Dissertations / Theses on the topic 'World educational space'

This feminist oral history project records, interprets, and analyzes the educational experiences of seven Ismaili college women in Chitral, Pakistan. Chitral is a part of the world where educating girls and women is not a priority. Yet in the scarce literature available one can observe an increase in the literacy rates, especially amongst the Ismaili Muslims in the North of Chitral District. This thesis introduces students' accounts of their personal educational journeys. I argue that the students' accounts exemplify third space feminism. They negotiate contradictions and social invisibility in their daily lives in quiet activism that shadows but changes the status quo of the society. Through their narratives the narrators see themselves as devout Muslim women who are receiving Western-style education through which they have learned to be women's rights advocates. The narrators now wish to pay forward their knowledge and help their families financially. Analysis of the oral histories revealed six themes: (1) distance from educational institutions, (2) sacrifices by the family, (3) support from family, (4) narrators as the first generation of women to attend school, (5) early memories of school including severe winters and corporal punishment, and (6) feminist touchstones. While honoring their families and communities, the narrators plan to become educators and advocates to empower girls and women in their own villages. In response to these oral histories, I recommend that the government of Pakistan, non-government organizations working in Pakistan, men and women, and teachers in schools work together to improve the educational journeys of future Chitrali women. Education for women needs to be introduced as a universal human right in Chitral so women, too, can get financial and psychosocial support from their families as well as communities to achieve their educational goals.

This project stems out of the need to improve the quality of life for both animals and humans, and facilitate the interaction between both environments into one habitat. The design will serve as a framework for the co-habitation and interaction of humans and animals in one habitat. At the core of this dissertation lies the concept of an animan habitat. This term embodies the concept of an intergrated habitat for all species. In arriving at the final design, a sequential thought process was applied. The logic behind this process will now be outlined (each corresponding section will be addressed in this document). Exploring the diversity of Architectural habitats and products has made it evident that involving Architects and Interior Architects into projects concerning animal space design can benefit wild animals and humans alike. Research into South African recreational nature spaces show the importance of the conservation of these existing spaces to different parties on local, national and international levels. The investigation of the importance of experiential nature spaces in Tshwane and the Tshwane CBDs (section 2.2.2) shows the importance and location of an establishment (the National Zoological Gardens of South Africa) with great human experiential, and animal conservation opportunities. The study of the contributions of global zoos to the world (section 2.3) confirms that any designs need to consider the principles and ethics followed by these zoos-conservation, recreation, education, experience, research, and community values. Behavioural enrichment (section 2.4) as a conservation contribution of zoos is an aspect that can be reinterpreted and incorporated into animal enclosures to enrich their environments, and further educate visitors. Studies about zoo evolutions (section 2.5) through the ages show how thoughts about captive environments are evolving. The subsequent study of exhibit design (section 2.6) makes clear the importance of considering the needs of the environment, animals, zoo occupants and visitors alike. Furthermore, research into design styles and illusions (section2.6) prove that designs (using whichever approach) should consider the wellbeing of animals before educating or entertaining humans. Design illusions could instead be used to change mans’ negative perceptions about zoos and other conserving environments. A study into design elements and principles (as studied by Ching and Miller) are currently used at the Zoo (section 2.7) to claim human and animal spaces. A variety of precedent investigations (section 3) make it clear that other institutions, zoos, reserves, bird parks, discovery centres, playgrounds, and an amphitheater, individuals (the work of Frei Otto) or companies (lightweight structure experts) offer products and techniques that could well suit animan space design. The result of the above is the cohabitation and respect for humans, animal and the environment in a bidirectional habitat. This forms the core of the animan concept and approach for the design of the Parrot Animan Precinct at the National Zoological Gardens of South Africa (Zoo). This development is a turnkey solution comprising of Site Selection and Study (section 4); Design Discourse (section 5); Technical Investigation (section 6) and Design Drawings (section 7).<br>Dissertation (MInt(Prof))--University of Pretoria, 2006.<br>Architecture<br>unrestricted

Abstract The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education. The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory. The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users. The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology<br>Tiivistelmä Varhaiskasvatuksen kontekstissa tehty teknologiaintegraatiotutkimus ei ole huomioinut riittävästi varhaiskasvatuksen pedagogisia erityispiirteitä. Myös lasten näkemykset ovat jääneet vähälle huomiolle. Tutkimukseni vastaa tähän tarpeeseen selvittämällä lasten ideoita ja lastentarhanopettajaopiskelijoiden uskomuksia tieto- ja viestintäteknologian roolista varhaiskasvatuksessa. Tutkimusta varten kerättiin kaksi aineistoa ja tulokset on raportoitu kolmessa artikkelissa. Ensimmäinen osatutkimus keskittyi lasten ideoihin ja niiden mediakulttuurisiin juuriin. Toisessa osatutkimuksessa selvitettiin opettajaopiskelijoiden uskomuksia siitä, miten lapset käyttävät tieto- ja viestintäteknologiaa kotona. Kolmannen osatutkimuksen kohteena oli opetuksen, kasvatuksen ja hoidon kehysten (EDUCARE-malli) roolit ja merkitykset opettajaopiskelijoiden teknologiaintegraatiokäsityksissä. Yhteenveto-osiossa tuloksia tarkastellaan kolmannen tilan teorian kautta. Tutkimuksen tulokset osoittavat, että lasten ja opettajaopiskelijoiden tieto- ja viestintäteknologialle antavat merkitykset eroavat toisistaan. Lapset suhtautuvat tieto- ja viestintäteknologian käyttöön viihteenä, mutta opettajaopiskelijat käsitteellistävät sen oppimisen ja opettamisen välineenä. Tulokset osoittavat myös, että vaikka EDUCARE-malli kuvataan eheyttävänä viitekehyksenä, teknologiaintegraation tapauksessa sillä on myös hajottava ulottuvuus. Kun teknologiaintegraatiota tarkasteltiin opetuskehyksen kautta, näkemykset olivat myönteisiä. Kun näkökulma vaihtui hoitopainotteiseksi, näkemykset muuttuivat huomattavan kielteisiksi. Hoitokehyksen kautta tuotetut huolet kumpusivat uskomuksista, että lapset käyttävät liikaa tieto- ja viestintäteknologiaa kotona. Toinen yleinen uskomus oli, että lapset ovat syntyjään taitavia tieto- ja viestintäteknologian käyttäjiä. Tutkimuksen tulokset ovat merkityksellisiä sekä varhaiskasvatuksen pedagogiikan että opettajankoulutuksen kannalta. Jotta tieto-ja viestintäteknologiaa hyödyntävä pedagoginen toiminta on lapsille merkityksellistä, tulee tieto- ja viestintäteknologiaa käsitellä (media)kulttuurisena ilmiönä ja toiminnassa tulee olla tilaa lasten näkemyksille ja kokemuksille. Opettajankoulutuksessa tulee kiinnittää huomiota hoitokehyksen huomioimiseen sekä opettajaopiskelijoiden usein epärealistisiin uskomuksiin lapsista ja teknologiasta

