There is a growing call for more skilled workers-especially in the scarce skills of science, engineering and technology (SET). The current educational system is failing to address these issues, learners are being ill-prepared to cope with the demands of a society that has moved on; and learners are being prepared for a society that no longer exists in practice. In order to address this problem, this thesis calls for a greater emphasis on issues of digital inclusion, integration of whole communities, understanding of the dynamics of integrating ICTs into the classroom, exploring opportunities for the expansion of rapid-prototyping at school level and the promotion of digital literacy. Though this is not a definitive list, the researcher has developed working solutions to each of these issues, as presented in five journal articles. Investigations were conducted in the Tshwane area with male and female learners in both primary and secondary schools. The selection of the learners from both advantaged and disadvantaged institutions was left to the teachers. Design research was the main methodology adopted for this research. The investigations started in 200'1 and the bulk of the work was concluded between 2007-2010. Greater emphasis is placed on a qualitative approach with limited quantitative analysis. The findings of this research indicate the need to extend the scope of the investigation and to massify the different interventions. The pedagogical shift has been away from information transfer, towards using information communication technologies to promote creativity and innovation in a stimulating constructivist environment This has led to an opportunity to track learner involvement in SET events over their school careers and to identify talented individuals. In addition, the findings indicate that there is little difference between learners from advantaged and disadvantaged communities. Added to this is the development of a solution to address the digital divide through the creation of virtual interactive classrooms which can digitally include learners from geographically separated classrooms in remote communities. The strategic importance of ICTs, creativity and innovation are key components of a Human Capital Development strategy, especially at a time when there is a growing shortage of scarce skills in key areas. Post Grade 12 interventions are short term solutions that are not sustainable. This thesis calls for the establishment of a SET pipeline from grassroots level, in order to grow the feeder stock for a national system of innovation as a long-term investment in the future. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

The purpose of this study was to explore paradigms, policies and practices governing alternative education in Central Vancouver Island. I sought whether current alternative education dimensions, models and pedagogies were aligned with 21st Century Learning principles set forth by the BC Ministry of Education. I interviewed key informants and approached this study with an Interpretivist qualitative research design grounded in phenomenological principles. Findings were generally congruent with the literature regarding defining, describing and understanding alternative education. Suggestions included redefining success and using relevant criteria to evaluate program efficacy and student achievement. Successful alternative education characteristics and features were highlighted and compared to the 21st Century Learning paradigm. Preliminary findings indicated similarities between the two educational philosophies. Recommendations included using successful alternative programs as models to implement 21st Century Learning in mainstream schools. Future research should include student, teacher and parent voices regarding alternative education delivery models, services and evaluation. / Graduate

