This thesis presents a critical discourse analysis of how the sociology of gender is constructed in the sociology syllabus and two textbooks aimed for use at upper secondary school level. I use Bernstein’s theory of framing and classification to understand how power over knowledge is distributed through this construction. I take as my starting point that sociology, as framed in the syllabus, allocates a lot of power over knowledge to individual teachers. I outline the short history of sociology as a Swedish school subject and problematise this based on the fact that the majority of sociology teachers have limited education in sociology. I argue further that sociology as a discipline is characterised by an ambiguous canon and lack of pedagogic traditions. This increases the demands on sociology teachers. Based on previous research, I identify the sociology of gender as a potentially contentious area that warrants investigation.  Critical Discourse Analysis  (herein - CDA) takes as its starting point that discourses are a vehicle of ideology, and that ideology is capable of oppression or marginalization. Through critical discourse analysis it can be revealed that the construction of knowledge of gender marginalises queer voices and sociological perspectives on gender from outside the global North whilst simultaenously segregating feminist theory from mainstream sociology. “Mainstream sociology” in this context can be taken to include theories and perspectives which are used to understand society and social processes as a whole, such as the class, crime and deviance, the state and media. The construction of gender also selectively draws upon dominant socio-cultural discourses on gender, such as gender equality politics and sociological research. Violence against women, and masculinity are two topics identified as important in gender equality politics, for example, but are not part of the construction of the knowledge on gender. This is in itself not surprising, the analysed course is only 100 points in total and cannot possibly cover everything, but it does raise questions about which perspectives are included and which are excluded.   Importantly, the purpose of this thesis is not to discredit the knowledge of gender as constructed by the syllabus and textbooks, and to supplant it with other perspectives. This would be unconscionably arrogant and simply replacing one set of ideologies with other ideologies. This would be  counterproductive to the aims of CDA. The purpose is rather to reveal the ideologies behind the discourse and enable an informed discussion from multiple perspectives. I conclude this thesis by arguing for the benefits of introducing norm critical pedagogy into sociology teaching as a means of countering bias in knowledge creation and selection, and as a pedagogical tool in a  field where no identifiable pedagogic approach exists as yet.

Les mythologies – gréco-romaine, irlandaise, perse, indienne, japonaise, chinoise –sont omniprésentes dans la poésie de Bunting, Eliot, Pound et Yeats. Les prédilections desauteurs pour certaines mythologies, véritables choix identitaires et politiques, montrenttoutefois une péroccupation commune pour les mythes violents, aux niveaux martial et sexuel.Ce premier niveau thématique se combine avec une réflexion plus distanciée sur le mythe,outil critique qui permet la reformulation de croyances rituelles et spirituelles, et de nouvellesthéories poétiques qui visent à ordonner et donner un sens au monde chaotique du XXe siècle.Le mythe, subversif, permet donc l’articulation de nouvelles spiritualités et denouvelles expériences poétiques. Enfin, matériau vivant et modelable, dont la mention est à lafois un raccourci de récits anciens et un horizon élargi vers d’autres références et réécritures,le mythe est objet linguistique. En traduction, le mythe transfert les contenus thématiques,déplace les rythmes et fait circuler et s’entremêler les arts. En effet, retour fantasmé à uneorigine du langage artistique, le mythe est parfois fiction d’un art total où les figuresmythiques seraient à la fois objet linguistique, représentation imaginaire picturale etmanifestation musicale. De cette vision du mythe émane une poésie polyphonique et hybride,à l’image du centaure et des autres créatures monstrueuses présents dans l’oeuvre poétique deBunting, Eliot, Pound et Yeats. / Greek and Roman, Irish, Persian, Indian, Japanese and Chinese mythologies areeverywhere in the poetry of Bunting, Eliot, Pound and Yeats. Their favouring somemythologies over others are often justified by their definitions of identity and politics. Yettheir common point is a recurent rewriting of sexually or martially violent myths. Secondly,more than a theme, myth also provides a distanced reflection which enables the poets toformulate new ritual and spiritual beliefs, together with a new poetics meant to order andmake sense of what is seen as a chaotic 20th century.Finally, myth is a living and protean material, whose presence is both a shorthand forolder narratives and a broader horizon pointing to other rewritings. In its linguistic dimension,myth in translation emphasizes questions of rhythm and enables the incorporation of other artsinto poetry. Indeed, the use of myth suggests a fantasized return to the origins of language andthe arts. Myth enables poets to try and create total art works where mythical figures are bothlinguistic and musical objects, as well as pictural representations of the imagination. From thepossibilities afforded by myth stems a polyphonic and hybrid poetry, akin to the image of thecentaur and other monstrous creatures present in the poetic works of Bunting, Eliot, Poundand Yeats.

