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Coskun, Cicek. "Modernization And Women In Tunisia: An Analysis Through Selected Films." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607598/index.pdf.
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This study analyzes the representation of women and modernization in Tunisian society by looking at Tunisian films produced in Tunisia after 1980. Study aims to develop a new concept to understand modernization process of women in a non-western, Muslim, and North African society through representations in films.
Women&rsquo<br>s modernization process has been analyzed through the qualitative analyses of five Tunisian films by focusing on conceptualization of women issue as one of the main elements of Tunisian modernization. More presicely, the study examines stages of women&rsquo<br>s modernization on the one side, and representation of this process in films on the other.
In conclusion, I argue that examining written literature alone is not enough to understand women&rsquo<br>s modernization process in a non-western society. Expansion of modernization is not rapid and equal in the Tunisian society. If taking place in the public sphere, having a paid job and having education are taken as the indicators of women&rsquo<br>s modernization, it is seen that lower class women face with problems in every stage of Tunisian modernization. At that point, attending to visual sources like cinema which has the ability to reflect the society can give us convenient information about this process.
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Serra, Maria Paula Abreu dos Santos. "O papel da educação como motor do "Empowerment" económico e político das mulheres: o caso de Marrocos." Master's thesis, Instituto Superior de Economia e Gestão, 2007. http://hdl.handle.net/10400.5/1104.
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Mestrado em Desenvolvimento e Cooperação Internacional<br>Neste trabalho pretende-se avaliar o papel da educação como motor fundamental do empowerment das mulheres no espaço doméstico e público, visando, em última análise perceber como é que o bem-estar pleno de cerca de 50 por cento da população pode contribuir para a riqueza e o desenvolvimento de todo um país. Escolheu-se como estudo de caso as mulheres em Marrocos.<br>This research tries to analyse the role of the education as an essential instrument for women's empowerment in private and public sphere, trying, as a final conclusion, to understand how the full well-being of 50 per cent of a population can contribute for the wealth and the development of a whole country. Morocco has been chosen as the case study.
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Pant, Saumya. "Enacting Empowerment in Private and Public Spaces: The Role of “Taru” in Facilitating Social Change Among Young Village Women in India." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178310514.
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Ayto, Jennifer. "The contribution by women to the social and ecomomic development of the Victorian town in Hertfordshire." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10619.
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This study focuses on the role and contribution of women in the context of the social and economic development of two towns in Hertfordshire during the nineteenth century. Although the age saw an increase in urbanisation, Hertfordshire remained an agricultural county with long established land owners, a middle class with influence in the towns and its closeness to London attracting the newly wealthy in search of a country estate. The towns selected for this study, Hertford and Hitchin, changed little in their character and, compared with others which experienced industrial expansion, saw a modest population growth. This, however, brought the consequential pressures on housing and poverty. This research is unique in combining the study of the activities of women and the challenges faced by two market towns over a period of time of change and thus making a contribution to the debate on the concept of “separate spheres” by demonstrating that women had a place in the public arena. The daily life of a country town was reliant on a thriving economic environment. As this research demonstrates, many women had trades and businesses, contributed to good causes and were central to the education of children and adults. Their philanthropic efforts supported the building and maintenance of churches, schools, and hospitals. It charts the role of ordinary women, operating in a small town environment, before extension of the suffrage and Equal Opportunities legislation established their position as legitimate influencers of policy and practice. Little work has been done on how the English small town coped with its growth in population and the summons from central government on compliance with an increasing body of legislation on how the town should be run. It was men who undertook the necessary offices associated with this seed of local government but a micro-history of the people who inhabited these two towns demonstrates that women made a significant contribution to social and economic life of these towns.
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Smith, Theresa Ann. "New visibility : women and the public sphere in eighteenth-century Spain /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9945690.
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Kraynanski, Joan M. "Women Walking Silently: The Emergence of Cambodian Women into the Public Sphere." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1180448828.
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Taylor, Georgina. "Talking women : H.D. and the public sphere of modernist women writers, 1913-1961." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339927.
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Walsh, Clare. "Gender, discourse and the public sphere." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/3155/.