My dissertation focuses on a set of Anglo-American novels that deal with the events of 9/11. Identifying thematic and stylistic differences in the fiction on this topic, I distinguish between novels that represent directly the jolts of trauma in the wake of the attacks, and novels that, while still holding the events as an underlying operative force in the narrative, do not openly represent them but envision their long-term aftermath. The first group of novels comprises Lynne Sharon Schwartz’s The Writing on the Wall (2005), Don DeLillo’s Falling Man (2007) and Jonathan Safran Foer’s Extremely Loud and Incredibly Close (2005). The second one includes Lorrie Moore’s A Gate at the Stairs (2009), John Updike’s Terrorist (2006) and Joseph O’Neill’s Netherland (2008). Drawing on concepts from trauma theory, particularly by Cathy Caruth and Dominick LaCapra, and combining them with the ethical philosophies of Levinas and Heidegger, I argue that the constructions of 9/11 in Anglo-American fiction are essentially twofold: authors who narrate 9/11 as a tragic human loss in the city of New York turn it into an occasion for an ethical dialogue with the reader and potentially with the “Other,” whereas authors who address 9/11 as a recent sociopolitical event transform it into a goad toward a bitter cultural indictment of the US middle-class, whose ingrained inertia, patriotism and self-righteousness have been either magnified or twisted by the attacks. Considering processes of meaning-making, annihilation, ideological reduction and apathy that arose from 9/11 and its versions, I have identified what could be called, adapting Peter Elbow’s expression from pedagogical studies, the “forked” rhetoric of media and politics, a rhetorical mode in which both discourses are essentially closed, non-hermeneutic, and rooted in the same rationale: exploiting 9/11 for consensus. On the contrary, in what I call the New-Yorkization of 9/11, I highlighted how the situatedness of the public discourses that New Yorkers constructed to tell their own tragedy rescues the Ur-Phaenomenon of 9/11 from the epistemological commodification that intellectual, mediatic and political interpretations forced on it. Furthermore, pointing to the speciousness of arguments that deem 9/11 literature sentimental and unimaginative, I claim that the traumatic literature on the attacks constitutes an example of ethical practice, since it originates from witnesses of the catastrophe, it represents communal solidarity, and it places a crucial demand on the reader as an empathic listener and ethical agent. Ethical counternarratives oppose the ideological simplification of the 9/11 attacks and develop instead a complex counter-rhetoric of emotions and inclusiveness that we could read as a particular instantiation of an ethics of the self and “Other.” As much as the 9/11 “ethical” novels suggest that “survivability” in times of trauma depends on “relationality” (J. Butler), the “cultural” ones unveil the insensitivity and superficiality of the actual US society far away from the site of trauma. The binary framework I use implies that, outside of New York City, 9/11 is narrated neither traumatically (in terms of literary form), nor as trauma (in terms of textual fact). Consequently, on the basis of a spatial criterion and in parallel to the ethical novels, I have identified a category of “cultural” fiction that tackles the events of 9/11 at a distance, spatially and conceptually. In essence, 9/11 brings neither shock, nor promise of regeneration to these peripheral settings, except for Joseph O’Neill’s Netherland, a story in which we are returned to a post-9/11 New York where different ethnic subjects can re-negotiate creatively their identities. The cultural novels are ultimately pervaded by a mode of tragic irony that is unthinkable for the ethical novels and that is used in these texts to convey the inanity and hubris of a politically uneducated and naïve America – one that has difficulties to point Afghanistan on a map, or to transcend dualistic schemes of value that embody precisely Bush’s Manichaeism. The potential for cultural pluralism, solidarity and historical memory set up by the New York stories does not ramify into the America that is far away from the neuralgic epicenter of historical trauma. This proves that the traumatizing effects and the related ethical calls engendered by 9/11 remain confined to the New York literature on the topic.

The Ship of Fools is an ancient allegory that has long been a part of Western culture in literature, art and song... It has been chosen by many to comment on contemporary issues throughout history, highlighting the foibles of that society. The ship of fools however is also about our world, as a vessel, full of passengers of humanity, full of those who have no care what they do or where they are going... It is the 21st Century and we are all sailing on a Ship of Fools. We consume beyond reason, we want, and get the latest, newest, biggest things. We complain about interest rates and petrol prices, but consume beyond reason often with purchases on credit we don't really need. / Master of Arts (Visual Arts)

Diss. Stockholm : Stockholms universitet, 2005.

Within my thesis I propose to establish the existence of what I call 21st century expressionism. This genre of art is an extension of the movement that began in 20th century post-war America. 21st century expressionists create works that are intended to promote emotional responses within the viewer. “The term ``expressionism'' can be used to describe various art forms but, in its broadest sense, it is used to describe any art that raises subjective feelings above objective observations. Its aim is to reflect the artists’ state of mind rather than the reality of the external world”. Lee Krasner and Tony Smith, represent prime examples of 20th century expressionists and, Etsuko Ishikawa and Beth Cavener Stichter represent artists of 21st century expressionism.

This thesis aims to broaden the scope of magical realism by examining contemporary fiction in Asia and Australasia, regions which have been largely neglected in critical discussion of the narrative mode. My research seeks to modify and expand our collective conception of magical realism through key texts that challenge not only how we read the narrative mode, but also our expectations of it. My analysis involves a dual intervention in the fields of postcolonial studies and world literature. I supplement existing scholarship of magical realism with new paradigms of critical thought, such as epistemology, mythopoeia, ecocriticism, intertextuality and discourse on human rights. Each of the key authors - Indigenous Australian Alexis Wright, New Zealand Maoris Keri Hulme and Witi Ihimaera, Indian-born cosmopolitans Amitav Ghosh and Salman Rushdie, and Chinese Nobel laureate Mo Yan - subjects the narrative mode to differing intellectual, socio-cultural and historical frameworks, and in the process reinvents magical realism to serve their own artistic purposes. The authors' key texts demonstrate the need to recalibrate theory on magical realism in contexts such as Alexis Wright's depiction of ongoing colonisation of Australia's first inhabitants in a supposedly postcolonial country, and Mo Yan's critique of post-communist China. I argue that magical realism has porous borders, not only geographically and culturally, but also in the sense that the narrative mode frequently spills over into other, different generic kinds such that the distinctions between them are often blurred. In addition, magical realism's constant state of transformation makes it particularly difficult to define. Therefore, I propose a minimalist definition of the narrative mode and a flexible approach. However, underlying cultural elements and individual artistic expression in a text may sometimes limit magical realism's utility as a tool for literary analysis. Finally, I explore the notion of a genealogy of magical realism based on polygenesis, emerging in different cultures at different times.

