The current trend of global violence and their impact on families and communities as well as the field of university education is scary for a society that is struggling with this false sense of apathy and complacency. How did the ordinary people get seduced to the idea that there is no way out of this global assault? How then do we extricate ourselves from this “tortured consciousness” (Asante, 2007) and this false sense of “nihilism” (West, 1994) and recoup this “incommensurable loss” (Simmons, 2010) to global violence? Even more crucial, where is the place of education in retrieving this incommensurable loss while providing hope and possibility for a better future? Provoked by the desire to have answers to these questions, the dissertation relies on the knowledge and experiences of twenty qualitatively selected university activists and existing literature to critically examine the non-violent praxes of Gandhi and King, Jr. and their pedagogical implications for transformative university education. The dissertation further draws on the knowledge of Frantz Fanon and Malcolm X to bring complex and nuanced readings to violence and non-violence. The dissertation notes that violence and non-violence are not mutually exclusive as already known. The dissertation also notes that while resistive violence may be justified, it does not necessarily guarantee true transformation, reconciliation, and healing. Instead, love, humility, truth, dialogue, non-violent direct action, discipline, and spirituality are salient in achieving true transformation in university activism. The dissertation further observes that educational activism is more than walking on the street with placards to protest against institutional violence. Sometimes, the secret activism that is done strategically within the corridors of power can achieve more far-reaching results than the open protest against power on the street. The dissertation concludes with six key non-violent strategies that can help in social and political mobilization of university students for transformative university education.

t Positioned at the juncture of literature and linguistics, this thesis undertakes a stylistic analysis of the English translation of Gandhi's autobiography The Story of My Experiments with Truth (1940), the most widely read version of the text both within and without India. Despite the continuing scholarly interest in all aspects of Gandhi's life and work, his autobiography has garnered little critical attention. Those few critics who have engaged with the text have largely approached it as a biographical representation, failing to capitalise on the self-reflexivity characteristic of the genre. This thesis employs cognitive and corpus stylistic models to interrogate Gandhi's self-representation. In so doing, it challenges prevalent assumptions of the text's linguistic "artlessness" and endeavours to debunk concomitant myths of the author's psychological "simplicity". It draws upon Catherine Emmott's (2002) cognitive stylistic typology of "split selves" to problematise the textual representation of Gandhi's selfhood. Given the centrality of empathy to Gandhian ideology, theoretical and methodological frameworks of narrative empathy are integrated into a corpus linguistic analysis which probes the presence of potentially empathetic. linguistic markers in the text. It concludes by analysing the text's linguistic and conceptual metaphor use through application of a modified version of Conceptual Metaphor Theory, thereby simultaneously challenging received critical opinion as to the text's literary and linguistic 'simplicity' and exposing its writer- subject's underlying belief-systems. Through the application of corpus and cognitive linguistic models of analysis, this thesis reveals both the linguistic intricacies of Gandhi's autobiography and the psychological complexities of its writer-subject. In so doing, it challenges prevalent, unsubstantiated critical assumptions regarding both text and writer and builds upon nascent scholarship that questions the myth of Gandhi's selfhood.

