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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 51 to 60 of 64 (0.012 seconds)| 51 |
Creating New Zealanders: Education and the formation of the state and the building of the nationStephenson, Maxine Sylvia January 2000 (has links)
Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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Creating New Zealanders: Education and the formation of the state and the building of the nationStephenson, Maxine Sylvia January 2000 (has links)
Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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Creating New Zealanders: Education and the formation of the state and the building of the nationStephenson, Maxine Sylvia January 2000 (has links)
Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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Creating New Zealanders: Education and the formation of the state and the building of the nationStephenson, Maxine Sylvia January 2000 (has links)
Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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Creating New Zealanders: Education and the formation of the state and the building of the nationStephenson, Maxine Sylvia January 2000 (has links)
Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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La diffusion des idées pédagogiques de Maria Montessori en France durant l’entre-deux-guerres à travers l’analyse de la revue pédagogique la Nouvelle éducationMadelaine, Anne-Sophie 04 1900 (has links)
No description available.
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Vygotsky Circle during the Decade of 1931-1941: Toward an Integrative Science of Mind, Brain, and EducationYasnitsky, Anton 25 February 2010 (has links)
This dissertation presents a study of the scientific practices of the circle of
Vygotsky’s closest collaborators and students during the decade of the 1930s-and
including the early 1940s (until Germany’s invasion of the Soviet Union and the
beginning of the Great Patriotic War in 1941). The notion of Vygotsky Circle is
introduced in this work and is explicitly distinguished from a traditional—yet
frequently criticised—notion of “the school of Vygotsky-Leontiev-Luria”. The
scientific practices of the Vygotsky Circle are discussed here as the unity of a) social
and interpersonal relations, b) the practices of empirical scientific research, and c)
discursive practices of the Soviet science—more specifically, the “Stalinist Science”
of the 1930s. Thus, this study analyzes the social and interpersonal relations between
the members of the Vygotsky Circle and the evolution of this circle in the social
context of Soviet science during the decade of 1930s; various practices of empirical
scientific research conducted by the members of the Vygotsky Circle were also
overviewed. Finally, discursive practices of the Soviet scientific “doublespeak” were
discussed and illustrated with several examples borrowed from publications of the
time.
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Researching Class Consciousness: The Transgression of a Radical Educator Across Three ContinentsThomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents.
The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa.
Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist
humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter
Six concludes with a summary of research findings.
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| 59 |
Vygotsky Circle during the Decade of 1931-1941: Toward an Integrative Science of Mind, Brain, and EducationYasnitsky, Anton 25 February 2010 (has links)
This dissertation presents a study of the scientific practices of the circle of
Vygotsky’s closest collaborators and students during the decade of the 1930s-and
including the early 1940s (until Germany’s invasion of the Soviet Union and the
beginning of the Great Patriotic War in 1941). The notion of Vygotsky Circle is
introduced in this work and is explicitly distinguished from a traditional—yet
frequently criticised—notion of “the school of Vygotsky-Leontiev-Luria”. The
scientific practices of the Vygotsky Circle are discussed here as the unity of a) social
and interpersonal relations, b) the practices of empirical scientific research, and c)
discursive practices of the Soviet science—more specifically, the “Stalinist Science”
of the 1930s. Thus, this study analyzes the social and interpersonal relations between
the members of the Vygotsky Circle and the evolution of this circle in the social
context of Soviet science during the decade of 1930s; various practices of empirical
scientific research conducted by the members of the Vygotsky Circle were also
overviewed. Finally, discursive practices of the Soviet scientific “doublespeak” were
discussed and illustrated with several examples borrowed from publications of the
time.
|
| 60 |
Researching Class Consciousness: The Transgression of a Radical Educator Across Three ContinentsThomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents.
The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa.
Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist
humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter
Six concludes with a summary of research findings.
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