La presente tesi mira ad offrire una prospettiva esplorativa rispetto a forme, organizzazioni e contenuti di apprendimento originali e caratterizzanti l'attuale "ecologia dei media", proponendo una mappatura etnografica e qualitativa delle dinamiche partecipative inerenti la discussione, la modificazione, la progettazione e la creazione di giochi (digitali o "analogici") all'interno di comunità e contesti sia "virtuali" che "reali", dentro e fuori dalle istituzioni educative formali. Queste comunità e questi contesti saranno visti come "playgrounds", spazi di produzione orizzontali, eterarchici e reticolari in cui viene ad oggi costruita dal basso l'alfabetizzazione sistemica, costruttivista, cooperativa e transdisciplinare necessaria per essere attivi "costruttori di mondi" nell'era dell'informazione. La prima parte delle trattazione sarà intesa a contestualizzare storicamente e transdisciplinarmente lo studio del gioco e del giocare, sia attraverso una retrospettiva bibliografica intesa ad evidenziare il rapporto contrastato tra atteggiamenti giocosi e "serietà" dei contesti di apprendimento formale, che con un esplorazione della rilevanza delle dinamiche ludiche nei processi psichici, sociali, culturali ed evolutivi, concludendo con la proposta del "game design" come possibile metafora unificante, atta ad esplorare proficuamente la varietà delle scienze del vivente. La seconda parte approfondirà lo stretto legame tra l'attuale configurazione "partecipativa" delle culture mediali e le scelte metodologiche operate durante il mio lavoro di ricerca, evidenziando la rilevanza politica della rivoluzione digitale nel perturbare gli assetti istituzionali attraverso la sua influenza sulla strutturazione dei sistemi di apprendimento formale ed informale, nonché le conseguente di questo spostamento di paradigma sulle fondamenta epistemologiche della ricerca in ambito sociale. La terza parte offrira quindi, attraverso una serie di casi e "schizzi etnografici, un sintetico spaccato delle realtà plurali del "Do It Together" ludico, evidenziando in esse l'uso e la co-costruzione di metafore e modelli complessi (sul piano sia logico-formale che estetico). Verranno inoltre illustrate difficoltà, criticità e momenti di "insight" incontrati nel corso del lavoro sul campo svolto nelle comunità di creatori di giochi, in contesti sia formali che informali, online e offline. L'intero percorso sarà volto a proporre un nuovo possibile ruolo per le professioni educative: quello del meta-designer, co-costruttore di spazi interattivi aperti e animatore di comunità ludiche/educanti/ricercanti le cui attività, definite attraverso modalità non-programmatiche e co-progettate, possano muoversi attraverso ed al di là della media education, intesa come meta-disciplina volta alla costruzione di un modello inclusivo, distribuito e democratico dell'apprendere.<br>The present dissertation is aimed at offering an explorative perspective toward original forms, organizations and contents of learning which characterize the present "media ecology", proposing an ethnographic and qualitative mapping of participatory dynamics as pertaining the discussion, modification, design, and creation of games (be them digital or "analog") within a plurality of communities and contexts, be them "virtual" or "real", within and without formal learning institutions. These communities and contexts will be thematized as "playgrounds", spaces of production and interaction characterized by horizontality, heterarchy and reticularity, spaces where a systems-oriented, constructivist, cooperative and transdisciplinary literacy is being built from the grassroots, a literacy necessary to be an active and participative "world maker" in the present Information Age. Part I of this tractation will be aimed at contextualizing the study of play and games from an historical and transdisciplinary standpoint, both through a literature review aimed at highlighing the contested relationship between playfulness and the serious character of formal learning contexts, and through an exploration of play's relevance in psychological, social, cultural and evolutive processes, concluding with the proposal of "game design" as a possible, unifying metaphor for the diversity of the sciences of living systems. Part II will explore the close links between the present participatory patterns within media cultures and the methodological choices I operated during my fieldwork, highlighting the political relevance of the "Information Revolution" in disrupting institutional infrastructures through its influence on the patterning of learning systems both formal and informal, evidencing the consequences of this paradigm shift on the epistemological fundations of research in human sciences. Part III will then offer, through a series of Cases and "ethnographic sketches", a synthetic panorama of the plural realities of ludic "Do It Together", evidencing within them the use and co-construction of complex models and metaphors (both on a formal and on an aesthetical level). In discussing the fieldwork within communities of game creators (be them formal or informal, online or offline), ample space will be given to difficulties, criticalities and insights, so as to further highlight the methodological quandaries of working in these specificcontexts. The whole of this work will, in conclusion, be aimed at proposing a new, possible role for learning professionals: that of the meta-designer, co-constructor of interactive open spaces and catalyst of ludic/learning/researching communities, where the activities, defined through non-programmatic and co-designed patterns of participation, will move through and beyond media education, meant as a meta-discipline aimed at the construction of an inclusive, distributed and democratic paradigm of learning.