Orientador: Sergio Mauro Romagnolo / Banca: Lúcia Regina Vieira Romano / Banca: Joasé Paiani Spaniol / Banca: Rosa Gabriella de Castro Gonçalves / Banca: Alvaro Seixas / Resumo: O trabalho apresenta o processo de criação do texto dramatúrgico Auké - A Ilha Invisível e a produção pictórica criada especificamente para ele. O texto dramatúrgico discute os desdobramentos que a comunicação cria a partir do encontro entre personagens oriundos de mundos diferentes e os desentendimentos relacionais consequentes. O trabalho busca integrar a pintura com a dramaturgia teatral para compor uma nova sintaxe estética tanto visual quanto teatral a partir das afinidades e diferenças entre as duas linguagens. A tese aborda também a transformação da pintura ao estar nesse novo lugar que não é o espaço expositivo tradicional público e/ou privado. A pesquisa revela o processo de escrita do texto dramatúrgico e o resultado obtido dessa inter-relação com a pintura. Assim, a dramaturgia e a pintura ao se fundirem num propósito comum criam um campo conceitual e experimental que se desdobra em uma nova práxis artística. / The work presents the process of creation of the dramaturgic text Auké - A Ilha Invisível ( Auké - The Invisible Island) and the pictorial production specially created for it. The dramaturgic text discusses the unfolding ways that communication creates from the meeting of the characters coming from different worlds and the consequent quarrels in their relationship; The work aims at integrating the painting with theatrical dramaturgy to compose a new aesthetics syntax both visual as well as theatrical starting with the similarities and differences between the two languages. The thesis also approaches the transformation of picture by being in that new place which is not the private and or public traditional space for exhibition. The research reveals the process of writing the dramaturgic text and the result obtained out of that interrelation with the painting. Therefore, the dramaturgy and the painting when merging in a common purpose create a conceptual and experimental field that unfolds into a new artistic practice. / Doutor

This thesis explores the way music is characterized, used, or accounted for in recent (post-1968) French thought, focusing in particular on the work of Jean-Luc Nancy, Philippe Lacoue-Labarthe, and Alain Badiou. In spite of the differences in their philosophical-theoretical positions, all of these writers invoke music - both directly and indirectly - to negotiate their relationship to ontological, political, ethical and aesthetic concerns, particularly in terms of how it relates to the (im)possibility of a subject, the condition of truth, and the role of philosophical thought itself. The thesis situates these texts in a longer genealogy of musico-philosophical interactions and also brings them into dialogue with recent musicological approaches, thus showing how an inherited idea of what music 'is' is often assumed rather than critically re-evaluated. In short, by tracing the musical-transcendental baggage of an inherited metaphysical conception of music - one which often understands music in close relation to the feminine, (sexual) excess, and the beyond of language and/or the symbolic - the thesis shows that though music is instrumentalized by progressive thinkers as a way of shifting theoretical/philosophical paradigms, it nonetheless does so in a way that has a strong sense of continuity with previous thinking on music. Secondly, the thesis highlights the way in which music in its metaphysical-ontological guise is often conceived as synonymous with Western high art classical music (which is itself constructed as absolute and transcendent, and ontologically independent of its means of (re)production or context) whilst non-literate, popular, folk and world musics - on the occasions that they are considered and not simply ignored or denigrated - are notably considered almost exclusively in terms of their social-cultural or technological contexts. Finally, the thesis demonstrates that much of this takes place through a simultaneous instrumentalization of gender as an organisational category for philosophy, and one which all too often has the consequence of sending women - along with music - to the beyond of pre-, inter-, or post-signification.

abstract: Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011