Thesis (M.S.) in Kinesiology and Phyiscal Education--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 12-14).

Thesis (M.S.)--University of Wisconsin -- La Crosse, 2009. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.A.(Ed.))--University of Hong Kong, 1969. / Typewritten.

This study argues that the art of dance can be used as a tool for sustainability, including matters of human rights, political oppression, awareness in environmental and ecological destruction.This thesis explores possible ways for dance to contribute to sustainable development and whether these ways are effective. It also seeks to locate the possibilities and limits of dance in comparison with other forms of art that can also be used to promote sustainability. The research was conducted by gathering data from a variety of sources including interviews, videos, a literature review and personal observation.Dance was found in many instances to be a successful way of addressing sustainability issues. The advantages of dance over other forms of art include its familiarity for most people; its capacity to uplift people’s feelings; the ease of combination with other forms of art; and the variety of choices in moves, styles and ways of addressing pressing issues. The drawbacks of dance, include the fact that dance is nonverbal and not easy to preserve or describe; as well as practical limitations facing the people involved with dance and not the art form as such.The findings from this research offer insight into the current and potential future impact of dance on sustainability issues. Dance can contribute to diverse dimensions of sustainable development, though this impact is somewhat constrained by the low status of dance in many educational systems.andriana.christina@gmail.com

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The integration of students with an intellectual disability has been a long standing issue and goal in special education. It is usually assumed that such educational integration will terminate following completion of high school. There are examples however, where persons with an intellectual liability have participated in higher education. One example of an integrated program has been implemented at a junior college in Ste. Anne de Bellevue, Quebec. This is a work-study type of program in which students 18-21 years of age follow a specific curriculum in the closed classroom and also participate in certain regular college classes, including physical education. / The purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.

Sustainability has become a buzz word of our time, although our developed world community is still coming to terms with what the word really means. Universities and polytechnics in Aotearoa New Zealand will have to change in many ways before sustainability can be considered to occupy a meaningful place in the tertiary education sector. However the change process that sees an organisation moving towards sustainability is complex, and agency for change can be considered on many different levels including the individual identities of staff and students, the identity of managers, and the programme and wider organisational identities constructed by the communities that comprise them. This qualitative research explores education for sustainability within the context of outdoor education using the Bachelor of Adventure Recreation and Outdoor Education (BRecEd) at the Christchurch Polytechnic Institute of Technology (CPIT) (the programme into which the author teaches) as a case study. Participatory action research forms the overarching methodology for a multiple method approach to data collection. The research leans heavily on the lived experiences of staff and students within the programme, is woven with my own reflections, and incorporates many examples of students’ work. The weaving together of these experiences grounds the research and helps bring theory to life. The research reveals the complexity of change towards more sustainable ways of practising outdoor education in an organisational setting. It explores the tensions that are encountered and mechanisms that have allowed for staff and students to engage in education for sustainability in a more meaningful way. The key themes of the research explore the intersection of identity construction processes and change agency, and it is argued these processes are inseparable for those concerned with organisational change towards sustainability.

There is no abstract available for this thesis.