This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.

In this conceptual thesis I explore a paradox inherent in sustainability, namely that to 'sustain' something it needs to be allowed to emerge into something different than it currently is. Moreover, it is not always knowable in advance what that ‘something’ will be. I also argue that education is fundamentally about sustainability, as its role is to allow/encourage a human being to emerge into someone different than he/she currently is. I assert, however, that whilst this is education’s role, it currently, and paradoxically, works against itself by defining the human subject in advance (as a particular ‘ideal’ kind of rational autonomous being), hence closing the matter of what a human can grow into before education even starts. I argue that complexity thinking and what Osberg (2015) calls complexity- compatible thinking, posthumanist/posthuman and feminist thinking provide logics to approach the issue of emergence, including the emergence of what it is to be a human subject. It is through engaging with these logics to keep the abundant possibilities of the future radically open that my thesis makes a contribution to the field of education and sustainability. To make such a contribution I first of all identify that Biesta (2006, 2013) and his ‘pedagogy of interruption’ are working within the logic of complexity thinking. In his theory Biesta identifies how fleeting moments can interrupt existing rational autonomous understandings of human subjectivity. Whilst acknowledging that one cannot programme such ‘fleeting moments’ into education, I draw on ideas from Arendt, Mouffe, Rancière and Masschelein and Simons to encourage the possibility of such moments - moments which open up spaces in which, through acting and speaking with others, who one is as an initium, a beginner can emerge. However, emergence of the new raises the important issue of ethics. I argue that in her two-fold concept of forgiveness and mutual promising Arendt provides a way to develop an immanent ethics arising from horizontal relationships between people speaking and acting together. Finally, I focus on the fleeting moment or event of interruption itself. Drawing on Arendt, Loidolt, Keller and Braidotti I argue that this can be understood as a first-person intersubjective encounter under conditions of plurality. I understand plurality as speaking and acting together with unique others open to the stance one expresses and vice versa. In intersubjective encounters one does not reveal an inner essence to others. Instead who one is emerges intersubjectively, in and through the encounter, creating a surplus, something new that was not in the world before. I also argue how such encounters have the potential to be ethical encounters. I then go beyond Arendt and draw on posthumanist and posthuman thinking to consider the possibility of intersubjective first-being ethical encounters with(in) the wider natural world. I argue that allowing some time for school understood as skholé – a safe space, protected from politicisation by the issues of the day, to reflect and explore who one is, and how one can act in the world – has an important role in encouraging, valuing and reflecting on such encounters. I conclude that education which understands sustainability as an emergent process builds a bridge between education as a sustainable and education as a democratic process. In such an education who one is as a subject appears through intersubjective encounters, bringing into the world the possibility of the emergence of new, unexpected ways of knowing, being and acting essential for sustainability.

International organisations such as the World Health Organisation highlight the road crash problem in less motorised (or developing, or low income) countries like those in Southeast Asia and recommend the adoption of Western road safety measures. However, there are many differences between highly motorised and less motorised countries which raise questions about how successfully Western road safety knowledge and expertise can be transferred.----- A review of the statistical information on road crashes shows a great deal of uncertainty about both the scale and likely trajectory of road fatalities globally, in less motorised countries and in Asia. It is generally agreed, however, that Asia accounts for around half of all road fatalities, and analysis of the limited available data shows both that Southeast Asia is not an atypical region of Asia in road safety terms, and that Thailand and Vietnam are not atypical of Southeast Asian countries.----- A literature review of recommended practice approaches to road safety transfer in Asia shows that there are many economic, institutional, social and cultural factors which potentially influence the success of transfer. The review also shows that there is no coherent, comprehensive approach which either conceptualises these factors and their relationship to transfer outcomes, or uses an analysis of these factors to plan or modify transfer. To address this gap, this thesis develops a 'road safety space' model as a tool for conceptualisation and analysis, based on a biological metaphor which views the transfer of road safety measures from one context to another as analogous to the transfer of a species into a new ecological space. The road safety space model explicitly considers economic, institutional, social and cultural factors (from specific to broad) which influence the particular road safety issue which a particular road safety transfer effort seeks to address. A central contention of this thesis is that the road safety space model is both a feasible and useful tool to improve the process of road safety transfer to less motorised countries. Road safety space analysis is seen to have a role in a broader process of selection of road safety measures for transfer, along with knowledge of how the measures are considered to operate.----- The research reported in this thesis is comprised of three studies. Study 1 reviewed evaluations of road safety transfer to Thailand and Vietnam. Studies 2 and 3 were case studies of road safety transfer to Thailand and Vietnam respectively.----- Study 1 was an analysis of existing evaluations of road safety transfer to Thailand and Vietnam. The aims were to analyse the evaluations for their consideration of contextual factors, as described in the road safety space model, and to discuss whether the road safety space model assisted in understanding the reasons for success or failure of transfer. However, very few such evaluations exist, and those that were found generally lacked information on whether contextual factors were considered. This indicated the need for a more detailed, in-depth qualitative investigation of particular cases of road safety transfer, in order to investigate the feasibility and utility of the road safety space model.----- Two case studies (Study 2 and Study 3) were conducted to test whether the road safety space approach was both feasible and useful as a means of improving road safety transfer efforts. Study 2 was a case study of the development and implementation in Thailand of a road safety education program for school children, which involved the transfer of Western research and techniques. The transfer agents (i.e. those who effected the road safety transfer) were Australian consultants working for the Australian Road Research Board (ARRB). The transfer was funded by the World Bank and managed by the Thai Ministry of Education (MOE). Study 3 was a case study of the development and implementation of a motorcycle helmet wearing program in Vietnam, which involved the transfer of Western knowledge, techniques and technology. The transfer agents were staff of Asia Injury (AI), a non-government organisation (NGO), and the program was funded initially by a charitable fund, with the intention of becoming self-funding through operation of a helmet factory.----- The case studies employed background research into existing information on economic, institutional, social and cultural factors relevant to the road safety issues (road use behaviour of school children in Thailand and motorcycle helmet purchase and wearing in Vietnam), and collected data through interviews with key informants, analysis of secondary sources and observations. This information was used to derive the road safety space for each road safety issue, to identify the road safety space recognised and addressed by the transfer agents (ARRB and AI), and to determine which factors they missed, or were aware of but took no action on. The focus of this analysis was on the processes used in transfer, not on the road safety outcomes of transfer, although these provided information on the processes as well. Available evaluation information was used to draw links between the omissions and the success of the transfer processes. It was noted that information on how the transferred measures operate should come from a road safety space analysis in the originating country, although this raised questions about selection of country and time (when the measure was first introduced, or in its maturity).----- The feasibility and utility of the road safety space model were discussed. It was clear that the model provided information on the cases which was missed by the transfer agents. The questions examined next were whether this information could have been obtained from an exercise conducted before the transfer had commenced, whether the required effort and cost justified the potential benefits, and whether the information on the road safety space could have been useful for the transfer agents. Comparisons between the road safety spaces for the two cases showed some areas of commonality, e.g. perceptions of police corruption, but also many differences. It was considered likely that some broad factors could be generic, and the possibility was mooted that less motorised countries share issues with police enforcement. This requires further research, however, and at this stage it is better to treat each road safety space as a unique combination of contextual factors influencing the road safety issue of interest.----- It is concluded that the road safety space model is feasible if used in such a way as to minimise the research involved, and useful, although the degree of utility needs to be further explored in a prospective study. The limitation introduced by restricting informants to those who could speak English are discussed. An approach using road safety space analysis is recommended, emphasising analysis of the country to which the road safety measure is being transferred, supplemented by analysis of the originating country road safety space. Gaps in knowledge are identified for further research and development, in particular the theoretical and practical understanding of road use behaviours and their modification in less motorised countries in Southeast Asia. Elaboration of the model is also recommended, to take into account the influence of the type of measure transferred, the role of the transfer agent, the area of road safety (education, engineering or enforcement), and the time dimension (the time which might be needed for a transfer to show its effects).----- The findings of this research are likely to be applicable to road safety transfer in other less motorised regions of the world, however prospective testing is needed. They may also be relevant to issues of transfer for areas other than road safety, in particular public health and traffic engineering, where similar economic, institutional, social and cultural issues come together.