Research indicates that many factors may impede teachers' ability to develop caring relationships with students such as the school environment (Schaps, 2009), lack of cultural understanding (Thompson, 1998), the teacher's beliefs and attitudes about care (Goldstein, 2002), and personal experience of being cared for (Noddings, 1984). Yet, little research exists on how schools can address these and other potential limiting factors in order to help teachers cultivate caring relationships with students. The purpose of this study was to examine how one school in India, which claims to emphasize the importance of the teacher-student relationship, develops and supports teachers' capacities to create caring relationships with students. The hope was that the outcomes might provide insight for policy-makers, school administrators, and teachers about what is needed to best support teachers in their relationships with students. The research site for this study was a pre-Kindergarten through 12th grade private school in India. The choice of India as a cultural context stemmed from the historical precedence of the importance of the teacher-student relationship. A mixed-methods descriptive case study served as the design for this study. Qualitative methods included interviews of teachers, administrators, and students, classroom and event observations, and document analysis. Quantitative methods included surveys of teachers and students. The qualitative data were analyzed using Noddings' (1984) four methods for teaching care (modeling, dialogue, practice, and confirmation) with other themes added as needed. Descriptive statistics and factor analyses of both surveys were used to triangulate and expand upon the qualitative data. Findings indicated that schools can support teachers' capacity to care for students through a strong commitment to the teacher-student relationship, deliberate fostering of relationships between students, teachers, and parents, and through the modeling by and direct receipt of care from administrators. Other factors that may help teachers to care for students include cultural respect for the teaching profession and acknowledgement of care from both students and parents. However, teachers' efforts to care may be impeded by intense testing environments. Recommendations were made for the implementation of resources and support needed by teachers to create caring relationships with students.

The purpose of this thesis is to examine the impact of British political thought in China and India. It concerns the life and work of three of the most important nationalist leaders: Sun Yat-sen (1866-1925) in China and Mohandas Gandhi (1869-1948) and Jawaharlal Nehru (1889-1964) in India. The analysis connects the British aspects of their life and work, which are neither fully understood nor sufficiently appreciated, with their political thought. The first section surveys the existing primary and secondary literature, focusing on the life and work of Sun, Gandhi and Nehru, and outlines the relevant strands of British political thought. The following sections contain an analysis of the political thought of Sun, Gandhi and Nehru within the framework established in the first section, under the headings of nationalism, democracy and socialism. This thesis reveals a distinctive and profound collection of influences which further the understanding of Sun, Gandhi and Nehru's political thought and constitute an important consideration in assessing the cogency of that thought. Although some profound differences existed between India and China, and between Sun, Gandhi and Nehru, it is evident that there were a number of similarities in the impact of British political thought. Britain provided a rich heritage of political thought and wealth of experience regarding its implementation in practice from which Sun, Gandhi and Nehru could draw in constructing their own political thought. The sophisticated and measured incorporation of British influences tends to support a more positive assessment of Sun, Gandhi and Nehru, not only as nationalist leaders but also as political thinkers.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 129-138).

Thesis (B.A.(Hons))--University of Adelaide, Dept. of History, 1991. / Includes bibliographical references (leaves 52-54).

Background Malnutrition is a major risk factor of infant mortality in India. Policies targeting poverty and food insecurity may reduce infant malnutrition. The Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), a wage-for employment policy of the Indian Government, targets deprivation and food insecurity in rural households. MGNREGA could prevent infant malnutrition by improving household food security or increase the risk of malnutrition by reducing the time devoted to infant care if mothers are employed. This study analyzed the effect and the pathways of effect of households' and mothers' participation in MGNREGA on infant malnutrition. Methods A community based mixed methods study using cross-sectional survey and focus group discussions (FGDs) was conducted in Dungarpur district of Rajasthan, India. Cross-sectional study included 528 households with 1,056 participants who were infants 1 to <12 months and their mothers/caregivers. Selected households were divided into MGNREGA-households and non-MGNREGA-households based on participation in MGNREGA between August-2010 and September-20ll. Anthropometric indicators of infant malnutrition-underweight, stunting, and wasting (WHO criteria) were the outcomes. Eleven FGDs with 62 mothers were conducted. Results Of 528 households, 281 participated in MGNREGA (53%). Mothers were employed in 51 (18%) households. Prevalence of wasting was 39%, stunting 24%, and underweight 50%. Households participating in MGNREGA were less likely to have wasted infants (OR 0' 57, 95% Cl 0•37-0'89; p=O'014) and underweight infants (OR 0'48,95% Cl 0•30-0'76; p=0'002) than non-participating households. Stunting did not differ significantly between groups. Although MGNREGA reduced starvation, it did not confer food security to the participating households because of lower than standard wages and delayed payments. Results from path analysis did not support an effect through household food security and infant feeding, but suggested a pathway of effect through birth-weight. Mothers' employment had no significant effect on the outcomes in the cross-sectional study, but the qualitative study indicated that it could compromise infant feeding and care. Conclusion Participation in MGNREGA was associated with reduced infant malnutrition possibly mediated indirectly via improved birth-weight rather than improved infant feeding. Providing child care facilities at worksites could mitigate the negative effects of mother's participation in MGNREGA. Further, improving mothers' knowledge of appropriate feeding practices in conjunction with providing employment (to address deprivation and food insecurity) is key in the efforts to reduce infant malnutrition.