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This thesis aims to develop an analytical framework that will combine the insights of critical discourse analysis and a range of feminist perspectives on discourse as social practice. This framework is then employed in an investigation of women's participation in a number of 'communities of practice('Eckert and McConnell-Ginet 1992) previously monopolised by men. Comparisons are also made with women's involvement in organisations where they are in a majority and where a feminist ethos prevails. I argue that women often find themselves at odds with the masculinist discursive norms that masquerade as gender-neutral professional norms. This, in turn, has implications for the way in which women are perceived and judged by others, as well as for the roles they are assigned within the public sphere. With reference to selective transcripts of in-depth structured interviews with women in each of the domains under investigation, I suggest that the complex negotiations in which they engage in order to manage contradictory expectations about how they should speak and behave cannot easily be accommodated within a dichotomous model of gendered linguistic styles. Nonetheless, this is precisely how their linguistic behaviour is often 'fixed' and evaluated by others, especially by the mass media. I make reference to a wide range of texts from a variety of media in order to illustrate the role the media, in particular, play in mediating the perception of women's involvement in the public sphere and in (re)producing normative gender ideologies. The first case study focuses on women Labour MPs in the House of Commons. It includes a detailed analysis of the media coverage of Margaret Beckett's bid for the Labour leadership in 1994. It also considers whether the record increase in the number of women MPs in the wake of the 1997 general election has helped to make the Government's policy priorities more woman-friendly and/or has changed the culture of the House. The second case study on women's involvement in devolved politics briefly considers their contribution to the Scottish Parliament and Welsh Assembly, before focusing in detail on the contribution made by the Northern Irish Women's Coalition to framing the Good Friday Agreement and to the structures of the new Northern Irish Assembly. The third case study compares the structure and rhetoric of the London-based Women's Environmental Network and those of male dominated environmental groups, including Friends of the Earth and Greenpeace and the relative media coverage these groups receive. The final case study compares women's involvement in the Church of England as outsiders, campaigning for women to be admitted to priesthood, and as recently ordained insiders, whose subordination within Church structures is sanctioned by canon law. A central thesis of this study is that both the institutional constraints with which women have to negotiate and the stereotypical evaluations of their performance of public sphere roles have contributed to a process of discursive restructuring, whereby the gendered nature of the public/private dichotomy has been reproduced within the public sphere. However, women are not passively positioned in relation to the institutional and other discursive constraints that operate on them. I suggest that, they, in their turn, have helped to promote a counter tendency whereby the discursive boundaries between the traditional public and private spheres are becoming increasingly weakened and permeable. The study concludes by arguing for a more socially situated theory of language and gender to account for the constant tension that exists between the freedom of individuals to make choices within discourse and the normative practices that function to limit these choices.
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Hashem, Amal Arab. "Saudi women and political involvement in the informal sphere." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438349.
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Patessio, Mara. "Women and the public sphere in the early Meiji period." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431181.
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Reading, Anna. "Socially inherited memory, gender and the public sphere in Poland." Thesis, University of Westminster, 1996. https://westminsterresearch.westminster.ac.uk/item/948zx/socially-inherited-memory-gender-and-the-public-sphere-in-poland.
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More recent theories of the 'revolutions' of 1989 in the societies of Eastern and Central Europe now suggest that the underlying dynamic was continuity rather than disjuncture in terms of social and political relations. Yet such theories fail to explain the nature of and the reasons for this continuity in terms of gender relations in the public sphere. The thesis suggests that the clue to understanding the nature of the gendered transformation in Poland's public sphere in its mediated aspects between the years 1980 and 1994 lies in the role of 'socially inherited memory'. Socially inherited memory is the dialectical and gendered process by which a given society both remembers and forgets past events, feelings, thoughts and knowledge through representations. The key to Poland's social memory concerns the repressed stories of political right developed during the nation's period of identity formation in the nineteenth century and interwar years. Certain aspects of this social inheritance were recalled by the Polish United Workers' Party and then by Solidarity to legitimize their power: Because Poland's social memory was formed around the public exclusion of women and Poland's ethnic minorities this resulted in the continuation of exclusionary mechanisms and public ghettoization after World War Two, and, in the 1980s and 1990s. However, the evidence of the thesis also suggests that there were sub-plots of women's resistance and inclusion within the public sphere from at least the nineteenth century onwards. Thus the exclusionary impact of socially inherited memory is not an inevitable historical process: At particular historical moments inclusive representations of women and ethnic minorities are recalled or reenacted in the form of Public organisations or alternative cultural productions. Socially inherited memory it is suggested may provide a useful concept for examining the (en)gendering of the public sphere in other societies.
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Rousseau, Stéphanie. "Women and the public sphere in Peru : citizenship under Fujimori's neopopulist rule." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84544.
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This thesis analyses the process of social construction of women's citizenship rights in Peru under the regime of Alberto Fujimori (1990--2000). It builds on an existing body of literature on democratization and women's movements in Latin America, to develop an understanding of the forms of women's mobilization under new democratic regimes and the impact of the pattern of state-society relations on the advancements and losses in women's citizenship rights. More specifically, it shows that the 1990s witnessed a significant range of advances in women's civil and political rights, while social and economic rights suffered serious reversals. It is argued that the strategies and opportunities of different sectors of the women's movement in Peru, as well as the objectives pursued by the state under Fujimori's rule, combined to generate this evolution of women's citizenship. The forms of mobilization of these different sectors followed the course of their own constraints and choices, while they were also importantly shaped by the broader political framework: a neopopulist model of political rule together with the implementation of a neoliberal program of structural adjustment and liberalization. The influence of a set of international factors also contributed to structuring the political incentives and resources of the different actors involved in the social construction of women's citizenship in Peru. The thesis concludes that the democratic or authoritarian nature of the political regime as such cannot explain the pattern of construction of women's citizenship rights, as witnessed by an increased space of women in the public sphere and advances in civil and political rights under the restricted version of political democracy which characterized most of Fujimori's rule. Contrary to the literature on other Latin American women's movements, which detected a marginalization of women's movements in the political sphere following the transitions to d
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Alexandra, Diwouta T. Christele. "The place of women in the political sphere: a comparative study of Cameroon and South Africa." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis compared the status of women's political participation in Cameroon and South Africa through an assessment conducted against the backdrop key of international, regional and national human rights standards. The aim of this thesis was not only, to be conscious of women's absence in politics, but to also take steps to redefine sound strategies to implement gender equality in terms of the political participation of women on the part of governments.