International organisations such as the World Health Organisation highlight the road crash problem in less motorised (or developing, or low income) countries like those in Southeast Asia and recommend the adoption of Western road safety measures. However, there are many differences between highly motorised and less motorised countries which raise questions about how successfully Western road safety knowledge and expertise can be transferred.----- A review of the statistical information on road crashes shows a great deal of uncertainty about both the scale and likely trajectory of road fatalities globally, in less motorised countries and in Asia. It is generally agreed, however, that Asia accounts for around half of all road fatalities, and analysis of the limited available data shows both that Southeast Asia is not an atypical region of Asia in road safety terms, and that Thailand and Vietnam are not atypical of Southeast Asian countries.----- A literature review of recommended practice approaches to road safety transfer in Asia shows that there are many economic, institutional, social and cultural factors which potentially influence the success of transfer. The review also shows that there is no coherent, comprehensive approach which either conceptualises these factors and their relationship to transfer outcomes, or uses an analysis of these factors to plan or modify transfer. To address this gap, this thesis develops a 'road safety space' model as a tool for conceptualisation and analysis, based on a biological metaphor which views the transfer of road safety measures from one context to another as analogous to the transfer of a species into a new ecological space. The road safety space model explicitly considers economic, institutional, social and cultural factors (from specific to broad) which influence the particular road safety issue which a particular road safety transfer effort seeks to address. A central contention of this thesis is that the road safety space model is both a feasible and useful tool to improve the process of road safety transfer to less motorised countries. Road safety space analysis is seen to have a role in a broader process of selection of road safety measures for transfer, along with knowledge of how the measures are considered to operate.----- The research reported in this thesis is comprised of three studies. Study 1 reviewed evaluations of road safety transfer to Thailand and Vietnam. Studies 2 and 3 were case studies of road safety transfer to Thailand and Vietnam respectively.----- Study 1 was an analysis of existing evaluations of road safety transfer to Thailand and Vietnam. The aims were to analyse the evaluations for their consideration of contextual factors, as described in the road safety space model, and to discuss whether the road safety space model assisted in understanding the reasons for success or failure of transfer. However, very few such evaluations exist, and those that were found generally lacked information on whether contextual factors were considered. This indicated the need for a more detailed, in-depth qualitative investigation of particular cases of road safety transfer, in order to investigate the feasibility and utility of the road safety space model.----- Two case studies (Study 2 and Study 3) were conducted to test whether the road safety space approach was both feasible and useful as a means of improving road safety transfer efforts. Study 2 was a case study of the development and implementation in Thailand of a road safety education program for school children, which involved the transfer of Western research and techniques. The transfer agents (i.e. those who effected the road safety transfer) were Australian consultants working for the Australian Road Research Board (ARRB). The transfer was funded by the World Bank and managed by the Thai Ministry of Education (MOE). Study 3 was a case study of the development and implementation of a motorcycle helmet wearing program in Vietnam, which involved the transfer of Western knowledge, techniques and technology. The transfer agents were staff of Asia Injury (AI), a non-government organisation (NGO), and the program was funded initially by a charitable fund, with the intention of becoming self-funding through operation of a helmet factory.----- The case studies employed background research into existing information on economic, institutional, social and cultural factors relevant to the road safety issues (road use behaviour of school children in Thailand and motorcycle helmet purchase and wearing in Vietnam), and collected data through interviews with key informants, analysis of secondary sources and observations. This information was used to derive the road safety space for each road safety issue, to identify the road safety space recognised and addressed by the transfer agents (ARRB and AI), and to determine which factors they missed, or were aware of but took no action on. The focus of this analysis was on the processes used in transfer, not on the road safety outcomes of transfer, although these provided information on the processes as well. Available evaluation information was used to draw links between the omissions and the success of the transfer processes. It was noted that information on how the transferred measures operate should come from a road safety space analysis in the originating country, although this raised questions about selection of country and time (when the measure was first introduced, or in its maturity).----- The feasibility and utility of the road safety space model were discussed. It was clear that the model provided information on the cases which was missed by the transfer agents. The questions examined next were whether this information could have been obtained from an exercise conducted before the transfer had commenced, whether the required effort and cost justified the potential benefits, and whether the information on the road safety space could have been useful for the transfer agents. Comparisons between the road safety spaces for the two cases showed some areas of commonality, e.g. perceptions of police corruption, but also many differences. It was considered likely that some broad factors could be generic, and the possibility was mooted that less motorised countries share issues with police enforcement. This requires further research, however, and at this stage it is better to treat each road safety space as a unique combination of contextual factors influencing the road safety issue of interest.----- It is concluded that the road safety space model is feasible if used in such a way as to minimise the research involved, and useful, although the degree of utility needs to be further explored in a prospective study. The limitation introduced by restricting informants to those who could speak English are discussed. An approach using road safety space analysis is recommended, emphasising analysis of the country to which the road safety measure is being transferred, supplemented by analysis of the originating country road safety space. Gaps in knowledge are identified for further research and development, in particular the theoretical and practical understanding of road use behaviours and their modification in less motorised countries in Southeast Asia. Elaboration of the model is also recommended, to take into account the influence of the type of measure transferred, the role of the transfer agent, the area of road safety (education, engineering or enforcement), and the time dimension (the time which might be needed for a transfer to show its effects).----- The findings of this research are likely to be applicable to road safety transfer in other less motorised regions of the world, however prospective testing is needed. They may also be relevant to issues of transfer for areas other than road safety, in particular public health and traffic engineering, where similar economic, institutional, social and cultural issues come together.

