To see the other types of publications on this topic, follow the link: World politics, study and teaching.
Dissertations / Theses on the topic 'World politics, study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'World politics, study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Zevnik, Andreja. "Politics beyond Oedipus : an alternative ontology of subject and law and the study of world politics." Thesis, Aberystwyth University, 2011. http://hdl.handle.net/2160/c548659d-7edd-4a55-b9b2-5e9759fb446e.
Full text
2
Hannah, John Ogilvie Leo. "Portrayal of world interdependence in social studies textbooks." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30624.
Full textAbstract:
This thesis focuses on how social studies textbooks, authorized for use in Canadian classrooms, portray our changing world. Preparing young people for citizenship in a world that is becoming increasingly interdependent requires presenting them with a way of thinking about the world that allows for consideration of alternative perspectives. The textbook, as a major vehicle for transmitting knowledge, can play an important role in that process. Although the volume of textual accounts of world interdependence is expanding, it is contended that the themes and images presented to students tend to reinforce unilateral rather than multilateral interpretations of reality.
A framework of analysis is developed to determine if the textbooks employ either a multilateral thematic or unilateral thematic approach to the study of world interdependence. A multilateral approach encourages the exploration of different points of view on important world issues whereas a unilateral approach tends to focus on a particular interpretation of the same issues or events. This framework employs four rubrics suited to the analysis of the transmission of knowledge, description, explanation, prediction and prescription, to guide a series of analytical questions designed to determine if textbooks present unilateral or multilateral themes.
Six significant world issue areas are evaluated in fourteen social studies textbooks. The issue areas profiled are: food supply issues, population issues, environmental issues, peace and security issues, human rights issues and economic Issues.
The findings of this study indicate that the four dimensions of the framework are not adequately addressed in the selected textbooks. Twenty-two of the twenty-eight profiles studied tend to support a unilateral thematic rather than a multilateral thematic portrayal of how the world works.
Preparing students for citizenship in a global age requires providing them with access to a body of knowledge that helps them to acquire a more integrated understanding of their world in order to make informed decisions and judgements about pressing global concerns. That goal is impeded when there is a propensity for textbooks to provide a particular viewpoint rather than a variety of viewpoints on important world Issues.
Although this study is exploratory in nature, its findings present considerations for social studies educators when choosing to adopt particular textual materials for instructional purposes.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
3
Klempp, Tonya M. "Contemporary radical Islam as a consequence of traditional legacies and globalization a case study of the Southern Philippines." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Mar%5FKlempp.pdf.
Full textAbstract:
Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2006.Thesis Advisor(s): Aurel Croissant. "March 2006." Includes bibliographical references (p.87-92). Also available online.
4
Haynes, Joanne Catherine. "The cultural politics of world music in relation to the study of whiteness." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269134.
Full text
5
Isaksson, Malin. "The Holocaust and genocide in history and politics : a study of the discrepancy between human rights law and international politics /." Gothenburg : School of Global Studies. Peace and Development Research, University of Gothenburg, 2010. http://hdl.handle.net/2077/21348.
Full text
6
Reader, Melvyn Howard. "The rise of Protestant #fundamentalism' in world politics : a case-study of Brazilian evangelicalism." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242679.
Full text
7
Sener, A. Murat. "Prospects for democracy in the Arab world a study of Egyptian and Algerian politics /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1453229021&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full text
8
Kuznetsova, Elizaveta. "Framing and counter-framing in world politics : the case study of Russian International Broadcasting, RT." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20909/.
Full textAbstract:
The burgeoning literature in IR has pointed to the importance of global communication for enriching our understanding of global politics. However, practically, few works provide comprehensive analysis of meaning construction that goes beyond the notion of strategic persuasion. This work will address this limitation by opening up to another, tactical level of discourse through the analysis of ‘competing’ discourses. This dissertation aims to advance understanding of framing and counter-framing in world politics with reference to the case study of RT. Empirically, it analyses how RT framed the Syrian Crisis in 2013 and the Annexation of Crimea in 2014. It focuses on the dialogic nature of international communication and applies a systematic methodology of framing and counter-framing to the case studies. The study analyses the dialogue between RT and its discursive rival, CNN, that emerges as a result of tactical efforts of the channels to promote interpretations. Making theoretical advancements in framing theory, the work proposes a structural model of data analysis. In particular, the work employs textual, visual and intertextual methods to extract sub-frames and identify meta-frames of the discourse. By exposing the countering strategies and the internal dialogism of RT’s narratives the work theorizes on the origins and implications of Russia’s defensive rhetoric.
9
Carver, J. Mark. "A teaching program for a ninth grade world cultures course." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/156.
Full text
10
Lo, Yip-tai Darryl. "A study of a 3D virtual learning environment in education : active world Eduverse /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148369.
