools are entitled to choose their preferred
LOLT. However, there have been few concrete changes to accommodate this
choice. In particular, the above language-in-education policy has not yet been
adequately implemented in schools.
This study investigates learners', educators' and parents' attitudes towards the
use of English or /and isiZulu as the medium of learning and teaching in Durban
in KwaZulu-Natal province. I ascertain if there are similarities and differences, if
any, in the responses of the three groups of stakeholders from two secondary
schools. I also demonstrate the implications of the attitudes of these
stakeholders for the implementation of the current language-in-education policy.
Lastly, I make recommendations that will assist language policy makers
regarding the current language-in-education policy.
The study shows that there are mixed feelings regarding the LOLT issue. It was
found that the respondents largely favour the use of English as the medium of
instruction, yet some of the responses are self-contradictory, in that they
simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most
respondents still envisage a future where English will continue to have political,
educational, social and economic power over isiZulu.
There is thus an urgent need for the Department of Education to review the
current language-in-education policy and address issues that might be hindering
its implementation. The policy is likely to fail unless some intervention strategies
are taken to address these problems. It is hoped that this study will help to
highlight issues that can be further investigated in this area.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
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Mazibuko, Lindokuhle Arthur. "The value-orientations and perceptions of Zulu secondary school pupils in Sebokeng." Thesis, 2014. http://hdl.handle.net/10210/11523.
Full textAbstract:
M.Ed. (Educational Psychology)The main aim of this research was to do an exploratory study of the value-orientations and perceptions of the Zulu pupi Is in Sebokeng in order to enable teachers to understand the Zulu pupils better and thus be in a posi tion to teach them more effectively. The phenomenological strategy served as a basis from where the research was undertaken. This strategy made provision for the employment of various methods such as action research, literature study, word- and concept analysis. A questionnaire was used to determine the value-orientations and perceptions of the standard eight and ten Zulu pupils. For the purpose of empirical investigation a total of 224 standard eight and ten Zulu pupils was drawn from Botebo-Tsebo and Moghaka secondary school s • This was the total number of all standard eight and ten Zulu pupils in the two fore-mentioned schools during the academic year 1991. The most important findings of the research are as follows: * The typical value code of the Zulu child is not compatible with the values promoted in the school. * The beliefs of the Zulu pupils range from tradi tional belief in ancestors to those of modern times. A large percentage of the pupils are Christians. However, they still support the traditional religion. * The present Zulu pupil is inclined towards individuality rather than group consciousness that characterized traditional culture. * When comparing the valueing of school related matters, it was found that the standard ten pup! Is were relatively more positive to schooling than their standard eight counterparts. * Another important finding is that Zulu pupils prefer nonintegrated schools. They give preference to schools for their own people.
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Bam, Nicola Rose-Anne. "The role of INSET in promoting multilingualism in Western Cape schools : a case study." Diss., 2001. http://hdl.handle.net/10500/18056.
Full textAbstract:
The promotion of multilingualism is one of the aims of the new language-in-education
policy. It is a phenomenon which is reflective of our multilingual society. However, the
means by which it is being promoted at school level needs to be investigated in light of
the additive bilingualism model that has been stipulated in the language-in education
policy.
This dissertation focuses on a school in the Western Cape which offers many languages
and is trying to meet the needs of its learners. The way in which multilingualism is
experienced in the classrooms is observed from the learners, teachers and parents'
perspectives in the hope of describing how it takes place in a secondary school setting.
The ways in which teachers can promote multilingualism in the classroom are suggested
by offering practical multilingual strategies for teaching and learning. The role of INSET
in promoting multilingualism is also discussed.Educational Leadership and Management
M. Ed. (Educational Management)
36
Brink, Anna Maria Dorothea Johanna. "Aanspreeklikheid en samewerking as demokratiese beginsels en die skool." Thesis, 2014. http://hdl.handle.net/10210/10081.
Full text
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Mamvura, Zvinashe. "A sociolinguistics analysis of school names in selected urban centres during the colonial period in Zimbabwe, 1890-1979." Thesis, 2014. http://hdl.handle.net/10500/19664.