Made available in DSpace on 2015-03-04T20:01:03Z (GMT). No. of bitstreams: 0 Previous issue date: 12<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Esta dissertação consiste no estudo teórico embasado, principalmente, na Teoria da Biologia do Conhecer da autoria de Humberto Maturana, articulada a um viver e conviver de educadores em formação no Mundo Virtual (Eduverse). Assim, foram desenvolvidas duas Atividades Complementares: Aprendizagem em Mundos Virtuais e Prática Pedagógica em Mundos Virtuais, para estudantes dos diferentes cursos de Licenciatura da Universidade do Vale do Rio dos Sinos – UNISINOS e construída a Vila Aprendizagem em Mundos Virtuais. O foco principal da investigação foi: estudar como se desenvolvem a autonomia e a autoria no processo de formação do educador, por meio da construção de Mundos Virtuais, cuja proposta pedagógica está fundamentada numa concepção interacionista/construtivista/sistêmica. A metodologia de estudo de caso auxiliou na coleta dos dados empíricos, bem como na articulação desses dados com a teoria para realizar as análises. As fontes de informações utilizadas neste estudo foram: questionário, extratos eletrônicos<br>This dissertation consists of the theoretical study chiefly based on the Theory of Biology of Knowing by Humberto Maturana, articulated for future teachers’ living and cohabiting in the Virtual World (Eduverse). So two Complementary Activities have been developed: Learning in Virtual Worlds and Teaching Practice in Virtual Worlds for students in different teaching courses in Universidade do Vale do Rio dos Sinos (UNISINOS), and the Village ‘Learning in Virtual Worlds’ was built. The main investigation focus was studying how autonomy and authorship develop in the teacher education by constructing the Virtual Worlds, whose teaching proposal is based on an interactionist/ constructivist/systemic notion. The methodology of the case study helped in collecting empirical data and articulating these data with the analysis theory. The information sources for this study were a questionnaire, electronic excerpts (AVA-UNISINOS, MSN and Eduverse), and images captured in the Virtual World. Evidences coming out from this in

Pourquoi financer le déploiement d'une technologie là où, faute d'infrastructures, celle-ci ne peut matériellement pas fonctionner correctement ? Si les objectifs avancés par la Banque mondiale, à l'origine du lancement de l'Université Virtuelle Africaine (UVA) en 1997, sont l'augmentation de l'accès à l'enseignement supérieur en Afrique couplée à des économies d'échelles, la question se pose de savoir quelle démocratisation est espérée lorsque le moyen qui doit la rendre possible ne peut tout simplement pas fonctionner par manque d'infrastructures. En s'appuyant sur le concept d'« hypertélie » développé par Gilbert Simondon (1958) pour désigner la suradaptation d'un objet technique dans un milieu inadapté à son fonctionnement, cette recherche doctorale propose d'appréhender le lancement de l'Université Virtuelle Africaine (UVA) comme une introduction anticipée des TIC et de la culture numérique par la Banque mondiale au sein d'universités traditionnelles d'Afrique subsaharienne avec pour objectif la mise en marché de l'enseignement supérieur. Objectif soutenu par la transformation de l'UVA en organisation intergouvernementale qui génère un mythe (Barthes, 1957 ; Simondon, 1958) caractérisé par la séparation entre une forme première et son fond idéologique, qui, ainsi libéré, peut se fixer à d'autres formes, s'articuler à d'autres fonds, et devenir une tendance générale. L'UVA acquiert ainsi une raison d'être : constituer une forme mythique capable de véhiculer des concepts qui se transforment en tendances sous forme de structures<br>Why fund the deployment of a technology where, due to lack of infrastructure, it cannot physically function properly? If the objectives put forward by the World Bank, at the origin of the launch of the African Virtual University (AVU) in 1997, are to increase access to higher education in Africa coupled with economies of scale, the question arises as to what democratisation is hoped for when the means that should make it possible simply cannot function due to lack of infrastructure. This is evidenced by the failure of the AVU in economic and pedagogical terms (Loiret, 2007), in contrast to its continued development through its transformation into a pan-African intergovernmental organisation in 2002. Based on the concept of 'hypertelia' developed by Gilbert Simondon (1958) to designate the over-adaptation of a technical object in an environment unsuited to its functioning, this doctoral research proposes to understand the launch of the African Virtual University (AVU) as an anticipated introduction of ICTs and digital culture by the World Bank within traditional universities in sub-Saharan Africa, with the objective of commodising higher education. This objective is supported by the transformation of the AVU into an intergovernmental organisation which generates a myth (Barthes, 1957; Simondon, 1958) characterised by the separation of a primary form from its ideological background, which, thus liberated, can be attached to other forms, articulated to other backgrounds, and become a general trend. The AVU thus acquires a reason to be : to constitute a mythical form capable of conveying concepts that are transformed into tendencies in the form of structures