Full text
11
Gow, John F. "The construction of hegemony a world-historical study of Australian politics and external relations 1932-1988 /." Nathan, Qld. : Division of Humanities, Griffith University, 1990. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050905.162633/.
Full text
12
Tendyra, Bernadeta Irena. "General Sikorski and the Polish government in exile 1939-43 : a study of Polish internal emigre politics in wartime." Thesis, London School of Economics and Political Science (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367754.
Full textAbstract:
The thesis, "General Sikorski and the Polish Government in Exile 1939-43: A Study of Polish Internal Émigré Politics in Wartime", seeks to examine the impact of Polish 'domestic' politics on wartime diplomacy in exile. Foreign policy naturally dominated the exile agenda, but this thesis considers the extent to which internal politics affected the Polish government's ability to pursue its wartime and post-war aims. The thesis considers whether internal divisions in exile and in the Polish resistance undermined national unity and diverted attention away from the war effort to the anticipated power-struggle after liberation. It assesses the degree to which domestic opposition hampered Sikorski's ability to achieve rapprochement with the USSR, the contribution his critics in the Polish army and wartime administration made to the collapse of his Soviet strategy and the extent to which Sikorski's policies failed because they constituted too blatant a contradiction of what the majority of Poles perceived as national traditions or national interests. It also considers whether his inability to impose his vision of post-war Poland on his compatriots destroyed the prospects of a new era of Polish- Soviet relations after liberation. Within this context, the thesis argues the impact of national history and tradition on exile foreign and 'domestic' policy. It assesses the consequences of key features of Polish interwar politics and society on politics in exile. It also examines the general nature of 'politics in exile', the interplay of Polish exile 'domestic' and foreign policy, and the nature and consequences of Sikorski's leadership. Sikorski came to power with a unique opportunity to unite the Poles in the fight for liberation. This thesis examines the impact on Polish history and the history of the Second World War of his failure to achieve this aim.
13
Yu, Xu. "The press and social change a case study of the "World economic herald" in China's political reform /." access full-text online access from Digital Dissertation Consortium, 1991. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9217227.
Full text
14
Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
Full textAbstract:
This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
15
Aboshiha, Pamela Joan. "Identity and dilemma : the 'native speaker' English language teacher in a globalising world." Thesis, Canterbury Christ Church University, 2007. http://create.canterbury.ac.uk/16629/.
Full textAbstract:
Globalisation (increasing international flows of finance, culture, technological know-how, information, people etc.) has created pressure for a lingua franca. It is widely accepted that English now fulfils this role, with some academics in English language teaching suggesting that the language is no longer owned by ‘native speakers’ and requesting a re-evaluation of the ‘native speaker’ English language teacher in terms of his/her traditional importance in the field. These academics have queried, for example, the continued relevance of ‘native speaker’ pronunciation, methodology and the professional status of the ‘native speaker’ teacher compared with the ‘non-native speaker’ English language teacher. In this study the professional identities of a small group of ‘native speaker’ teachers are explored through data obtained from interviews, field-notes, critical incidents in the researcher-as-teacher’s professional life and by e-mail correspondence. From the collected data it appears that these ‘native speaker’ English language teachers retain a view of themselves as having a superior professional identity, based on their pronunciation, classroom practices, ethnicity, British educational backgrounds and their relational stance to ‘non-native speaker’ teachers. On the other hand, the teachers’ ambivalent relationship with both the new academic understandings of English language teaching and their own professional development appear to contribute to a dilemma in their superior identity constructs. Only one teacher in the group manages to engage with the new understandings and is thus able to conceptualise a professional identity as an English language teacher which seems more in tune with the new global role of English. Overall, in fact, this study reveals a considerable discrepancy between the lived reality of the ‘native speaker’ teachers’ professional lives and the new understandings of academics about English language teaching in a globalising world. The study also highlights a concerning gap between the teachers’ current self-constructs and the implications for the development of practice of new academic theory.
16
Sin, Sze-man, and 冼思敏. "Politics and the history curriculum in China, England and Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962580.
Full text
17
Freeman, Mark Allen. "ENVIRONMENTAL SECURITY IN THE GLOBAL CAPITALIST SYSTEM: A WORLD-SYSTEMS APPROACH AND STUDY OF PANAMA." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3008.
Full textAbstract:
The current global capitalist system is at odds with environmental protection and the protection of indigenous people that are directly linked to the land on which they live. In environmental security literature, many have argued that, theoretically and functionally, it is possible to link national security with environmental security. However possible this may be on paper, in practice, the global capitalist system prevents this from becoming a reality. Using a world-systems approach, this thesis will show that core countries seeking to expand capital by tapping into new markets, locating new sources of raw materials and even forming strategic military partnerships in periphery countries unavoidably degrade the natural environment and thus, adversely affect the lives and health of indigenous people. It is also the argument in this paper that the primary purpose of strategic military partnerships with periphery states, such as those formed in Panama and Colombia, are primarily meant to protect economic interests, thus perpetuating the capitalist cycle. The end result is that, while it is theoretically possible, through a different theoretical lens, to bridge the definitional and theoretical gulf between national security and environmental security, the reality of the system subverts this endeavor, and will continue to do so under its current configuration.M.A.