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Riddell, Aileen M. "At the verge of their proper sphere : early nineteenth century Scottish women novelists." Thesis, University of Glasgow, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241736.
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Parr, Rosalind Elizabeth. "Citizens of everywhere : Indian nationalist women and the global public sphere, 1900-1952." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33063.
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The first half of the twentieth century saw the evolution of the global public sphere as a site for political expression and social activism. In the past, this history has been marginalised by a discipline-wide preference for national and other container- based frames of analysis. However, in the wake of 'the global turn', historians have increasingly turned their attention to the ways historical actors thought, acted, and organised globally. Transnational histories of South Asia feed into our understanding of these processes, yet, so far, little attention has been paid to the role of Indian nationalist women, despite there being significant 'global' aspects to their lives and careers. Citizens of Everywhere addresses this lacuna through an examination of the transnational activities of a handful of prominent nationalist women between 1900 and 1950. These include alliances and interactions with women's organisations, anti-imperial supporters and the League of Nations, as well as official contributions to the business of the fledgling United Nations Organisation after 1946. This predominantly below-state-level activity built on and contributed to public and private networks that traversed the early twentieth century world, cutting across national, state and imperial boundaries to create transnational solidarities to transformative effect. Set against a backdrop of rising imperialist-nationalist tension and global geopolitical conflict, these relationships enable a counter-narrative of global citizenship - a concept that at once connotes a sense of belonging, a modus operandi, and an assertive political claim. However, they were also highly gendered, sometimes tenuous, and frequently complex interactions that constantly evolved according to local and global conditions. In advancing our understanding of nationalist women's careers, Citizens of Everywhere contributes to the recovery of Indian women's historical subjectivity, which, in turn, sheds light on gender and nationalism in South Asia. Further, Indian women's transnational activities draw attention to a range of interventions and processes that illuminate the global history of liberal ideas and political practices, the legacies of which appear embattled in the present era.
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Ramalefane, Thotoane Rosalia. "Culture and religion constrain women in the academic sphere : the case of Lesotho." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6763.
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Includes bibliographical references.<br>The subjugation of women dates back to ancient times. Through the centuries the suppression of women has taken different forms. With a few exceptions most African societies are patriarchal in character. They relegate women to a minor position and subject them to the guardianship of male partners. Traditionally, men were regarded as senior to women irrespective of age. This tradition of men regarding themselves as superior to women has its roots in our socio-cultural norms in Lesotho. Culturally men are regarded by society as superior to women. This perception of men is transferred to the work situation. Consequently, even at work, men are perceived as 'strong' and 'powerful.' In the higher institutions of Lesotho, there is now awareness that the proportion of academic women in senior positions remains small by comparison to that of men. A large number of women are found at the lower end of the scale. Despite the fact that Basotho women are more educated than their male counterparts The study argues that women's slow progress in upward mobility in the employment sector is attributed to a combination of factors. This study therefore, seeks to: * Explore the factors which constrain women to occupy the senior positions of the academic hierarchy and senior administrative positions within the academy; * Investigates the framework of attitudes and beliefs that undermines the status and the role that women have and continue to have in Lesotho in general, the academic sphere in particular; * Suggest steps, which could be taken towards the amelioration of the present undesirable situation in the academic sphere. Feminist research was chosen as the theoretical/conceptual framework of the study. The importance of this framework is that it uses the concept of gender as an analytical category. Feminist construction methodology through the use of qualitative paradigm was used as an appropriate tool for the purposes of obtaining in-depth information of the situation in Lesotho. As qualitative method comprises different methods, case study method was used to provide an in-depth examination of women's experiences as well as to provide the meaning of their experiences in the academic sphere. For data collection the study used both the primary and secondary methods. The primary includes the method of interviewing techniques. The interviews were in a form of a semi-structured schedule using open-ended questions. The documentary sources include documents relating to the government, public records and reports. Secondary methods include the literature, internet, and journals. A total number of sixteen women were interviewed using an in-depth interview schedule. The analysis of data was informed by the grounded theory. The findings of this study are that discrimination against women is a norm and that women perceived themselves to be oppressed by the patriarchal relations. Women have been brought up in such a way that they feel they are socially inferior to their male counterparts and tend to have a low self-esteem. Basotho customs and religious practices all play a role in reinforcing the lower status of women. All these are transferred to the workplace. In the academic sphere there is that great disparity of sex segregation between men and women. It is indeed possible that the most effective way of influencing employment behaviour is so far as it relates females may be to concentrate on modifying the sex in family rather than by means of legislation directed to the operation of the labour market itself on which government have traditionally placed reliance and emphasis.
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White, Pamela Margaret. "Restructuring the domestic sphere : prairie Indian women on reserves : image, ideology and state policy, 1880-1930." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=113636.