L'objet de cette thèse est d'étudier la construction de la culture émergente dans les espaces virtuels numériques ainsi que les processus de formation des enseignants. Les discussions ont été orientées de manière à comprendre comment les êtres humains coexistent dans la nature numérique virtuelle, quels aspects de la nature numérique virtuelle contribuent à construire une «nouvelle culture» et quels sont les éléments du processus de formation et de pratique pédagogique impliqués dans la construction de la culture émergente dans les espaces numériques virtuels.Pour la compréhension du problème, nous nous sommes appuyés sur les théories de la biologie de la cognition de Maturana et Varela, de la biologie de l'Amour de Maturana et de la Biologie-culturelle de Maturana et Yáñez. Ces théories ont été complétées par des théories contemporaines qui traitent de questions liées à la technologie numérique virtuelle, notamment des mondes numériques virtuels en 3D et des processus d'enseignement et d'apprentissage dans les espaces de la nature numérique virtuelle.Les processus de formation propres à cette recherche ont été développés dans des espaces hybrides, configurés par plusieurs technologies numériques, dans un contexte commun au Brésil et à la France, afin d'établir un dialogue entre la théorie et la façon de vivre des étudiants.La recherche s'est développée à partir des méthodes scientifiques proposées par Maturana et Varela, sur la base des données recueillies dans l'étude des processus d'interactions, processus identifiés pendant la formation des enseignants. L'analyse des données est une analyse de contenu de natures qualitative et quantitative. Ces données ont ensuite été analysées en trois étapes. La première est une analyse qualitative qui consiste à identifier les facteurs significatifs, la seconde est l'analyse quantitative des ces facteurs à travers une analyse statistiques implicative (software CHIC), et la troisième consiste à reprendre l'analyse qualitative avec l'éclairage apporté par les résultats de l'analyse statistique. Cette analyse complexe des données a permis l'identification des processus d'interaction dans des couplages structurels de trois ordres : couplage structurel, couplage structurel technologique et couplage structurel de la nature numérique virtuelle.Les espaces numériques virtuels sont configurés par l'autonomie des acteurs, leur statut d'auteur et la congruence avec la technologie numérique virtuelle. La coexistence dans la nature numérique virtuelle trouve sa source dans l'émotion, la perturbation et la récurrence des différentes actions. La dialectique entre cette configuration et cette coexistence permet la construction, par les étudiants en processus de formation, de la culture émergente, dans le respect mutuel, la légitimité et la notion de culture dans l'éducation.La formation des étudiants contribue à renforcer la construction de la culture émergente lorsqu'on utilise une pratique pédagogique qui problématise et contextualise les connaissances, dans laquelle les relations se font par le dialogue et où tous sont co-enseignants et co-apprenants. Dans ce contexte, les êtres humains sont conscients de leurs actions et auteurs de leurs choix<br>The object of this thesis research is the study of culture that emerges from virtual digital spaces during teacher educational processes. The considerations about that intend to understand how the co-living based on virtual digital nature is constituted, to identify aspects of this digital virtual nature of co-living that may contribute to build a “new culture” and to apprehend elements from the educational process and pedagogical practice that imply emergent culture from digital virtual spaces. The comprehension of this problematic is built on a theoretical basis, which includes: Biology of Knowledge, by Maturana and Varela; Biology of Love, by Maturana; Cultural-Biology, by Maturana and Yáñez. This basis is complemented by contemporary theorists who approach questions related to digital virtual technology, especially about digital virtual worlds in 3D (MDV3D), and teaching and learning processes in spaces of digital virtual nature.The data results from the development of educational processes, in spaces designed by digital technological hybridism, on a Brazil – France context, in order to establish a dialog among theories and living and co-living of students from these countries. The research is developed using a scientific method, proposed by Maturana and Varela, and the collected data from the interaction processes during teaching education. The data analysis is from a qualitative and quantitative nature, submitted to a content analysis. This analysis occurs in three moments. The first moment is based on qualitative analysis of data, by the identification of the units of the analysis. In the sequence, on a second moment, the data that were analyzed qualitatively are submitted to CHIC software to do an implicative statistical analysis and, at the end, it is done a qualitative analysis again, designing the third moment of the data analysis process. This complex data analysis makes possible to identify, in interactional processes, structural couplings that are from three orders: structural coupling, structural technological coupling and structural coupling of digital virtual nature. It is also possible to identify dialectical characteristics between the design of co-living digital virtual space (through autonomy, authorship and congruence TDV) and co-living form virtual digital nature (by feeling emotions throughout perturbation and recursion), to build an emergent culture (with mutual respect, legitimacy of the other self and elements from culture in education) from the students during educational process.Considering the dialectical aspect on an emergent culture building, it is possible to conclude that the educational process needs to be done using pedagogical practices that takes into perspective the proposition of problems and contextualization of knowledge using dialogical relationships, where everybody is co-teacher and co-learner<br>O objeto de investigação desta tese consiste no estudo da cultura que emerge nos espaços digitais virtuais em processos de formação do educador. As reflexões abordadas intencionam compreender como se constitui a convivência de natureza digital virtual, identificar os aspectos dessa convivência de natureza digital virtual que podem contribuir para construir uma “nova cultura” e apreender os elementos do processo formativo e da prática pedagógica que implicam na cultura emergente nos espaços digitais virtuais.A compreensão dessa problemática é construída a partir de uma fundamentação teórica que inclui: a Biologia do Conhecer, de Maturana e Varela; a Biologia do Amor, de Maturana; e a Biologia-Cultural, de Maturana e Yáñez. Esta fundamentação é complementada por teóricos contemporâneos que abordam questões referentes à tecnologia digital virtual, sobretudo a de mundos digitais virtuais em 3D (MDV3D), e processos de ensinar e aprender em espaços de natureza digital virtual. A empiria resulta do desenvolvimento de processos formativos, em espaços configurados pelo hibridismo tecnológico digital, no contexto Brasil e França, a fim de estabelecer o diálogo entre as teorias e o viver e conviver de estudantes desses dois países.A pesquisa se desenvolve por meio do método científico, proposto por Maturana e Varela, e a partir dos dados coletados nos processos de interação durante a formação dos educadores. A análise desses dados é de natureza qualitativa e quantitativa, submetida a uma análise de conteúdo. Esta análise ocorre em três momentos. O primeiro momento configura-se na análise qualitativa dos dados, por meio da identificação das unidades de análise. Na sequência, num segundo momento, os dados analisados qualitativamente são submetidos ao software CHIC para a análise estatística implicativa e, por fim, realiza-se novamente uma análise qualitativa, configurando o terceiro momento do processo de análise de dados.Esta análise complexa dos dados possibilita identificar, nos processos de interação, acoplamentos estruturais de três ordens: acoplamento estrutural, acoplamento estrutural tecnológico e acoplamento estrutural de natureza digital virtual. Também é possível identificar a dialeticidade entre a configuração do espaço digital virtual de convivência (por meio da autonomia, autoria e congruência TDV) e a convivência de natureza digital virtual (no emocionar, por meio da perturbação e recursão), para a construção da cultura emergente (no respeito mútuo, legitimidade do outro e com elementos da cultura na educação) dos estudantes em processo formativo. Considerando-se o aspecto dialético na construção da cultura emergente, concluímos que o processo formativo precisa se efetivar em práticas pedagógicas que contemplem a problematização e contextualização dos conhecimentos por meio de relações dialógicas, onde todos são co-ensinantes e co-aprendentes. Nesse processo formativo, os seres humanos, e-habitantes, são conscientes de suas ações e autores de suas escolhas