The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.

Séparé du Sud pastoral, de la capitale londonienne et d’Oxbridge par une frontière moins géographique que culturelle, le Nord de l'Angleterre a une géographie variable en fonction des besoins du discours. Une constante discursive parcourt cependant la littérature sur la région : marqué par ses rudes conditions climatiques, jadis peuplé de barbares, en butte aux invasions et ravagé par la Révolution Industrielle, le Nord serait en marge de la sphère poétique. Or, à partir des années 1960, dans le cadre d'une redécouverte des marges de l'ex-empire et d’une dissolution des frontières nationales due à la mondialisation, le Nord revendique son droit à figurer à part entière au cœur de la carte poétique. Les poésies de Basil Bunting, de Ted Hughes, de Tony Harrison, et de Simon Armitage nous invitent à parcourir ces Nords géographiques, historiques, culturels, mais avant tout poétiques. Ces quatre poètes, nés dans le Nord, ont en commun d’avoir pris une distance, sinon physique, du moins intellectuelle, avec la région, ce qui leur a permis de poser un regard critique. Le mouvement nostalgique de retour à la terre natale amorce une réappropriation sur le plan de l’imaginaire de cet espace colonisé par des discours dépréciatifs. Les poètes y découvrent une source intarissable de créativité et partent en quête d’une langue qui résorbe l’écart entre nordicité et poéticité : l'impur accent barbare devient axiome poétique. Comment cette poésie du Nord met-elle en question l'anglicité et la tradition poétique anglaise en même temps qu'elle la structure ? Si « poésie du Nord » il y a, quelles en sont les réalisations dans la voix, le rythme et la forme poétiques ? / Divided from the pastoral South, London and Oxbridge by a frontier that is less geographical than cultural, Northern England has been constructed through shifting discourses. One discursive feature though has been constantly present in the literature on the region : since the place is forbidding (not the least because of its grim weather), since it used to be populated with barbaric tribes and provided a buffer against even more barbarian invasions, since it was devastated by the Industrial Revolution, the North is excluded from the poetic sphere. Yet since the 1960s, in a context of peripheries emerging from the former empire and of national frontiers disappearing due to globalisation, the North has claimed its right to hold a central place on the poetic map. Basil Bunting, Ted Hughes, Tony Harrison and Simon Armitage have participated in reconfiguring geographical, historical, cultural, but, most importantly, poetic Norths. The nostalgic return to the region where they were born and bred reads as a creative and critical reappropriation of a space that has been colonised by derogatory discourses. The poets discover an inexhaustible source of inspiration and set on a quest for a language that would bridge the gap between northerness and poetry : their impure barbarian accent becomes a poetic axiom. How does this Northern English poetry question Englishness and the English poetic tradition while constructing them ? If « Northern English poetry » does exist, how does it show in terms of poetic voice, rhythms and forms ?