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Note:<br>Images of Indian women shared by explorers and traders of the Northwest significantly infl uenced early Canadian government Indian policy. Under the policy of wardship, these images developed into stereotypical views. The government's goals of protection, civilization and assimilation, pertaining to Indian women residing on prairie reserves from 1880 to 1930, were to be accomplished by restructuring the domestic economy on reserve. Government and churches attempted to c hange this economy through formal instruction of Indian women in the domestic skills. Later, attempts were made to teach them to be better mothers. The state's view of Indians as inadequate housekeepers and inattentive mothers reinforced efforts to alter the way of life on reserves. Moreover, the stereotype of domestic slovenliness served to mask causes of endemic tuberculosis on the reserves . By 1930, the Canadian state had intervened in most areas of Indian womens' lives. This occurred well before unive rsal social programs were established.<br>L'image de la femme Amerindienne qu'ont rapportee les explorateurs et les trappeurs du Nord-ouest a influence de facon significative les premieres politiques du gouvernemnt canadien a l'egard de mis en tutelle du gouvernement federeal transformera ensuite progressivement cette perception en stereotypes. Les objectifs du gouvernement ayant trait a la protection, a l'avancement et a l'assimilation des amerindiennes vivant sur les reserves des Prairies entre 1880 et 1930 devaient etre atteints par un restructuration de l'economie interieure des reserves. Le gouvernement et les pouvoirs religieux ont tente d'y parvenir en enseignant les arts menagers aux amerindiennes. Plus tard on tentera de leur ernsigner comment etre de meilleures meres.[...]
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Houle, Elizabeth Anne. "Women and the public sphere, exploring women's access to participation in a democratic society." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0016/MQ54458.pdf.
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Orliski, Constance Ilene. "Reimagining the domestic sphere Bourgeois nationalism and gender in Shanghai, 1904-1918 /." online access from Digital dissertation consortium, 1998. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9902856.
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Pohl, Florian. "Islamic education and the public sphere today's Pesantren in Indonesia." Münster New York, NY München Berlin Waxmann, 2007. http://d-nb.info/997725273/04.
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Dworak, Almut-Isabella Erica. "Presentations of sickness and health in novels and selected journals by German women writers : (1771 to 1820)." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324747.
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Nassif, Dana. "Arab talk shows and the gendered public sphere : the case of Jordan." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14985.
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This thesis analyses the content of three Arab satellite television talk shows and their reception by women in Jordan. It aims to assess the role of talk shows in the Arab public sphere by engaging with different conceptualisations and criticisms of the public sphere theory, starting with Habermas (1989) influential work. The thesis argues that once the criticisms of the criteria that underpin Habermas original theory are taken into consideration, and alternative conceptualisations by different traditions of democratic theory are considered, contemporary popular media genres like talk shows can be re-evaluated for their role in the public sphere. The thesis aligns itself with conceptualisations of the public sphere as an on-going and continuous process, rather than a concluded state, and argues through the analysis that this process transpires and continues in different contexts, within and beyond the media. Through its theoretical and empirical engagement, the thesis hopes to contribute to research on Arab television genres and its audiences, and their implications for investigations of the Arab public sphere. The thesis employs a multi-method approach to analyse the three talk shows Kalam Nawaem [Soft talk], Ahmar Bel Khat Al Areed [In Bold Red] and Sireh Winfatahet [An Open Case] and their audiences as two contexts where engagements with the public sphere continually take place. First, it uses thematic analysis to examine the content of the talk shows in terms of the issues they discuss and their relation to the Arab public sphere. Second, it also uses formal analysis to examine the structural features of the shows in order to demonstrate how these aspects collaborate to further shape the function of these shows in the public sphere. Third, the thesis analyses the audience research conducted through focus groups with women in Jordan, in order to study audiences perceptions of these shows and their role in the public sphere. The thesis proposes different ways in which these shows discussions can be consequential to the Arab public sphere, and the ways in which these transnational shows and discussions are watched and deciphered by audiences at a national level. Finally, the thesis reflects back on what it has achieved, its methodological limitations and alternatives, as well as future work that can be pursued on this topic.
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Knowles, Sima Kaur. "Radio & development : access and uses of the radio public sphere by rural Baganda women." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434711.
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This thesis examines ways in which radio stations serve the development 'needs' of rural Baganda women in Uganda. The thesis argues that a new participatory public sphere has been created in Uganda with the rise of commercial radio stations, with important implications for social development. These conclusions are drawn from an analysis of media liberalisation and globalisation in Uganda, informed by communication development theories and the theory of the Public Sphere. The thesis, examines the African Public sphere and the way that Uganda's vibrant oral culture has fostered the rapid expansion of radio services in the region. It unpacks 'development' as a concept, exploring its relationship to radio services in Africa and Uganda in particular. The thesis concludes that as part of the push for 'development', media liberalisation has led to haphazard licensing of radio frequencies with no proper spectrum planning. It has also seen the growing influence of commercial radio stations like Radio Simba. Using content analysis of the programme schedules of Radio Simba and the publicly funded Radio Uganda, the thesis examines the quality and nature of radio programmes available to rural Baganda women. Drawing on interviews and participant observation with radio producers and government representatives, it concludes that in places like Uganda, where national broadcasters are too close to governments, their public service role is limited. The thesis asserts that Radio Simba partly fills this role. U sing focus group discussions and in-depth interviews, the study goes on to examine the access and uses of radio by rural Baganda women for development. It concludes that rural communities use radio to inform, enhance farming practices, health promotion and human rights campaigns. Radio also has a 'psychosocial' purpose, enabling a redefining of Ugandan identity through music and 'local' programming. The thesis ends by describing some of the moral panic created as a result of the presence of this new global public sphere in Uganda, and the limited nature of Ugandan academic debate about the changing nature of public service broadcasting.