Department of Political Science
Sciences
Political Science MA
18
Pieterse, Helette Mari. "Democratic citizenship education and the university in a cosmopolitan world." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5434.
Full textAbstract:
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This thesis explores the role and responsibility of the university in educating students to be democratic citizens in a cosmopolitan world, with specific reference to South African higher education, and Stellenbosch University in particular. Recent changes in the world, such as globalisation and the rise of the knowledge economy, has brought into question the role of the university, and some argue that the university in the 21st century is no more than another bureaucratic corporation with its business being providing the necessary knowledge and skills for students to become adequately equipped professionals. However, this thesis argues that universities in the 21st century do not only have the responsibility of training students to be competent professionals, but also of equipping them with the necessary skills to be responsible citizens in a democratic society. In this thesis, a theoretical framework is constructed in order to better understand the concept of democratic citizenship for a cosmopolitan world, and what such an education would entail, where after the South African Higher Education landscape is explored to gain an understanding of the institutional landscape and legislative and policy framework within which South African universities are situated. The final part of the thesis focuses on Stellenbosch University and the extent to which democratic citizenship education for a cosmopolitan world is encouraged and supported at an institutional level. The ultimate conclusion that Stellenbosch University is committed to the education of students towards democratic citizenship for a cosmopolitan world, at least as far as policy and planning documents are concerned, however raises further questions - amongst others about the transformation of the institutional culture.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die rol en verantwoordelikheid van die universiteit in die opvoeding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, met spesifieke verwysing na Suid-Afrikaanse hoër onderwys en meer bepaald studente aan die Universiteit Stellenbosch. Onlangse wêreldwye tendense soos globalisering en die opkoms van 'n kennis-ekonomie plaas noodwendig die rol van die universiteit onder die soeklig. Daar is diegene wat argumenteer dat die universiteit van die 21ste eeu niks anders is as nog 'n burokratiese korporatiewe instelling nie. Die besigheid van so 'n instelling, word geargumenteer, is die voorsiening van die nodige kennis en vaardighede ten einde studente voldoende toe te rus as professionele persone. Daarteenoor is die argument van hierdie tesis dat universiteite in die 21ste eeu nie net die verantwoordelikheid het om studente op te lei tot bevoegde professionele persone nie, maar ook om hulle toe te rus met die nodige vaardighede om verantwoordelike burgers te wees in 'n demokratiese samelewing. 'n Teoretiese raamwerk is ontwikkel ten einde die konsep 'demokratiese burgerskap' in 'n kosmopolitiese wêreld en wat dit behels, beter toe te lig. Vervolgens is die Suid Afrikaanse hoëronderwyslandskap ondersoek ten einde 'n begrip te verkry van die institusionele landskap sowel as die wetgewende en beleidsraamwerke waarbinne Suid-Afrikaanse universiteite hul bevind. Ten slotte fokus die tesis op die Universiteit Stellenbosch en die mate waartoe die instelling opvoeding tot demokratiese burgerskap vir 'n kosmopolitiese wêreld op 'n institusionele vlak aanmoedig en ondersteun. Die uiteindelike gevolgtrekking dat die Universiteit Stellenbosch wel verbind is tot die opleiding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, ten minste soos vervat in beleids- en beplanningsdokumente, lei egter tot verdere vrae oor onder meer die transformasie van die institusionele kultuur.
19
Yuen, Wai Wa Timothy. "Teaching politics : a study of the subject "government and public affairs" in Hong Kong’s schools." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2839/.
Full textAbstract:
Government and Public Affairs (GPA), a subject at senior secondary level, was set up in Hong Kong in 1980's, as part of the civic education drive to prepare for the change of sovereignty in 1997. It still is the only subject whose content is entirely about the study of politics and government. This study investigates the perceptions of GPA teachers with regard to how the subject is taught and how the subject may have an impact on the students with regard to the key concerns of civic education m Hong Kong, namely national identity, patriotism, democratic learning and international outlook. It aims at filling the literature gap about the implementation of GPA in schools. Results of the study may also be used as reference when politics is considered as a subject taught in the formal curriculum. Qualitative analysis was used and it was done in the tradition of the grounded theory. GPA teachers and other pertinent parties, namely curriculum planners, public examination setters and the Subject Officer at the Hong Kong Examination and Assessment Authority were interviewed. In line with the tradition of grounded theory, theoretical sampling was used and academics were invited to comment on significant concepts that emerged in the study. The results of the study show that didactic methods are commonly adopted by many teachers and the subject may only have very little or even negative effect on enhancing national identity and patriotism of the students. The subject's contribution to democratic learning and the development of international perspectives in understanding politics is also limited. These need to be understood against an analysis that takes into account milieu, curriculum design and personal beliefs of the teachers. A model is proposed to explain the salient features of the analysis. Based on the findings of the study, recommendations for improving the effectiveness of the subject's delivery are made.