This thesis questions the use and relevance of two dissident educators of the twentieth century in their respective educational institutions today: Tsunesaburo Makiguchi (1871- 1944) in Japan and Mahatma Gandhi (1869-1948) in India. Makiguchi's ideas are studied with an emphasis on the documents of the Soka Schools in Tokyo and Gandhi's ideas are analysed through concentrating on the documents of the Ikeda Centre for Value Creation (ICVC) in South India. This thesis argues that both Makiguchi and Gandhi have generated significant socio-political changes both at home and abroad. Although, within education there is a tendency for their ideas to be interpreted according to the philosophy and life-style of the institutions in which their ideas are invoked. This thesis also points out that instead of a literal adoption of their ideas there needs to be an engagement with their strategies, beliefs, and behaviours as citizens of their respective countries. This thesis consists of eight chapters. Chapter one offers the analytical framework of this thesis. Chapters two to four place both thinkers historically and study the conceptual foundations of their values. Chapter five engages with the changing values of present day Japan and India. Within these changes, chapters six and seven investigate the use and influence of Makiguchi's and Gandhi's ideas in their respective educational institutions and national contexts. Chapter eight ends with suggestions for future research.

No description available.

Submitted in compliance with the requirements for Doctor of Philosophy Degree in Quality, Durban University of Technology, Durban, South Africa, 2017. / Quality has emerged as a necessity in education as we are faced with increasing competition and a demand for better quality of life. There is an enormous gap in South Africa’s education system; 60% of South Africa’s children do not reach the final matriculation school year. Many Grade 12 learners, despite being taught Mathematics, remain effectively mathematically illiterates. The ability to provide quality education is more than ever essential and there is at present a consensus for fundamental reforms in our education sector, with emphasis on Quality. The result of quality education is not only about achieving academic excellence but the total development of the learner. If education does not cater for the future needs and challenges of the new millennium then it is ineffective for the new generation. Low scores in Mathematics are a major concern as learners are not able to meet the challenges in secondary schools to pursue careers in Mathematics. South Africa was placed last out of 41 countries worldwide in terms of Mathematics performance in the Third International Mathematics and Science Study (TIMSS). The World Economic Forum has placed South Africa last amongst 62 countries on the quality of Mathematics and Science Education in their annual report in 2012. Apartheid in South Africa was a complex period that paved the way for the new education dispensation. A paradigm shift was thus imperative and challenging to a democratic South Africa. It is more than two decades into the 21st century and into a democratic South Africa. The effects of apartheid are visible in many areas, more so in education. This study is underpinned by the transformation agenda attached to curriculum policy reform in South Africa. There is an interface in respect of policy construction and Skills, knowledge, attitudes and values (SKAV) constitution from the Department of Education to primary and to secondary schools. The implementation of various curriculum reforms led to a decline in the pass rate of learners in the National Senior Certificate examinations and in the Annual National Assessment. Some of the serious problems articulated by teachers were inadequate subject training in Mathematics, lack of communication, job dissatisfaction and the demanding administrative workload. It is envisaged that the findings of this study will make recommendations for SKAV development in teaching and learning of Mathematics in primary and secondary schools. In this regard, a model to improve quality in Mathematics education was proposed. The ability of education to meet the needs of the future both at individual and societal level is one of the critical elements of quality education. / D