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af, Petersens Lovisa. "Formering för offentlighet : Kvinnokonferenser och Svenska Kvinnornas Nationalförbund kring sekelskiftet 1900." Doctoral thesis, Stockholms universitet, Historiska institutionen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1348.
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The thesis considers three women conferences arranged by the National Council of Women of Sweden (NCWS) in Stockholm at the turn of the 20th century. NCWS was a branch of the International Council of Women and at its height it was an umbrella-organisation for about forty Swedish women organisations. The focus is on the role of the conferences as arenas for women who wanted to prove their ability and competence in society. The content, the form and the function of the conferences are analysed. The question whether the conferences arranged by the NCWS reflected the ideas, dilemmas and strategies of the bourgeois women’s movement is addressed. A larger historical development is illuminated – the formation of the bourgeois women movements for the public sphere in the process of modernity. The thesis explores different theories and shows how the concepts of class, gender, public sphere, modernity and trans-nationalism were dealt with at the conferences. The women conferences have been treated as manifestations; as a quintessence of the ideas and ambitions of the movement. The thesis asserts that the ideology of the movements was formulated and expressed not only in spoken words, but also in festivities, symbols and sisterhood. The class identity was manifested in the form of which the conferences were conducted. On the one hand, the conference women showed loyalty to the conservative society and the rigid class position. On the other hand, the conference initiators wanted to improve women’s opportunities of becoming citizens and to move the boarders between the public and the private. Ideologies such as Internationalism and Scandinavism became important in creating a collective identity.
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Швіндіна, Ганна Олександрівна, Анна Александровна Швиндина, and Hanna Oleksandrivna Shvindina. "Coopetition model of interactions for institutions in a sphere of education." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/81011.
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Дослідження присвячене розвитку моедлі коопетиції в сфері освіти.<br>Исследование посвящено развитию модели коопетиции в сфере образования.<br>The study is devoted to the development of a model of cooperation in the field of education.
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Diwouta, Tiki Christele Alexandra. "The place of women in the political sphere: a comparative study of Cameroon and South Africa." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/1077.
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"Issues of gender have always, and continue to, inhibit women from access to public office. With the increase of gender mainstreaming and struggle for equality, the internntional community has become increasingly aware of the absence of women in politics. The aims of this dissertation is not only, however, to be conscious of women's absence in politics, but to also take steps to redefine sound strategies to implement gender equality in terms of the political participation of women on the part of governments. This dissertation will focus on the place accorded to South African women in relation to the consolidation of a fairly new democracy, compared and contrasted to the struggle of their Cameroonian counterparts within the context of a much older democracy. Moreover, ratified conventional instruments as well as domestic constitutional dispositions currently in force in Cameroon dictate gender equality, thus calling for the implementation of special measures to enhance the participation of women. Yet, there have been no serious efforts on the part of Cameroon to revise or abrogate numerous coexisting discriminatory provisions and practices that perpetrate systematic discrimination against women in various ways within existing institutions. ... Chapter one sets out the scope of the study through the identification of the research problem and outlines the chosen methodology. This chapter also states the aims and objectives of the paper as well as its limitations. Chapter two considers the international and regional provisions governing women's rights. The main aim of this chapter is to recoup dispositions in human rights instruments with specific reference to gender equality and the participation of women in public life. Chapter three gives a historical backdrop of the participation of women in politics in both countries and sets out the domestic and constitutional provisions that relate to the status of women in politics in both Cameroon and South Africa. It also contains case studies to elucidate the particular challenges faced by women in these two countries. Chapter four analyses the extent to which Cameroon and South Africa have complied with international, regional as well as national human rights standards pertaining to women's political participation rights. The final chapter will contain conclusions and recommendations." -- Introduction.<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004.<br>Prepared under the supervision of Dr. Letitia van der Poll, Faculty of Law of the University of the Western Cape, South Africa<br>http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html<br>Centre for Human Rights<br>LLM
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Dye, Michaelanne M. "La Vida Online: The Parallel Public Sphere of Facebook as Used by Colombian Immigrant Women in Atlanta." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/anthro_theses/52.
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This thesis examines how Colombian women within the city of Atlanta utilize Facebook as a parallel public sphere, a cultural phenomenon through which the silenced use mediums of popular culture to discuss private and public dilemmas (Dewey 2009). Through ethnographic research in Atlanta, I analyze how these young women use Facebook as they negotiate their identity through the multiple contexts of their everyday lives. Drawing from feminist critiques, I explore whether Facebook provides an alternative to the traditional public sphere, while also investigating how power structures influence freedom of expression online. Through an international network of friends, these women tackle topics of discrimination, personal struggles, and individual accomplishments. By addressing pertinent issues, such as immigration reform policies, through a public forum, Colombian women become activists in order to disseminate information and educate others. This study explores the parallel public sphere, as well as its possible implications for diasporic communities, by examining the power of social connections and the performance of public personas through an arena not bounded by physical space.
