Texte remanié de: Thèse de doctorat--Sociologie--Paris--EHESS, 2004. Titre de soutenance : Les ONG locales dans l'espace public international : une sociologie de l'engagement non-gouvernemental et de ses critiques au Bénin. / Bibliogr. p. 181-189.

Texte remanié de: Dissertation--Evangelisch-Theologische Fakultät--Rheinische Friedrich-Wilhelms-Universität, 2003. / Bibliogr. p. 281-296.

Reproduction de : Thèse de doctorat : Psychologie mention psychologie sociale : Lyon 2 : 2008. / Titre provenant de l'écran-titre. Bibliogr.

Thesis (EdD)--Open University. BLDSC no. DX227620.

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Philosophy." Includes bibliographical references (p. 769-771).

Thesis (D.P.A.)--University of Oklahoma, 1993. / Includes bibliographical references (leaves 174-190).

Affirmative action for blacks has been implemented in recent years mainly as racial quota system at public universities in Brazil. The topic became nationally debated when the racial quota system of the University of Brasilia was adopted. Racial quotas were questioned in the Brazilian Supreme Court with the argument that they were unconstitutional. At the same time, the previous governments has been favorable of inclusive policies and extended the scope of affirmative action adoption. However, why the conservative reaction to racial quotas continued to socially and institutionally expand in spite of their implementation in many universities? The focus of this thesis was to frame these reactions in an institutional perspective by hypothesizing in this research that institutional racism could be addressed as non-recognition of black Brazilians as full subjects of rights considering their identity fragmentation due to the processes of racial formation that undermined racial solidarity, identification, and political participation through miscegenation. In order to investigate the identity framing of institutional racism, the racial quotas system at the University of Brasilia was chosen for policy process analysis. The Advocacy Coalition Framework was the choice of analysis because it permits to observe the policy process since the discussions that aimed to insert the problem of black exclusion in the higher education subsystem to the evaluation of policy implementation based on the approved documents to the broad implications considering the scope of actions from those who shared the beliefs by which coalitions are motivated to act. The results point to the maintenance of racial democracy in the coalition actors’ beliefs that affirm the non-existence of race, the impossibility of black identity, and advocate for the no-racist character of Brazilian identity due to its population racial mixing. Therefore, the hypothesis presented indications of being politically relevant since this research found indications that institutional racism can be framed as non-recognition of black identity by those responsible for its implementation, consciously or not led by individuals through the institutional gaps that do not present any mechanism of coercion or reward for managers to be interested in the full development of affirmative action. / text

This ethnographic study utilizes the case of the Preparation for Social Action (PSA) program in Zambia to explore the topic of science education for development. Specifically, it looks at how science education can be framed to envision its contributions to community development, drawing on the construct of critical science agency; it examines some of the factors that shape the sort of agency students enact, looking in particular at considerations of knowledge and epistemology in science study; and it takes up the question of the relationship between science and local knowledge in this approach to education for development. The result is offered as a small contribution to phronetic social science research.

Abstract Since the advent of the Employment Equity Act (EEA) in 1999, with the aim, to eliminate unfair discrimination and promote affirmative action in the workplace, implementation has been less than satisfactory. The Act (EEA), a public policy, demands of employers, both public and private, to meet partcular equity targets within their workplaces. The Act further requires that employers should report on progress achieved in meeting these targets. Such targets include, inter alia, the employment of designated persons, disabled persons, etc. Institutions of Higher Learning are no exception. The article aims at determining the extent of compliance with the Employment Equity Act (EEA) (1998) by two institutions of higher learning, namely the universities of Venda and of Pretoria. In essence, the main aim of the article are two-fold: firstly exploratory, to determine the extent to which the two universities comply with the employment equity legislation, and secondly how these universities have adopted and implemented measures to transform their internal environments, specifically the academic environments, as well as removing barriers to equity. The various positive steps and measures adopted and implemented by the two universities to eliminate unfair discrimination in the workplace and advance previously disadvantaged groups were investigated, and problems identified in the implementation process are identified. Particular attention was given to employment equity in South Africa and the role of the two universities in the implementation of employment equity.

Leadership development in higher education is of vital importance to South Africa’s future. We present a case study that focuses on a leadership development programme (LDP) through action learning and action research (ALAR) for women academics in South Africa during 2000 and 2001. It identifies the effects of the LDP on participants five years after the programme. The evaluation process encouraged participants to reflect on their own learning, research growth and leadership capabilities, and on how they may further develop their practice and career. Reflecting on this evaluation, we have conceptualized the results and developed process models of leadership deve lopment through action research. These models may be used as a framework for designing, conducting and evaluating leadership or other professional development programmes in higher education.