abstract: Since the early 1980s spoken word has been on the rise as a highly influential performance art form. Concurrently, there has been an increase in literature on spoken word, which tends to focus on the critical performative and transformative potential of spoken word. These on-going discussions surrounding youth spoken word often fail to take into account the dynamic, relational, and transitional nature of power that constructs space and subjectivity in spoken word. This ethnographic study of one youth spoken word organization – Poetic Shift – in a southwestern urban area makes a conscious attempt to provide a nuanced, contradictory and partial analysis of space, place, and power in relation to youth spoken word and aspires to generate an understanding of how spaces designated for spoken word are dialectically (re)produced and maintain or subvert dominant relations of power through a constant stream of negotiations. This study aims to more explicitly examine the relationship between place and spoken word in effort to understand how one’s positionality impacts, and is impacted by, their involvement in youth spoken word. Over the course of a 6-month period participant observation was conducted at two high school spoken word workshops and four interviews were completed with both teaching artists and young adult spoken word poets. Using spatial and critical pedagogy frameworks, this study found that Poetic Shift serves as a platform for youth to engage in the performative process of narratively constructing and reconfiguring their identities. Poetic Shift’s ideological position that attributes value and validation to the voices and lived experiences of each youth is an explicit rejection of the dominant paradigm of knowing that relegates some voices to a culture of silence. The point at which the present study deviated from most other literature on spoken word is where it offers a critique of Poetic Shift as a site of critical literacy and of the unreflexive rhetoric of student empowerment. The problematic presuppositions within the call for youth voice and in the linear, overly simplistic curriculum of Poetic Shift tend to reinforce the dominant relations of power.<br>Dissertation/Thesis<br>Masters Thesis Justice Studies 2016

The goal of this study was to examine Indigenous Teaching Circles and their applicability in an online Distance Education setting. The objectives were twofold (1) to define Aboriginal Teaching Circles as a formal method of instruction for cultural teaching in a post-secondary environment, and (2) to identify what elements of Indigenous Teaching Circles would be possible to translate into an online environment. In order to gain a better understanding of the aforementioned I interviewed seven Indigenous Knowledge Keepers who worked in post-secondary institutions and were keepers of the traditional Indigenous values and beliefs. Drawing on the stories from the participant Knowledge Keepers I define the various Indigenous Circle pedagogies and their subsequent compositions. This thesis confirms that Indigenous Teaching Circles can be conducted in a computer mediated environment with specific instructional design strategies. The most compelling finding in this thesis was the exploration of the inclusion of spiritual entities as participants in the Circles. These presences are referred to as unseen “helpers” and each of the participants interviewed commented on their existence in various ways. This concept is particularly important as these helpers were identified as residing in a virtual world therefore making teaching and learning that much more significant if one believes in this phenomenon. There is no doubt from the data collected that cultural teaching requires a shift in planning and implementation and this thesis offers some suggestions for planning and designing culturally accurate teaching and learning activities.<br>June- 2012

