This study begins by reviewing the literature on community education, identifying two major strands, the progressive, exemplified by Elsie Ripley Clapp, and the conservative. The literature on citizen participation in planning, especially land-use planning, is reviewed and again two major forms are identified, the strong and the weak. A third review chapter examines relationships between education, planning, and democracy. A survey of environmental and planning professionals is used to create a starting list of categories for further qualitative research. Two towns are chosen for their small size, their rural character, their recent history, and their open Town Meeting-Board of Selectmen form of government. This form of local government, peculiar to New England, includes a local legislative body responsible for local law and taxation open to all registered voters, together with an executive branch. Citizens of these towns are therefore empowered by definition on at least one level to act regarding local political and economic conditions. Recent records of planning board meetings are examined and compared with the survey of professionals, resulting in the addition of several categories. The results of two series of community meetings is recorded, and there is a discussion of barriers to participation. The results of a survey of citizens in the two towns, the most successful aspect of the study, and one which again resulted in several more categories being derived, is then reported. The results of this triangulated study are summarized and discussed in the final chapter, which includes a discussion of the stimulation of motivation for participation. This discussion is based on the proposition that a reasonable expectation of positive action resulting from participation is a precondition for the stimulation of motivation. This realization of this expectation may be hampered by the powerful effects of outside political and economic forces but may be facilitated through increased self-reliance for basic needs satisfaction, enabling further empowerment. A final note concerns the implications for local government of the Americans with Disabilities Act, which could allow citizens formerly unable to participate increased access to participation in decision making.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Antoinette Gagne.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Philip Fey. Dissertation Committee: Kathleen Loughlin. Includes bibliographical references (leaves 312-322).

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: William Yakowicz. Dissertation Committee: Jack D. Mezirow. Includes bibliographical references: (leaves 169-191).

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 AnaLPD_DISSERT.pdf: 2597838 bytes, checksum: b45ce1e2f54a5bb457b626a77f968cf6 (MD5) Previous issue date: 2014-02-28 / This research aims to analyze the FIC Course of Assistant Technician in Service Management and Quality, integrated to elementary education / EJA form developed by IFRN MO Campus between 2011 and 2013 in the form of a PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL. We seek to understand the adhesion between the national guidelines postulated for the Program, established in PPC and mediations with the process conceived in the run of the course. Guiding by the socio-critical approach and the dialogical paradigm, the theoretical-epistemological mark is especially buoyed by the theoretical contributions of Ciavatta (2005) , Rock (2011) , Haddad and Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012), and also on education in prisons by Onofre (2007, 2011), Bueno (2007), Juli?o (2011) and Foucault (2001). We assume that an action that enables professional qualification as FIC courses articulated to the EJA in the context of education in prisons have conceptual, methodological, political and pedagogical implications for it focuses challenges, weaknesses and opportunities on the same area of education., We have developed four techniques of data collection based on procedures and tools of qualitative research, such as document analysis, a student survey, the conduction of focus groups with teachers and administrators of the course and on-site observation. Mediated by the investigated context, results showed that the consolidation of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL goes beyond the intentions officially declared. It is inferred that after seven years of its creation, even though it keeps some potential, this program is not being satisfactorily developed and it shows weaknesses national and locally, it is set at low capillarity, it has a limited scope, and dissolved essential public commitments to the course development. The effectiveness of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL as part of an emancipatory inclusion social policy, according to official statement, entails approximating the legal logic with social logic, so as not only to propagate discourses and enforce worship to specific and successful experiences that reach only a minority, but to provide actual and necessary conditions to promote the breadth and social quality of the offered deals in this program format / A presente pesquisa objetiva analisar o Curso FIC de Auxiliar T?cnico em Gest?o e Qualidade em Servi?os, na forma integrada ao ensino fundamental/EJA, desenvolvido pelo IFRN-MO entre 2011 e 2013 no ?mbito do PROEJA FIC/FUNDAMENTAL. Busca-se perceber a ader?ncia entre as diretrizes nacionais postuladas para o Programa, o institu?do no PPC e as media??es com o processo gestado no funcionamento do curso. Guiando-se pela abordagem sociocr?tica e pelo paradigma dial?gico, o marco te?rico-epistemol?gico respalda-se, especialmente, nas contribui??es te?ricas balizadas por Ciavatta (2005), Rocha (2011), Haddad e Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012) e, ainda, sobre a educa??o em pris?es, Onofre (2007; 2011), Bueno (2007), Juli?o (2011) e Foucault (2001). Parte-se da premissa de que uma a??o que possibilite qualifica??o profissional-cursos FIC articulada ? EJA no contexto da educa??o em pris?es traz implica??es de natureza conceitual, metodol?gica, pol?tica e pedag?gica, por concentrar, no mesmo campo formativo, desafios, fragilidades e possibilidades. Apoiando-se nos procedimentos e instrumentos da pesquisa qualitativa, foram desenvolvidas quatro t?cnicas de coletas de dados: a an?lise documental, a aplica??o de question?rio junto aos estudantes, a realiza??o de grupo focal junto aos docentes e gestores do curso e a observa??o in loco. Mediatizados pelas interfaces do contexto investigado, os resultados mostraram que a consolida??o do PROEJA FIC FUNDAMENTAL vai al?m das inten??es declaradas oficialmente. Infere-se que ap?s sete anos de cria??o, ainda que guarde potencialidades, esse Programa n?o est? sendo desenvolvido a contento, em raz?o de apresentar fragilidades em n?vel nacional e local, configuradas na baixa capilaridade, pouca abrang?ncia e desonera??o dos compromissos p?blicos essenciais ao desenvolvimento dos cursos. A efetiva??o do PROEJA FIC/FUNDAMENTAL como parte de uma pol?tica social de inclus?o emancipat?ria, conforme declara??o oficial, pressup?e a aproxima??o da l?gica legal com a l?gica social, de modo a n?o propagar apenas discursos e efetivar o culto ?s experi?ncias pontuais e bem sucedidas que atingem t?o somente a uma minoria, mas sim oferecer as condi??es reais e necess?rias para promover a abrang?ncia e a qualidade social das ofertas nesse formato do Programa.