20
Holder, Cory Vaillancourt. "Teaching collaborative writing for real-world application to the field of technical writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1567.
Full textAbstract:
The needs of business and industry dictate that students be taught skills transferable to the workplace. Teaching collaborative writing for real-world application to the field of technical writing is one way to help prepare students for future employment in scientific and technical industries where the communication of technical information is part of conducting daily business.
21
Collins, Rita. "People, Programs, and Politics: Two Case Studies of Adult Literacy Classes." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1394.
Full textAbstract:
Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.
22
魯葉大 and Yip-tai Darryl Lo. "A study of a 3D virtual learning environment in education: active world Eduverse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256405.
Full text
23
Hernly, Patrick Michael. "World Percussion Approaches in Collegiate Percussion Programs: A Mixed-methods Study." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4070.
Full textAbstract:
As world percussion has grown in popularity in American colleges and universities, two main problems have emerged. The first problem is that no known source exists detailing how percussion instructors have incorporated world percussion into their collegiate teaching. A review of the literature has highlighted four main approaches to incorporating world percussion in collegiate percussion programs: applied study, group performance, travel experiences, and guest expert visits. The second problem is that systematic research on world percussion traditions has been carried out much more often by music education researchers, anthropologists, and ethnomusicologists than by percussionist-performers, so the relationship between theory and reality regarding the teaching of world percussion by collegiate percussion instructors is called into question. Via an exploratory mixed-methods design, this dissertation investigated the practical approaches most commonly utilized by percussion instructors to teach world percussion in their collegiate percussion programs, as well as the practical and philosophical reasons behind their decisions. Questionnaires were distributed to 1,032 collegiate percussion instructors in the United States with 518 respondents (N=518); descriptive statistics were utilized to determine the relative popularity of the four main approaches mentioned in the percussion literature. Interviews were conducted with collegiate world percussion instructors (N = 11), selected via stratified random sampling, regarding their practical and philosophical approaches to teaching world percussion. Content coding of interview data was utilized to search for emergent themes and meta-themes. Findings regarding the instructors' practical approaches toward the incorporation of world percussion in their programs included decisions about what world percussion instruments and styles to present, settings in which to present them, when to present world percussion and how much world percussion to include in relation to core areas, and breadth versus depth of world percussion. Findings regarding instructors' philosophical orientations included rationales for world percussion and issues of authenticity. Conclusions include that instructors' main rationales for incorporating world percussion into their programs were musical well-roundedness and employability as performers and educators, while understanding authentic musical processes in cultural context was also an important dimension. Implications were also discussed, and suggestions for further research were also included.
24
Richards, Rebecca Sue. "The Council of Women World Leaders, Iron Ladies, and Daughters of Destiny: a Transnational Study of Women's Rhetorical Performances of Power." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145295.
Full textAbstract:
This dissertation project examines the rhetorical performances of women who hold or have held the highest office of a nation-state. Currently, only 20 women are in such positions of political national leadership. This project asks how these women rhetorically perform--discursively, visually, and through embodied performance--their positions of power and how they are read, time again, against and with other women who have held similar positions in different geopolitical locations. Specifically, I ask how these rhetorical performances open up and/or close down the potential to confront gendered expectations of leadership. I argue that a "woman world leader" is not just a head of state, but also a symbolic heterodoxy that interrupts and reaffirms the doxa of the nation-state as an eternal structure. I analyze three rhetorical situations--autobiographies, the Council of Women World Leaders, and the nickname of "Iron Lady,"--in order to conclude that woman world leaders, as a discourse, can limit the potential for ethical rhetorical action of embodied women as world leaders. I link the function of the discourse of women world leaders to that of the "US presidency," as established by Campbell and Jamieson, in that it creates a transnational tradition of women as leaders. By researching women as world leaders, a subject of curiosity following the 2008 US Presidential campaigns, this project contributes to popular and academic discussions of power, identity, and transnational political participation at the foundation of which are writing, rhetoric, and education.
25
Young, Mark W. "Transforming perspectives : an approach to ethics education in a First World context." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35847/1/35847_Digitised%20Thesis.pdf.