Full textAbstract:
This study analyses the different social variables that conditioned the naming of schools during the colonial period in Zimbabwe (1890-1979). The study collects and analyses the names given to schools in Salisbury (including Chitungwiza), Umtali and Fort Victoria the colonial period in Zimbabwe. The study adopts Geosemiotics, a theory propounded by Scollon and Scollon (2003), together with insights from Semantics, Semiotics and Pragmatics in the analysis of school names. Critical Discourse Analysis is used a method of data analysis. One of the main findings of the study is that place names are discourses of power which are used to express and legitimise power because they are part of the symbolic emblems of power. It was possible to ‘read’ the politics during the colonial period in Zimbabwe through the place names used in the colonial society. Both Europeans and Africans made conscious efforts to imbue public places with meanings. Overally, people who have access to power have ultimate control over place naming in any society. In this case, they manipulate place naming system in order to inscribe their own meanings and versions of history in the toponomastic landscape. The second finding is that place names are critical place-making devices that can be used to create imagined boundaries between people living in the same environment. Place names are useful discourses that index sameness and differences of people in a nation-state. Place names exist in interaction and kinship with other discourses in making places and imposing an identity on the landscape. Semiotics, Semantics and Pragmatics are instrumental in the appreciation of the meaning conveyed by school names. This study makes an important contribution to onomastic research in the sense that its findings can be generalised to other place naming categories during the colonial period in Zimbabwe. This study provides background information on how place naming was done during thecolonial period in Zimbabwe. This makes it significant because it provides insights on place naming in other states that went through the colonial experience, in Africa or elsewhere in the world.African Languages
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Nkongolo, Kabange Jr. "Improving the governance of mineral resources in Africa through a fundamental rights-based approach to community participation." Thesis, 2013. http://hdl.handle.net/10500/14186.
Full textAbstract:
This study makes the assumption that community participation in the governance of mineral
resources is a requirement of sustainable development and that through a fundamental
rights-based approach, it can be made effective. The concern is that an affected community
should not only be involved in the decision-making process, but its view must also influence
the outcome in respect of whether or not a mineral project should take place and how it
should address development issues at local level. It is assumed that this legal approach will
improve mineral governance by bringing more transparency and accountability. In many
African resource-rich countries, community participation has until now been practiced with
more of a soft approach, with the consequence that it has been unable to eradicate the
opacity existing in the management of revenues generated by mineral exploitation and also
deal efficiently with the recurrence of fundamental rights violations in the mineral sector.
Obviously, the success of the fundamental rights based-approach is not absolutely
guaranteed because there are preconditions that must be fulfilled. The synergy between
community participation and some relevant concepts like democracy, decentarlisation,
accountability, (good) governance and sustainable development must be well balanced for the participation process to bring positive outcomes. Also, because the fundamental rights
based-approach is conceived here within the framework of the African Charter of Human
and People’s Rights, its normative and institutional components, despite the potential to
make participation effective and successful, require that some critical challenges be
addressed in practice. The study ends with the conclusion that the fundamental rights based-approach
is appropriate to make community participation effective in the mineral-led
development process taking place at local level, provided that its implementation is kept reasonable.Constitutional, International & Indigenous Law
D.Law
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Van, Schalkwyk Maria Catharina Dirkschen. "Educational change : the case of Newfoundland." Thesis, 1998. http://hdl.handle.net/10500/17760.
Full textAbstract:
Text in English, abstract in English and AfrikaansDramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within.
Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig.
Educational Studies
D. Ed. (Comparative Education)
40
Schuster, Casey Elizabeth. "The War in the Classroom: The Work of the Educational Section of the Indiana State Council of Defense during World War I." Thesis, 2012. http://hdl.handle.net/1805/3223.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)When the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.