abstract: This project examines C.L.R. James, V.S. Naipaul, and George Lamming's appropriation of the European Bildungsroman, a novel depicting the maturation of the hero prompted by his harmonious dialectical relationship with the social realm (Bildung). I contend that James, Naipaul, and Lamming use the Bildungsroman genre to critique colonialism's effects on its subjects, particularly its male subjects who attend colonial schools that present them with disconcerting curricula and gender ideologies that hinder their intellectual and social development. Disingenuously cloaked in paternalistic rhetoric promising the advancement of "uncivilized" peoples, colonialism, these novels show, actually impedes the development of its subjects. Central to these writers' critiques is the use of houses, space, and land. Although place functions differently in Minty Alley, A House for Mr. Biswas, and In the Castle of My Skin, the novels under consideration here, the corresponding relationship between a mature, autonomous self and a home of one's own is made evident in each. Tragically, the men in these novels are never able to find communities in which they cease to feel out of place, nor are they ever able to find secure domestic spaces. Because the discourse of home so closely parallels the discourse of Bildung, I contend that the protagonists' inability to find stable housing suggests the inaccessibility of Bildung in a colonized space. Further, I assert that this literal homelessness is symbolic of the educated male's cultural exile; he is unable to find a location where he can live in dialectical harmony with any community, which is the ideal aim of Bildung. Leaving the Caribbean proves to be the colonized male's only strategy for pursuing Bildung; thus, these novels suggest that while Bildung is impossible in the Caribbean, it is not impossible for the Caribbean subject.<br>Dissertation/Thesis<br>Ph.D. English 2012

abstract: This dissertation shares findings from a yearlong qualitative case study of Young Voices Rise (YVR), a diverse spoken word poetry group in the urban Southwest. The study examined the group's characteristics and practices, adolescent members' views of their writing and themselves as writers, and changes members attributed to their experiences in YVR. Data sources included interviews with six adolescent poets and two adult teaching artists, observations of writing workshops and poetry slams, collection of group announcements through social media, and collection of poems. Sociocultural theory guided the study's design, and grounded theory was used to analyze data. This study found that YVR is a community of practice that offers multiple possibilities for engagement and fosters a safe space for storytelling. The adolescent participants have distinct writing practices and a strong sense of writing self; furthermore, they believe YVR has changed them and their writing. This study has several implications for secondary English language arts. Specifically, it recommends that teachers build safe spaces for storytelling, offer spoken word poetry as an option for exploring various topics and purposes, attend to writers' practices and preferences, encourage authentic participation and identity exploration, and support spoken word poetry school-wide.<br>Dissertation/Thesis<br>Doctoral Dissertation Curriculum and Instruction 2015

abstract: In the real world outside of schools, contemporary students are routinely reading, writing, communicating, acting, and learning internationally, translingually, and multimodally, thanks to the prevalence of digital online communication; this has taken place across students’ racial, ethnic, and linguistic identities and national affiliations. Today, the global online contexts are considered as one of essential literacy environments, and the globally networked online contexts might become a main stage of future literacy practices. In this sense, this study develops new three theories about literacies studies from the perspective of the New Literacy Studies in an increasingly digitalized and globalized contemporary world. To achieve this, first, I introduced the features of a global online affinity space as a new concept. Second, I developed the theoretical claim of “complexified diversity.” Finally, I developed the theoretical concept of “Border-Crossing Discourses” on the basis of Gee’s (1990/2015) seminal idea of capital “D” Discourses. I expanded the concept of capital “D” Discourses, looking across borders at a variety of languages, nations, and broader cultures under the global view. The concept of Border-Crossing Discourses was established on the basis of the new concepts that I put forth previously of global online affinity spaces and complexified diversity. As an example of possible supplementary empirical studies, I conducted a small piece of discourse analysis. I observed and examined literacy practices in two global online affinity spaces. They are sites devoted to K-pop fanfiction sharing (hereafter, Asianfanfics) and to Japanese anime (hereafter, Crunchyroll). In particular, I explored the aspects of multimodal and translingual practices in these spaces. Both theoretical and empirical future research will contribute to the elaboration of these theories.<br>Dissertation/Thesis<br>Doctoral Dissertation Learning, Literacies and Technologies 2018

In recent decades, China has stood out for its active social experiment with its state-market relations and educational reforms to build internationally competitive universities. Students, as recipients of and participants in these changes, showed stakeholder awareness, subjectivity, and agency in navigating the Chinese university system, but their influence on university decision-making was unclear. Informed by a theoretical framework that incorporated the study of higher education internationalization, the associated concepts of student engagement, and a social, cultural, and institutional examination of the global-local interactions, this study explored student engagement with institutional governance in Chinese universities. Grounded in an interpretivist perspective, the research employed qualitative methods to unpack students’ knowledge construction, referential framework, and constant negotiation. Research questions addressed action patterns, conceptual rationales, and the deciding powers in student engagement. This research provided a contextual analysis of policy practices, individual student experiences, and the possible impact on the international outlook of Chinese higher education. Findings pinpointed overarching power relations within the institutional foundations of Chinese university structures, as they were highly intertwined with the university’s political priorities to create a neutral and stable campus. This is evident in the monopoly of the Communist Youth League in student activities, the institutionalization of student leadership, and the daily supervision of student counsellors. While the students were invited to participate in the peripheral structure of university governance, this structure, in turn, assimilated student voices and dissolved student unrest in the process. In the meantime, the investigation found informal interactions inspired sporadic student actions in spaces with lower-level institutionalization to push against the administrative boundaries. Students demonstrated an exceptional understanding of university power relations and their ability to act purposefully and strategically. Despite substantive internationalization efforts of Chinese HEIs, the analysis did not suggest internationalization had a direct significant connection with student engagement in Chinese university governance. Nonetheless, Western influences on current student-university interactions were manifested in the use of instructional models, the increased use of the English language, and a vision shaped by external knowledge towards more progressive campuses. The significance of this thesis is both scholarly and practical. This study identified the realities of Chinese higher education and the paucity of academic discussion on the student experience in Chinese universities. This research responded to the challenge of accommodating an understanding of the non-Anglo-Saxon experience with student engagement in mainstream theories developed largely in Western contexts. For policymakers and educators, the thesis highlighted the under-explored political dimensions of internationalization and the conditions for meaningful learning and engagement.<br>Graduate