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Habib, Laurence. "Computers and the family : a study of technology in the domestic sphere." Thesis, London School of Economics and Political Science (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326214.
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Jin, Xiuming. "Gender Roles in the Public Sphere: A Study on Chinese Women's Leisure Spaces in Beijing." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308073208.
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Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.
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Abstract
WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA
By Amy Gray Beck, Ph.D.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2019
Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro
The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education.
The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education.
The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level.
A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.
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Khan, Asima. "Education and Women: Non-Formal Education Among Lower Socioeconomic Status Women in Pakistan In Their Voice." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1355698154.
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Naz, Farah. "Women, Education and Radicalisation in Pakistan." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19921.
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Violence has long been endemic to Pakistan. In the presence of continued political instability, extremism and terrorism, the Government of Pakistan has paid little attention to the role of women in violent extremism and in the radicalisation of society. Policymakers and academics have failed to identify linkages between either the types of education available to women, the lack of justice available to a woman or the grievances woman have against the state and their role in the rise of extremism. The aim of this study is to identify women’s attitudes as either supporters or opponents of violent extremism in Pakistan. These broad themes will lead this study towards a more focused approach to identifying which types of women and which types of education contribute to the radicalisation of society. This study will investigate: How do rigid interpretations of the verses of the Quran affect the role of women in society? Does the difference between formal and informal education aid our understanding of extremism and radicalisation? What is the role of education in understanding women’s support for or opposition to extremism in Pakistan? How far does the dysfunctional judicial system in The Federally Administered Tribal Areas and in The Provincially Administered Tribal Areas help explain extremism? What influences the attitude of women towards extremism? The above questions will be examined through the lens of Feminist Securitisation theory. It will use 120 semi-structured qualitative research interviews with the GOP, key institutions, academics, formal and informal education system and the local population.
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Toenjes, Ashley. "The Role and Status of Palestininan Women in the Struggle for National Liberation: Static or Dynamic?" Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/201492.
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This thesis argues that the elite and urban women leaders of the Palestinian women's movement neglected to engage rural women and women living in refugee camps as their equals in a women's movement. Further, despite women's active presence in the public sphere, the sphere remained defined in masculine terms. As a result, Palestinian women, as "guests" in the domain of men, were easily pushed out after they had served their purpose in the nationalist crisis. What is remarkable is that even after Palestinian men reclaimed the public sphere, Palestinian women remained politically active in the private sphere. In order to understand how this was possible, we must look more closely at the terms "public sphere" and "private sphere".
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ʿAlī, Sājid. "Governing education policy in a globalising world : the sphere of authority of the Pakistani State." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5800.
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This thesis explores the degree of independent action possible by national governments in deciding their education policies – in other words, what may be termed their sphere of authority (SoA) – in the context of globalisation; whereby Pakistan, perhaps more than many nation states, is subject to a variety of geopolitical and economic pressures. This issue is explored through a study of the recent education policy review process in Pakistan that resulted in a White Paper: ‘Education in Pakistan’ in 2007. In exploring the SoA of the government of Pakistan in deciding its education policy priorities, key areas of enquiry include the tensions between national and global interests and their attempted discursive management by the government of Pakistan. The research uses Critical Discourse Analysis (CDA) as its main methodological resource and looks at two kinds of textual data: interviews with key policy actors and selected policy texts. The methodology of CDA draws attention to the fact that texts are embedded within linguistic, discursive and structural contexts, and that these contexts provide resources that are mobilized by different actors. The textual data resources were analysed to see how language shapes the construction of the White Paper; what discourses are being drawn upon and contested in the articulation of the White Paper and thus what broad power structures shape the White Paper and illustrate the SoA of the government of Pakistan. The findings suggest that the policy review process as illustrated by the White Paper reveals various tensions caused by differences between global and national education policy interests. These tensions are visible in the style and genre of policy; the pursuit of global policy prescriptions; trends to privatization of provision; and disputes over the issue of language and about the ideological principles that should inform educational provision. The research suggests that inclusive and ‘soft’ governance discourse along with a process of consultation were used by the government in an attempt to manage these tensions. The expertise with which the government designed the consultation process and deployed discursive resources sought to establish and maintain its SoA.
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Golubov, Nattie Liliana. "British women writers and the public sphere between the Wars : Winifred Holtby, Storm Jameson, Naomi Mitchison, and Rebecca West." Thesis, Queen Mary, University of London, 2002. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1408.