Full textAbstract:
This thesis applies an ethical analysis to an educational process which aims to transform the perspectives of people in the First World. It appropriates the insights of a range of contemporary scholars into the ethical significance of experience to evaluate the model of adult education developed by Jack Mezirow called perspective transformation. The process of perspective transformation begins with a disorienting dilemma which challenges existing meaning perspectives. The intent of perspective
transformation is to link individual experience to collective experiences, and ultimately to a critical understanding of the relationship between the individual and society. Although the model of perspective transformation focuses, to a large extent, on ways of changing an individual's world view, it can also
provide a strategic tool (in conjunction with other tools) for awakening people of the First World to larger social and political realities of injustice and suffering. In examining this process and synthesising the reflections
of various author-activists working for change, the study tries to contribute to the development of a 'pedagogy for the transformation of the oppressor'. In so doing, it recognises that models of ethics education are just one important step in the larger process of social change and
political strategizing. Informed by the disciplines of moral philosophy and educational theory, this study applies a critical or praxis approach to the author's professional
and practical experience of educating for social responsibility within a First World Protestant denomination. Within this applied ethics context,
the study observes that many transformative models have often displayed an overreliance upon purely rational models of education and ethics. Such models have tended to see the moral agent as a one-dimensional rational person and, consequently, have focused on cognitive processes of information rather than affective processes of
formation as the fundamental basis for transformation. This tendency limits their capacity to inspire vision or motivate change. By contrast, this study argues for an ethical approach which gives priority to experience.
In particular it examines how the experience of suffering is used as a disorienting dilemma to inspire and motivate perspective transformation. The study examines attempts by ethics educators to transform perspective by exposing people to unfamiliar situations of suffering and injustice. It argues that:
• the paradoxical nature of suffering, and its interpretation, is a phenomenon which should be considered in designing experiential programs of perspective transformation; • the narratives of suffering should be communicated within a safe pedagogical space that does not impose oppressive interpretations of suffering;
• ethics educators should attempt to move beyond a reliance upon programs of exposure to oppression to a process of deepening relationships with the oppressed; • raising awareness about the social location of the non-poor is facilitated by critical reflection on personal experience rather than a reliance on abstract categories of social analysis. Finally, the thesis tries to contribute additional strategies for ethics education in a First World context which enable people who are both beneficiaries and victims of oppression to practice sustainable acts of
solidarity with the oppressed. It concludes that ethics educators should attempt to create an environment in which people can interpret their pain in such a way that it facilitates not only self-discovery but also knowledge
about the causes and consequences of social oppression. Furthermore, the thesis affirms that ethics education with the non-poor has achieved a constructive outcome when people realise that their own experiences of suffering and oppression are valid, and then move on to respond in
solidarity with those whose suffering is entrenched by structures of injustice.
26
Taouk, Youssef, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The Roman Catholic church in Britain during the First World War : a study in political leadership." THESIS_CAESS_HUM_Taouk_Y.xml, 2003. http://handle.uws.edu.au:8081/1959.7/758.
Full textAbstract:
The political influence of British Catholics in First World War Britain has been a neglected aspect of British history. This thesis aims to address this deficiency by focusing precisely on the political role played by leading Roman Catholics in Britain during the conflict. This work concentrates on leading Catholic clergy, laymen and the British Catholic press. It demonstrates that the majority of leading Catholics were guided by an excessive nationalism which had two consequences. Firstly, British Catholics supported the war effort and the British government almost unquestionably. Secondly, most leading Catholics failed to give their full support to the Pope and repudiated his efforts to facilitate a negotiated peace. The thesis is based upon research into a wide array of primary material located in archives in the United Kingdom and Ireland. It depends heavily on the private correspondence of the Catholic hierarchy and leading Catholic politicians and publicists. In addition, it includes a survey of the Catholic press of the period, since it manifested the relationship between the leading Catholic clergy and laity, and the rest of British society.Doctor of Philosophy (PhD)
27
Bizas, Eleni. "Moving through dance between New York and Dakar : ways of learning Senegalese 'Sabar' and the politics of participation." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/1835.