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product, or its role in informing learner and teacher understanding of human rights. Intentions to promote inclusivity and new communal identities notwithstanding, this work establishes that the recontextualising discourse of human rights within Japan's school curriculum, as a discourse that regulates identity and citizenship, portrays the rights of marginalised and non-Japanese identities as privileges extending beyond the norm of society, while at the same time implicitly denying ethnic Japanese individuals full access to rights language. Thus, while learners regard human rights of value, many are less receptive and empathetic to rights claims made by non-like others, and are likely to consider society as incapable of embracing diversity. Human rights concepts possess symbolic value and weight; however, their symbolic importance can be easily embedded within particularistic notions of identity and nationality to ends contrary to multiculturalism and cosmopolitanism, which for this research was witnessed in their transformation into tools for cultural and political legitimacy by the Japanese State. This research arrives at these conclusions through a systemic, holistic analysis of human rights learning in Japan that ties official knowledge to instructional and learning outcomes. This research is first a mixed-method policy sociology utilising computer-based analytical techniques to examine the structure and content of human rights knowledge within upper-secondary social studies textbooks representing Japan's official curriculum. This is followed by a comparative case study of two upper-secondary institutional sites of human rights learning, an academic, public coeducational western Japan senior high school, and a private Tokyo girls' senior high school, the primary differentiation being that the western Japan school is an explicit site of human rights learning, applying its own content and pedagogic practice as part of a specialised human rights curriculum designed to supplement the official curriculum. This research not only has implications for Japan in yielding a greater understanding of how the curriculum engages and reproduces identities and to what end, but also potentially to understand how similar tensions and contradictions between universal and particular play out in other national, State-sponsored education contexts.

Submitted by Sandro Camargo (sandro.camargo@unipampa.edu.br) on 2015-05-08T02:37:18Z No. of bitstreams: 1 127110041.pdf: 1450512 bytes, checksum: bbda08f02d9cddbd1397c133ddee4bbe (MD5) / Made available in DSpace on 2015-05-08T02:37:18Z (GMT). No. of bitstreams: 1 127110041.pdf: 1450512 bytes, checksum: bbda08f02d9cddbd1397c133ddee4bbe (MD5) Previous issue date: 2014 / A utilização de produtos naturais na medicina popular como recurso terapêutico é uma tendência generalizada pela população brasileira. Esta tendência tem contribuído significativamente para o consumo não só de produtos naturais, como também de medicamentos fitoterápicos. Neste contexto, o Manjericão (Ocimum basilicum L.) surge como um destes recursos terapêuticos, sendo amplamente utilizado como planta ornamental e como condimento. Originário da Ásia tropical, hoje é cultivado no mundo todo. Entre os usos populares do O. basilicum L., está o emprego como antioxidante, anti-inflamatório, anti-cancerígeno, antimicrobiano, agente cardiovascular, fatores associados ao envelhecimento, dentre outros. Diversos metabólitos secundários com atividade antioxidante e anti-inflamatória já foram identificados nesta espécie e trabalhos relatam que o Ácido Rosmarínico é o composto biologicamente mais ativo. Sabendo da importância econômica e da enorme difusão mundial de seus usos, tanto na culinária, quanto na medicina popular, torna-se importante a comprovação dos efeitos do Manjericão, visando garantir sua eficácia e sua segurança, já que estudos de toxicidade para esta espécie são raros e usualmente não abordam aspectos genéticos. Este trabalho, portanto, teve como objetivo a avaliação da atividade antioxidante pelo teste da peroxidação lipídica, conteúdo de proteína carbonilada, vitamina C; atividade das enzimas Superóxido dismutase (SOD) e Catalase (CAT); análise dos parâmetros inflamatórios pela da avaliação de citocinas anti- inflamatórias e pró-inflamatórias, e a toxicidade genética do extrato hidroalcoólico frente a leucócitos humanos em cultura celular, através da viabilidade e proliferação celular, ensaio cometa, teste de micronúcleo e instabilidade cromossômica. Observou-se que o extrato etanólico de O. basilicum agiu como agente antioxidante reduzindo/revertendo os efeitos causados pelo peróxido de hidrogênio, ações essas que podem ser explicadas pela composição rica em polifenois e flavonoides do extrato, além de seu conteúdo de ácido rosmarínico, um importante antioxidante com atividade comprovada e descrita na literatura. Em relação aos parâmetros genotoxicológicos, para todos os testes, os resultados foram dose-dependentes. Enquanto que para os parâmetros inflamatórios, o extrato apresentou capacidade anti-inflamatória, onde o possível mecanismo envolvido ocorre pela interação de inibição das citocinas mediadoras pró- inflamatórias e o estímulo de citocinas mediadoras anti-inflamatórias. / The use of natural products in folk medicine as a treatment method is a genereal ternd for the Brazilian population. This trend has contributed significantly to the consumption not only of natural products, as well as herbal medicines. In this context, Basil (Ocimum basilicum L.) arises as one of these therapeutical resources. Basil is widely used as an ornamental plant and as a condiment. Original in tropical Asia, is now grown worldwide. Among the popular uses of Ocimum basilicum L., its employment as an antioxidant, anti-inflammatory, anti-carcinogenic, anti-microbial, cardiovascular agent, factors associated with aging, between others. Several secondary metabolites with antioxidant and anti-inflammatory activity have been identified in this species and several studies have reported that rosmarinic acid is the most biologically active compound. Knowing the economic importance and worldwide dissemination of their uses, both in cooking, as in folk medicine, it is important to prove the effects of Basil, to ensure its efficacy and safety, as toxicicty studies for this species are rare and usually do not approach genetic aspects. This study evaluated the antioxidant activity by testing lipid peroxidation, protein carbonyl content, vitamin C; activity of superoxide dismutase (SOD) and catalase (CAT); analysis of inflammatory parameters for the evaluation of anti-inflammatory and pro-inflammatory cytokines, and genetic toxicity of the hydroalcoholic extract in human white blood cells (WBC) using cell culture, through the analysis of cell viability and cellular proliferation, chromosome instability, comet assay and micronucleus test. With our results it is possible to verify that O. basilicum extract acts as an antioxidant and effectively reverts or subjugates the effects of a high oxidizing agent as hydrogen peroxide and, these actions are explained because its composition, which is rich in polyphenols and flavonoids besides several compound as Rosmarinic Acid, who have a well-known antioxidant activity. In toxicological tests, all results were dose-dependent. In the anti-inflammatory aspect, we show that our extract actually presents these properties and the mechanism involved in these particular actions are a composed interaction between the inhibition of pro-inflammatory mediator and the stimulation of anti-inflammatory cytokines.