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This thesis examines how Winifred Holtby, Storm Jameson, Naomi Mitchison and Rebecca West appropriated the political ideas of the interwar period into their fiction and sought to transform abstract ideals into values with which to judge and improve social life. For all four writers, this pursuit takes the form of showing the complex relations between theory and practice as experienced by particular individuals. My premise here is the idea that political ideals are based upon the moral principles used by persons to guide their conduct in the pursuit of individual and collective happiness. Chapter One discusses the socialist concepts of loyalty, equality and fraternity as the values upon which the good society should be constructed and the self-appointed role of writers as public intellectuals whose task was to counteract political apathy and encourage the practice of active citizenship. Chapter Two examines Holtby's Eutychus or the Future of the Pulpit, Jameson's No Time Like the Present and Rebecca West's "The Strange Necessity" to demonstrate how literature was intended as a tool in the defence against the atomisation effected by the impact of modern life on culture, and a bulwark against the concomitant subjectivism which resulted from the extensive retreat into private life. Chapters Three and Four examine the practice of politics itself, with particular emphasis on the social bonds proposed to replace the instrumentality of interpersonal relationships in capitalist societies. The texts examined are Mitchison's We Have Been Warned, Holtby's South Riding, Jameson's In the Second Year and Mirror in Darkness, as well as West's Harriet Hume. Chapter Five focuses on Jameson's That Was Yesterday and West's The Thinking Reed and discusses the difficulties faced by women unable to negotiate the boundaries between the domestic and the public sphere of sociability as a result of the irreconciliability of self-determination and social demands.
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Hannam, Patricia M. "What should religious education aim to achieve? : an investigation into the purpose of religious education in the public sphere." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24013.
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This thesis is concerned with the question of what religious education should aim to achieve in the public sphere, and from that comes an interest in what is it that the teacher of religious education should aim to do. My enquiry is located, theoretically as well as conceptually, in the sphere of education. It is an educational study into religious education and situated in what can be termed a ‘Continental construction’ of educational research. I identify that since the inception of religious education in public schools in England, persistent assumptions have been made about both religion and education. I show how this has led, in my view, to conceptualisations of religious education which have been, and continue to be, incomplete. The central chapters of my thesis consider first religion and then education. This allows me to introduce my theoretical base, which is especially but not exclusively drawn from the work of Simone Weil and Hannah Arendt. I develop an argument suggesting that by also understanding religion existentially as faith, rather than as only belief or practice, will open new ways of considering the role of religious education in the public sphere. This is alongside an argument I develop with Arendt for education being conceptualised as bringing the child to action rather than to reason. This thesis argues for a broader understanding of religion, and therefore what it means to live a religious life, in religious education than has previously been considered. I bring this broader way of understanding what it means to live a religious life together with my argument for conceptualising education as bringing the child to action. This enables me to make a new proposal for what religious education should aim to achieve in the public sphere.
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Elakman, Abigail K. "Brief Sexuality Education Intervention for Women Who Have Sex with Women (WSW)." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy161851957338882.
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Mott, Maxine Carol. "Women community college presidents' leadership agendas." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289100.
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This qualitative research study was an investigation into the leadership agendas of five women community college presidents and the outcomes of these agendas. The study had two unique features. First, it examined the conceptual basis of the presidents' leadership agendas. Second, it provided a comparative analysis of a feminist leadership model to other, more prominent, models of higher education leadership. A feminist research methodology, which extended beyond describing simplified realities of women leaders, was used to determine if women leaders' interpretations of how they practice leadership are consistent with their actual behaviors; how the processes of leadership influence tangible and substantive outcomes. Data were collected through participant/observation, interviews, and document analysis, and presented in five case studies. The study's findings help to inform two distinct but interconnected scholarly domains: women in higher education leadership and women's issues in higher education. What has emerged from this inquiry is that while processes of leadership behaviors may reflect "women's ways of leading," the substantive or tangible outcomes of a leader's actions are not necessarily feminist in nature. The findings reinforce the dangers in women accepting and celebrating the dichotomous and essentialist views of women's ways of leading. We need to resist the hegemonic discourses around gender and leadership and acknowledge that women leaders make sense of and enact their own realities in a variety of ways.
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Guajardo, Lesli Ann. "Women and the Superintendency: a Study of Texas Women Superintendents." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804929/.
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Education remains one of the most gender imbalanced fields, with disproportionately fewer women in higher levels of leadership. Women who reach leadership positions in education experience many triumphs and tribulations during their tenures as principals, assistant superintendents, and superintendents. The experiences of these women in their various administrative levels of leadership can provide important insight into the reasons for their success as women superintendents in Texas. This research has probed the career trajectory of nine women who have successfully attained and retained superintendencies in Texas to determine what career decisions have helped them and the challenges these women have faced in their positions. A qualitative research method, open-ended interviews, yielded several findings of what women considered important in proceeding from teaching through the various levels and ending in becoming superintendents. According to nine successful women superintendents in Texas, there are specific characteristics one can bring to the table that would really make a difference: Communication, collaboration, compassion, preparedness, hard work, and passion. All nine participants overcame challenges when climbing to the higher levels of leadership in education. These women have achieved success in the superintendency, and several factors appear to have played into the success of these women who have achieved in education’s top position.
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Parr, Janet. "Education : what's in it for mature women? : an analysis of the experiences of mature women returners to education." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/3028/.