Full textAbstract:
This thesis explores a network of participants, dance students and teachers, who travel between New York City and Dakar, Senegal, around the practice of West African dance forms. Focusing on the Senegalese dance-rhythms Sabar, I joined this movement and my fieldwork methodology included apprenticeship as a student. I explored different learning environments of Sabar in New York and Dakar: the understandings involved, how this movement is maintained and how it affects dance forms. The methodological move enabled a comparative approach to research questions of learning and performing, local aesthetics and notions of being. This thesis discusses the role of the imagination in mobilizing students and teachers to travel within this network. I explore how participants navigate through the political geography of this movement, sustain the network, and how in turn the cultural flow of Sabar is ‘punctuated’ by socio-economic relationships. Secondly, I explore the understandings involved in each learning context, how these are negotiated and contested on the dance floor and how they relate to broader socio-cultural discourses and relationships that they reinforce or subvert. I argue that while different Sabar settings cannot be understood as ‘bounded’ in as much as people and ideas circulate through them, they are also distinct in that they produce different forms of Sabar. The learning contexts provide the meeting grounds for alternative conceptions of ‘dance’ and pedagogy. I explore how these notions are negotiated in relation to the specific socio-cultural and economic environments in which they are located. Specifically I analyse some common problems New York students face in learning and performing Sabar and explore the reasons behind them: the complex connection between movement and rhythm and the achievement of a specific kinaesthetic in movement. I delineate the relationship between movement and rhythm in Sabar and the importance of the aesthetic of improvisation. I argue that the prevalence of certain paradigms of learning and ‘dance’ over others is related to the specific socio-economic relationships of the participants. Specifically, an over-emphasis on movement distracts from other important aspects in the performance of Sabar and I argue that skills need to be understood as environed processes, malleable and shifting in relation to the broader socio-economic settings that link the participants together.
28
Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.
Full textAbstract:
The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
29
Taouk, Youssef. "The Roman Catholic church in Britain during the First World War a study in political leadership /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040701.164232/index.html.
Full textAbstract:
Thesis (Ph. D.)--University of Western Sydney, 2003."A thesis presented to the University of Western Sydney in partial fulfillment of the requirements for the degree of Doctor of Philosophy, June, 2003." Includes bibliographical references.
30
Ka-sing, Chan. "A study of the impact of the world wide web on science teaching in Hong Kong secondary schools." Thesis, University of Hull, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418980.
Full text
31
Bogdewiecz, Sarah E. "Hard Science Linguistics and Nonverbal Communicative Behaviors: Implications for the Real World Study and Teaching of Human Communication." University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1177956267.
Full text
32
Eynon, Rebecca Elizabeth. "The use of the World Wide Web in teaching and learning in higher education : a case study approach." Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/17415/.
Full textAbstract:
Government policy emphasises the role higher education is expected to play in the era of the "information society" and the benefits the increasing use of new technology in teaching and learning within the university will bring. Accordingly, the purpose of this research was to explore the influence of the WWW in teaching and learning in universities. The study was designed in response to a rejection of technological deterministic approaches and the call for more empirically grounded study of the relationships between society and technology. It examines the use of the WWW in six case study modules in two universities in England from a staff, student and institutional perspective, located within the national context. A case study design, utilising a communications framework, was adopted to guide the research process. The methods utilised were: literature review, analysis of national and university policy documents, semi structured interviews with staff and students, two student questionnaires, focus groups with students and analysis of the case study websites. The cases explored here provide a rather different picture to that painted by the dominant discourses about ICTs and higher education. The use of the web in teaching and learning neither appears to be radically transforming the university, nor to be providing (or even regarded as) a ready solution to the problems the sector currently encounters. Yet, the technology is, in places, adding to the experiences of staff and students in a variety of complex ways. Through exploring practical instances of educational innovation this research has indicated the mesh of interrelating factors that are at work when using the web in teaching and learning, and the importance of considering the full range of experiences of the individuals involved, the variable purposes of using the technology, and the influence of the social contexts that surround initiatives. The benefits of the use of a communications model in further research is highlighted, and the use of mixed model studies promoted to gain greater understanding, aid with generalizability, and provide arguments to counter techno deterministic accounts prevalent in this area.
33
Siler, Carl R. "A content analysis of selected United States history textbooks concerning World War II." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434857.
Full textAbstract:
The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, frequency, magnitude, and direction. Jury validity was utilized, and three professional historians used as independent coders confirmed instrument reliability.Findings1. Events were included in a greater percentage than people or themes.2. American, British, and German political leaders were included more frequently than Russian, Italian, or Japanese leaders.3. Allied leaders were treated more favorably than the Axis leaders.4. The specific items were superficially treated with the textbook lacking indepth presentation of many specific items.Conclusions1. There exists a commonness and similarity among the most widely used United States history textbooks with a distinct lack of differences in that they generally present a series of chronological events and facts.2. The textbooks less than fully achieve the goals established for history courses by state and national organizations.3. Omissions, biases, inaccuracies, and distortions appear in the most widely used American history textbooks because of the forces of the mass market and apparent inadequate usage of current historiography.
34
Strunc, Abbie R. "Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500012/.