The context in which open space high schools were pioneered in the ACT is examined in the light of Basil Bernstein's (1971) theory of the reasons for changes in curricula and of the organisational conditions necessary for the changes which he considers to be taking place. The context which is examined is derived from analyses of the perspectives and views of the Australian Schools Commission, of the planners of the new design high schools in the ACT, of the Campbell Committee, which provided the rationale for the restructuring of the ACT secondary school system, and of the Principal and teachers of one of the original open space high schools in the ACT. From the analysis of the context of the establishment of a specific open space high school, "Windy Hill", a number of factors are seen to be significant in the process of educational change. In particular, it is claimed that any theoretical perspective on the reasons and conditions for educational change, if it is to have much influence on the change process, must take into account the perspectives of the practitioners in schools. It must also take into account the complexity of events which affect the process of educational change in systems and in schools. The relationship between imposed organisational structures and the curricular goals of schools is examined. It is claimed that changes to administrative structures must emerge from the existing aims of the system and the institution, rather than be imposed in order to effect curricular changes. Assumptions about the nature of educational change, made by the planners for the open space high schools in the ACT, are identified and related to the problems perceived by the Principal and teachers at "Windy Hill". From this analysis is derived a set of features of school settings which need to be considered when innovations in education are being contemplated. These features of the process of educational change are used to generate a number of recommendations which apply to the adoption and development of changes in education systems and schools.