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This thesis examines the experiences of mature women students who return to learning after a number of years out of the education system. It is a qualitative study based on loosely structured in-depth interviews with forty nine women attending college or university on a variety of courses in and around a northern city. The research, set within a theoretical framework of patriarchy, began as an exploration of the barriers which mature women meet when they return to education. These issues were very real in the women's lives, though they did not necessarily conceptualise them as barriers. In addition though, the appreciative, ethnographic style of research which I adopted enabled the women to tell their own stories, and totally unexpected data emerged. Around half of the students told me of painful experiences in their lives, either past or present. These stories became the central theme of the research and are presented in the main empirical chapter, largely in the women's own words. The central analytical question became 'what are the links, if any, between the women's experiences and their return to education?' I found from the research that this group of women were gaining far more from education than just paper qualifications. They talked of factors such as increasing confidence, an improved self-image, independence and fulfillment and I have made connections, which are drawn out throughout the main part of the thesis, between these factors, education and the trauma in the women's lives. The results were then used to examine the value of patriarchy as an illuminating framework for the women's experiences. In general, the women's stories are supportive of this perspective but they also highlight areas where there appears to be little research or discussion in the existing literature on patriarchy. These areas include psychological violence, the guilt feelings of the students, the control of women by other women and finally and perhaps most importantly, the agency which the women have shown in their determination to take some control over at least a part of their lives. Overall, it seems that whatever theft story, this group of students are using education as a vehicle to transform theft lives both socially and psychologically.
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Garahan, Katie Lynn. "Deliberation, Dissent, and Advocacy: A Rhetorical Study of Teachers' Lived Experiences with Education Reform." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100588.
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Contemporary K-12 education reform policies have focused heavily on the teaching profession through increased accountability measures and decreased job security. In the rhetoric of contemporary reform, teachers are often praised as heroes capable of overcoming any obstacles and at the same time blamed for the perceived failures of public schools. This dissertation examines the impact of such policies and corresponding representations on the lived experiences of K-12 teachers in North Carolina, specifically highlighting the strategies through which teachers gain rhetorical agency within the discursive space of reform. To do so, I apply an analytical frame of public sphere theory and employ a mixed-methods approach that combines archival methods and fieldwork (e.g. participant observation and interviews). This dissertation argues that teachers' discourses provide alternative narratives to the dominant view that modifying the teaching profession is a cure-all for educational problems.
I first develop a history of contemporary education reform in North Carolina and argue that within these discourses, teachers are represented as heroes able to do more work with less pay under increased scrutiny. Then, analyzing images of protest signs collected at the May 16 teacher rally in Raleigh, North Carolina, I argue that teachers rhetorically perform their professional identities as student advocates, champions of public educators, and political dissenters. As such, they dismantle dominant representations of their profession and advance a notion of public education that values collaboration, equitability, and the public good. Last, I examine how teachers negotiate the tension between their goals and the constraints of policy, arguing that contemporary reform undermines teachers' expertise. At the same time, teachers devise strategies to work toward their visions of public education. Such strategies include building relationships, being persistent, de-prioritizing policy, and cultivating community.<br>Doctor of Philosophy
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Van, Heertum Richard J. "The fate of democracy in a cynical age education, media and the evolving public sphere /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872922851&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Selme, Susan Linda. "The literacy education of federally incarcerated women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ31305.pdf.
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Abdulla, Fatma. "Emirati Women: Conceptions of Education and Employment." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1048%5F1%5Fm.pdf&type=application/pdf.
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Ní, Bhaoill Méadhbha Máirín. "Women in education in north-west Donegal." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602712.
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This thesis analyses the contribution of women to educational development in the Irish-speaking parishes of Tullaghobegley West and Tullaghobegley East and Rathmunterdoney (later named Cloughaneely and Gweedore), which are located in north-west Donegal during the period 1831 -1960. In the introductory section, an attempt is made to establish the economic, labour and social context in which women's participation in education became possible. In 1831, the geographically isolated area of north-west Donegal was inhabited by a mainly small tenant population. The majority of the children did not have access to a universal system of education. By the year 1960, the region had undergone a gradual transformation whereby its mainly Irish-speaking population attained average national levels of literacy in primary education. Furthermore, there was a limited level of entry by local people to second and third-level institutions in the period before the introduction of free second-level education by Minister for Education, Donogh Q'Malley in September 1967. The agents of change during this period included teachers, parents and students; clergymen and nuns, as well as the various commercial, administrative and governmental agents who facilitated the entry of local female students into the three levels of education. A certain number of individual philanthropic women such as Mrs Alice Hart from London were instrumental in developing the industrial and crafts' skills of local women through co-operation with local clerical and governmental agencies. Both the Ulsterwomen who were members of the Gaelic League, and members of various religious orders facilitated the education of local girls. The pervasive influence of the emerging Catholic Church in education and training after the Catholic Emancipation of 1829 is a feature which pertains to all of the five chapters. What is presented, therefore, is a synthesis of the various relationships between women and the main individuals and groupings who aided the transformation of the education system during the period under study
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Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.
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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.
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Craig, Leigh Ann. "Wandering women and holy matrons : women as Pilgrims in the later middle ages, 1300-1500 C.E. /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640044637316.
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Pedone, Maggie Helene. "Persistence of Undergraduate Women in STEM Fields." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.
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Urban Education<br>Ed.D.<br>The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.<br>Temple University--Theses
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McCormick, Kelly A. "Moms without dads : women choosing children /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319549.
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