Full textAbstract:
This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public schools are required to use as the curriculum in Texas. Additionally, the study critically examined the Texas State Board of Education meeting minutes from the spring of 2010, when the board revised all social studies TEKS. James Gee’s framework for conducting CDA was used to analyze the government TEKS and meeting minutes to uncover the ways in which the language in the documents defines democratic and citizenship education in Texas, determine if the language creates an imbalance of power among participants in education, and do these documents agree with educational philosophers’ construct of citizenship and democratic education? The results of the CDA concluded that the Texas learning standards, and the words of many SBOE members reveal a preference toward right-wing, conservative beliefs. The construct of citizenship and democratic education created by the Texas government TEKS and SBOE meeting minutes contradicts these notions, as defined by educational theorists, and excludes those participants who do not embrace these beliefs.
35
Al-Qarni, Ali. "The information revolution, globalisation, and the Arab world : a study of the new media (satellite broadcasting and the Internet) and its impact on the politics and culture of the Arab world." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407760.
Full text
36
Pigza, Jennifer M. "Teacher seeks pupil - must be willing to change the world a phenomenological study of professors teaching for social justice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2872.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
37
Jonsson, Elina. "We will remember them : A history didactics study of First World War teaching in England through a teacher perspective." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49918.
Full textAbstract:
The purpose of this study has been to research what is included in the First World War teaching in English compulsory school. The teaching of this historical event is performed in a context where the war is yearly commemorated and given attention in society at large in various ways. Through conducting interviews with six history teacher working at a school in northeastern England the study was set out to investigate how teaching of the war is performed in general as well as with specific focus directed towards potential challenges in connection to the remembrance events, the collectively remembered public history and issues such as gender and colonial representation. The study shows that there is a clear focus on the past in the teaching of the war with trench warfare and life during the war being issues that are discussed. Connections are further made to the present where the importance of remembrance is stressed. The main challenge experienced by the teachers regarding the First World War is the lack of living witnesses due to the time distance. In consequence, the war is seen as less relevant to learn about among the pupils. However, remembrance symbols can in this instance be a tool in order to entice interest for the study of the war and the common perception among the teachers is that the pupils enjoy the study of the First World War.
38
Maier, Reana Gail. "Learning your place : unpacking student and teacher constructions of global citizenship education in English secondary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709267.
Full text
39
McFarlane, Robert M. "Remote operation of the Scott axial turbofan via the World Wide Web." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/234.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering
Mechanical Engineering
40
Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.
Full text
41
Riley, Sarah E. "The convergent new world : bona fide group perspective in an academic convergence news organization." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318937.
Full textAbstract:
This study examines NewsLink Indiana, an innovative convergence news organization at Ball State University. The first chapter briefly introduces the organization and the study. The second chapter reviews relevant literature and poses the research question: How do the stakeholders in NewsLink Indiana construct their memberships in the group in light of their memberships in other groups? Methods of data collection and analysis are described in the third chapter. Transcribed interviews from fourteen members of the NewsLink Indiana organization were examined. The fourth chapter describes the four themes that emerged as results of this study. The final chapter provides conclusions, contributions, limitations, and suggestions for future research in this area.Department of Communication Studies
42
Mathews, Julie. "The socialization of students from the developing world into the academic discipline of International Relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0025/MQ50543.pdf.
Full text
43
Yau, Wai-ki Vickie, and 丘惠琪. "A passage to global citizenship : considerations for policy and curriculum design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206754.
Full textAbstract:
The purpose of this research is to understand the journey of developing “global citizenship” among undergraduates at The University of Hong Kong (the “University”) as influenced by internationalization and globalization. The reality of the global village where modern communications and travel networks have overcome geography to enable people with different cultures, values, and ways of life to share resources and virtual spaces needs to be recognized and addressed. Globalization is a double-edged sword, creating new possibilities as it transforms the fabrics of societies even as it destabilizes common social understandings and practices in ways that impede the advancement and betterment of humanity. Struggling with these possibilities and uncertainties, universities face the challenge of developing “global citizens” capable of bringing positive change and increasing social capital across different levels of society in addition to their traditional academic role. Students are now routinely steered towards “global” experiences such as study abroad, travel, service learning, and participation in the global community locally and internationally. These experiences can facilitate the development of global citizenship helping students become culturally sensitive, interculturally competent, and socially conscious; thus understanding the needs of humanity from different value orientations and perspectives.