While recent research trends in science education have focussed the collective attention at utilizing the science curriculum as a means towards positive social change, such efforts have largely been predicated on understandings of the nature of knowledge and truth as socially constructed entities. Through this lens of social constructivism, knowledge is said to bear the signature of individuals and institutions in power, and therefore extant knowledge is considered to be the vehicle for further oppression of disadvantaged groups. There are at least two ways in which this argument is deeply flawed—social constructivism accords to itself epistemic positions it denies others, and an intellectually honest application of its principles leads to a position where there is no way to distinguish between better or worse positions on issues. In contrast, the principle of social realism takes a ‘middle path’, acknowledging the social reality of knowledge construction but disavowing the relativism of social constructivism. Through this epistemological foundation, implications arise for curriculum theory—how is it that we may discriminate forms of knowledge for in/ex-clusion into the school curriculum? In this study, I consider the curriculum changes in the Ontario elementary science anxd technology curriculum. I ask two key questions: (i) What are the effects of the curriculum revisions on the knowledge content of the science curriculum? and: (ii) What are the characteristics of science pedagogy in fulfilment of these curriculum changes? I develop instruments to analyze curriculum documentation, and classroom pedagogy. The major findings of this project include: (i) the curriculum revisions have added environmental knowledge expectations with varying degrees of disconnection from the scientific content knowledge; (ii) knowledge expectations removed to accommodate environmental expectations constituted important scientific principles; (iii) environmental pedagogy in science classrooms reflected the disconnection between science and environmental knowledge, most obviously in the upper grades where the degree of boundary maintenance between knowledge forms was strongest; (iv) this disconnection between environmental and scientific knowledge forms inhibited the cumulative modality of knowledge (re)production. A discussion of results and the general principles of the importance of knowledge concludes the project.

This dissertation argues that the life and ministry of Basil Manly Jr. had remarkable impact on the spiritual lives of Southern Baptists. His ability to transform people through the diversity of his labors, which he personally felt were too broad, continues to exert meaningful sway upon his denomination, and more broadly, American evangelicalism. Manly must be remembered as a central figure in the establishment, shaping, and preservation of many of the enduring institutions of the Southern Baptist Convention—Sunday school, hymnody, and theological education—all while not compromising historic, orthodox beliefs of the church. By reviewing his primary sources, this dissertation develops a cohesive understanding of the themes and practice of piety demonstrated in the life and thought of Manly. The introduction explains the importance of Manly’s life, ministry, and piety in light of his influence within the Southern Baptist Convention. Chapter 2 analyzes the impact of the teaching and preaching of his father and the spiritual tradition that became known as the Charleston tradition with its emphasis on Calvinistic theology, orderly worship, and, most significantly in Manly’s life, an educated and professional clergy. Chapter 3 studies the influences upon Manly in the development of his piety during his theological education at two Northern institutions. Chapter 4 discusses the role of Manly played in the establishment of a Sunday school in every Baptist church for the conversion and spiritual growth of all but especially children and young people. Chapter 5 explores Manly’s work as not only a hymn writer but also an editor and compiler of hymns. The hymns written, tunes composed, and the hymnals edited by Manly are marks of a rich spirituality of worship. Chapter 6 examines Manly’s view of Scripture, chiefly his understanding of the doctrine of inspiration. Chapter 7, the conclusion, discusses the long-term impact of Manly not only on the Southern Baptist Convention but several Southern Baptist institutions. Manly’s piety, grounded firmly in and fashioned by Scripture, was instrumental in shaping the piety of future generations of Southern Baptists.

A close textual analysis of the films of Basil Wright between 1931 and 1938. This work will give a fresh perspective on the working methods of one of the senior members of the British Documentary Movement. It will also discuss the influence exerted by the leader of this group John Grierson. Seven films will be looked at in detail beginning with The Country Comes to the Town and concluding with Face of Scotland. In these detailed analyses we will discuss how the ideological thinking of the group found expression through Wright The purpose of studying an individual is to judge what measure of freedom individual members of the unit were permitted. In seven chapters we will chart the growth of the movement from Gnerson's Dnfters in 1929 to Wright's Face of Scotland in 1938. During the period the Movement went through changes in direction which had a direct bearing on the style of Wright's work. In order to understand these changes we shall chart Wright's development from cutter in late 1929 to senior member in the late thirties. Each chapter will begin with socio-historical data on the subject Wnght was filming. Also included in this section is material on key personnel and details of shooting. This is followed with a close analysis of the form and meaning of Wright's style. In the conclusions we will discuss Gnerson's reaction to the films in question as well as giving further political and historical data. The purpose of this thesis is to re-evaluate Wright's early work and to judge how much it is a reflection of the middle-opinion group whose ideas on social policy find expression in some of the films.