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Sacco, Nicholas W. "Kindling the Fires of Patriotism: The Grand Army of the Republic, Department of Indiana, 1866-1949." Thesis, 2014. http://hdl.handle.net/1805/5518.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Following the end of the American Civil War in 1865, thousands of Union veterans joined the Grand Army of the Republic (GAR), the largest Union veterans' fraternal organization in the United States. Upwards of 25,000 Hoosier veterans were members in the Department of Indiana by 1890, including President Benjamin Harrison and General Lew Wallace. This thesis argues that Indiana GAR members met in fraternity to share and construct memories of the Civil War that helped make sense of the past and the present. Indiana GAR members took it upon themselves after the war to act as gatekeepers of Civil War memory in the Hoosier state, publicly arguing that important values they acquired through armed conflict—obedience to authority, duty, selflessness, honor, and love of country—were losing relevance in an increasingly industrialized society that seemingly valued selfishness, materialism, and political radicalism. This thesis explores the creation of Civil War memories and GAR identity, the historical origins of Memorial Day in Indiana, and the Indiana GAR's struggle to incorporate ideals of "patriotic instruction" in public school history classrooms throughout the state.
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Full textAbstract:
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
43
Van, Niekerk Letitia. "Intimidation as a factor in the liberation struggle in South Africa with special reference to Bela Bela (Warmbaths) : an anthropological perspective." Diss., 1999. http://hdl.handle.net/10500/17744.
Full textAbstract:
INTIMIDATION AS A FACTOR IN THE LIBERATION STRUGGLE OF
SOUTH AFRICA WITH SPECIAL REFERENCE TO BELA BELA
(WARMBATHS): AN ANTHROPOLOGICAL PERSPECTIVE
The cultural revitalisation or adjustment model of Anthony Wallace provides a basis for
interpreting religious, political and other revitalisation movements. This study focuses on
political revitalisation movements. Participation in the activities of revitalisation movements does
not always occur voluntarily. Leaders of such movements apply techniques and methods of
intimidation enforcing change and participation. In South Africa, political revitalisation was
inter alia brought about by the ANC as political liberation movement who used methods of
violent and non-violent intimidation to force people, regardless of their ethnic affiliation, to
support the movement and enforce political change. The ANC inter alia used charactersitic
cultural phenomena and components of Bantu-speakers as resources for intimidation to ensure
unanimity, participation and ultimately to achieve political liberation. Cultural components that
were exploited included communality, group solidarity, administration of justice, songs and
dances.INTIMIDASIE AS 'N FAKTOR IN DIE VRYHEIDSTRYD IN SUID-AFRIKA MET SPESIALE VERWYSING NA BELA BELA (WARMBAD): 'N ANTROPOLOGIESE PERSPEK.TIEF Kulturele vernuwmg ts 'n universele verskynsel. Anthony Wallace se model van kulturele vernuwing of -aanpassing bied 'n raamwerk vir die verduideliking en interpretasie van die fases waardeur kulturele vernuwingsbewegings van 'n godsdienstige, politieke of ander aard ontwikkel. In hierdie studie word daar uitsluitlik gefokus op vernuwingsbewegings van 'n politieke aard. Aangesien deelname aan die aktiwiteite van kulturele vernuwings- en aanpassingsbewegings nie noodwendig vrywillig geskied nie, het leiers van hierdie bewegings gebruik gemaak van tegnieke en metodes van intimidasie om deelname en vernuwing op die massas af te dwing. In SuidAfrika is politieke vernuwing onder andere teweeggebring deur die ANC as politieke bevrydingsbeweging. Die ANC het gebruik gemaak van gewelddadige (harde of direkte) sowel as nie-geweldadige (sagte of indirekte) intimidasie om mense, ongeag hulle etniese aanhorigheid, te dwing om die beweging se oogmerke aktief te ondersteun om politieke verandering te weeg te bring. As dee! van die strategie om deur intimidasie mense tot deelname aan massa-aksies soos optogte, betogings en massa-vergaderings te dwing, het die ANC gebruik gemaak van bepaalde kultuur verskynsels en -komponente wat eie is aan die lewensbeskouinge en lewenswyse van Bantoe-sprekendes. Kultuurkomponente wat suksesvol benut is deur die leiers en lede van bevrydingsbewegings omvat, onder andere verskynsels soos kommunaliteit, groep solidariteit, die regspraak, liedere en danse. Hierdie kultuurkomponente en verskynsels is verander en aangepas om ten eerste eenheid en deelname te bewerkstellig en te verseker en uiteindelik om die hoofdoelwit van politieke bevryding te bereik.
Anthropology and Archaeology
M.A. (Anthropology)
44
Black, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.
Full textAbstract:
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be.History
D. Litt. et Phil. (History)