The University has interpreted and embodied the meaning of “global citizenship” as qualities and abilities that serve and improve humanity, and has attempted to develop students who are interculturally competent in the knowledge, skills and behaviour that contribute positively to societal needs. These interpretations are embedded in policy strategies and implementations, curriculum design and pedagogy, and are supported by activities that contribute to learning and making sense of “global citizenship” among students. Narrative inquiry solicits students’ experiences in “global” endeavours and elucidates the way they understand, embody and perform “global citizenship” as a process of becoming “global citizens.” The stories and their subtexts reveal current culture(s) and “identit(ies)” that are complex systems of social, political and personal nature. Four typologies of students emerged from these findings and analyses – the Achievers, Learners, Explorers, and Builders, which reveal the dispositions and characteristics of students’ attitudes, perspectives, affinities and behaviours in relation to “global citizenship.” As globalization challenges our understanding of our identities that are essentially concerned with who we are as individuals and as social beings, this research challenges the traditional understandings of “citizenship” and suggests that its cultural interpretations and enactments are performed individually and co-created socially. This thesis demonstrates the critical importance of mentorship and purposeful design of experience to most effectively enrich the sel(ves) and to facilitate the likelihood of students becoming integrated beings exemplifying global citizenship, amidst the complexities and controversies surrounding globalization.published_or_final_version
Education
Doctoral
Doctor of Philosophy
44
Martineau, Sheila. "Rewriting resilience, a critical discourse analysis of childhood resilience and the politics of teaching resilience to kids at risk." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/NQ38941.pdf.
Full text
45
Wilson, Craig Steven. "Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1672.
Full text
46
Hall, Christopher I. "Sir Herbert Butterfield, Arnold J. Toynbee and Martin Wight and the crisis of international politics : a study in international thought." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14399.
Full textAbstract:
This thesis examines the international thought of Sir Herbert Butterfield, Arnold J. Toynbee and Martin Wight, commonly portrayed in International Relations as 'realist', 'revolutionist' and 'rationalist' thinkers respectively. Their thought is reconsidered in terms of what they each perceived to be a crisis in the international realm. This perception, it is argued, shaped their distinctive understandings of the contemporary and future state of international relations. In contrast to many of their peers, Butterfield, Toynbee and Wight turned to religion and to history to aid their comprehension of the challenges that international crisis posed, and to help them form and articulate their desired practical responses. This thesis explores in detail both the religious beliefs of each man and their understandings of the nature of the past and historical knowledge, seeking to offer a view of the foundations of their international thought. In the second half, their diagnoses of international crisis are explored, and the responses they put forward to ameliorate it. It is argued that Butterfield, Toynbee and Wight are best not understood as 'realist', 'revolutionist' and 'rationalist', and it is asserted that such categories, far from aiding our understanding of the history of international thought, serve to obscure the nature of each man's work in the field.
47
Sundaram, Chandar S. (Chandar Sekharan). "The Indian National Army : a preliminary study of its formation and campaigns." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63369.
Full text
48
Leung, Wing-shan, and 梁詠珊. "Understanding of the business world by advanced level students throughthe use of project-based learning in accounting: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30223118.
Full text
49
ALVES, ANTONIO APARECIDO. "FAITH AND POLITICS FORMATION SCHOOLS: A THEOLOGICAL STUDY BASED ON THE SOCIAL TEACHING OF THE CHURCH AND IN LATIN AMERICAN THEOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15625@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORAs Escolas de Formação Fé e Política são uma feição contemporânea da formação política dos cristãos na Igreja do Brasil. Conhecer a origem desse novo modelo de formação, mapear essas escolas e socializar suas experiências têm grande relevância pastoral, sendo que neste trabalho são apresentadas treze escolas. A tese que se defende nesta pesquisa é a de que existe uma teologia subjacente a estas escolas e, por isto, seu objetivo principal é o de fazer um estudo teológico dos objetivos, programas e conteúdos de formação das escolas, tendo como parâmetro o Ensino Social da Igreja e a Teologia latino-americana. No que se refere ao Ensino Social da Igreja, será seguida a indicação da Evangelii Nuntiandi, tendo como base a Constituição Pastoral Gaudium et Spes e demais documentos da Doutrina Social da Igreja. No que tange a Teologia latino-americana, serão consideradas sua metodologia e sua reflexão teológica, bem como os modelos teológicos de relação Fé e Política engendrados por teólogos deste continente. A conclusão a que se chegou é que existem ênfases teológicas diversas, presentes nas Escolas de Formação Fé e Política.
The Faith and Politics Formation Schools are a contemporary expression of the Christian political formation at the Brazilian Catholic Church. To know the source of this new formation model, to map these schools and socialize their experiences is a very important pastoral task, so this work presents thirteen schools. The proposed thesis in this research is that there is a theology that underlies these schools and, therefore, in this work, the main objective is to develop a theological study of its objectives, programs and content related to the formation, based on the Social Teaching of the Church and in Latin American theology, as a perspective. Regarding the Social Teaching of the Church, it will be followed an indication of Evangelii Nuntiandi, based on the Pastoral Constitution Gaudium et Spes, and other documents of the Social Doctrine of the Church. As far as Latin American Theology, it will be considered its methodology and its theological reflection, as well as the theological models of the relationship between Faith and Politics`, engendered by theologians of this continent. The conclusion reached is that there are different theological emphasis present in Faith and Politics Formation Schools.
50
Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Full textAbstract:
This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.