Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Thesis--Columbia University, 1934. / Reprint of the 1934 ed. Bibliography: p. 306-316.

Thesis--Columbia University, 1934. / Reprint of the 1934 ed. Bibliography: p. 306-316.

M.Ed. (Curriculum Studies) / The purpose of this study is to get parents of black pupils in the senior primary phase of state-aided (model C) schools to evaluate the curriculum. After a short period of gradually being opened to pupils ,of all races, schools which has obviously been-government schools became state-aided, or semi-private schools. This meant that school had the liberty to decide on their own admissions policy. Most English medium schools became-so called open schools, that is, they decided to admit pupils of all races. Although the target population for the curriculum had thus changed, there was no adjustment to the curriculum. Teaching carried on as it had always done, with there being no mention of any form of multicultural education; the schools became assimilatory schools. In order to determine the attitude of the parents and to gauge what could be done about this problem, this study was embarked upon. A literature study of the curriculum, multicultural education and parental involvement in their child's schooling, with particular reference to the curriculum, was conducted in order to serve as a theoretical background and to act as a yardstick against which conclusions and recommendations could be made.

M.Ed. (Curriculum Science) / The demands for the renewal of education in South Africa and the poor performance of black learners in the Standerd 10 final examination in Home Economics gave rise to the empirical study on the needs of black learners. These needs were used as a co-determinant for the design of a future subject curriculum. A literature study was conducted on curriculum designs and design models which resulted in a recommended design model. The qualitative research paradigm was used for the empirical study. Data were collected through interviews supplemented by document-analysis. The research focused on the needs of the learners concerning: The relevance of the subject, i.e to what extent the subject is related to the learners' everyday life experiences and interest. The subject content as it could be applied in the daily lives of learners as well as the future world of work. Teaching methods, which include methods that contribute towards maximum learning and which accomodate learners' differences. Evaluation as an integral part of the implementation of the curriculum. Identified learner needs were taken into consideration in compiling guidelines on the different elements of a future curriculum design for Home Economics where both the learners' needs and the requirements of the subject will be accomodated.

M.Ed. (Educational Guidance) / Truancy is a grave problem because truants are wasting their opportunities and are in danger of not becoming productive members of society. Teachers, parents, peers, psychologists, psychiatrists and other important people (see Chapter 5) can play a decisive role in preventing truancy. The literature study states that peer group pressure is one of the main causes of truancy (see Chapter 2) . An empirical research study has been done at Mamelodi high schools. Certain criteria were followed in order to identify truants (see Appendix B). Chapter 4 shows clearly the results of the research project. The significant findings are as follows : more truants are among std 9 than std 8 more truants than non-truants have failed three times or more more truants than non-truants expect to obtain lower marks in the coming examination ; more friends of truants than those of non- truants expect them to obtain lower marks in the coming examination ; truants have less friends than non-truants who are at school ; truants have less friends than those of non-truants who think they are good in their school work.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.

Made available in DSpace on 2016-04-27T16:32:48Z (GMT). No. of bitstreams: 1 Ricardo Alexandre da Cruz.pdf: 1404408 bytes, checksum: 599838bacb7672490bf801e62bde200e (MD5) Previous issue date: 2013-08-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work sought to investigate the pathway of three black women whom obtained academic and social success. Considering that the three surveyed subjects derive from modest black families, we sought to present the factors and identify the elements that allowed them to construct pathways deviant from the modal path performed by its ethnic-racial group. Thus, the goal of this study was to try to explain and record, in the words of Lahire (1997), which are "the reasons for the unlikely" present in the trajectories of these subjects. Thus, the main aim of this work is to identify which elements and factors present in the trajectories of the studied subjects allowed them to obtain school longevity (Viana, 1998) and social mobility. Accordingly, we tried to map the evidence to enable us to understand issues such as: what was the social and academic destiny of the studied subjects? Which factors influenced their trajectories to enable the construction of trajectories so different from those built by the whole population of black and poor? The research hypothesis of this study is that these black subjects received strong and decisive family support to overcome any difficulties related to racial prejudice: they received support (symbolic and / or material) from others; they made use of paid work in order to ensure their livelihoods and their studies. Our thesis is that the reasons for the different pathways followed by surveyed subjects are related to the fact that they experienced distinct schooling processes and social trajectories, relative to their counterparts in the black population, which allowed them to obtain school and social ascension. In order to carried out this work, we used the reconstruction methodology, based on data collected from interviews, the trajectories of the three investigated and we also used as a reference for the analysis authors such as Bourdieu, Lahire, Goffman, among others / Este trabalho buscou investigar a trajetória de três mulheres negras que obtiveram sucesso escolar e social. Tendo em vista que as três pesquisadas são originárias de famílias modestas e que são negras, buscou-se apresentar os fatores e identificar os elementos que possibilitaram a elas construírem trajetórias desviantes em relação a trajetória modal efetuada pelo seu grupo étnico-racial. Assim, a meta do trabalho foi tentar explicitar e registrar, nos dizeres de Lahire (1997), quais são as razões do improvável presente nas trajetórias desses sujeitos. Desta forma, o objetivo central deste trabalho é buscar identificar quais elementos e fatores presentes nas trajetórias dos sujeitos pesquisados, possibilitaram que os mesmos obtivessem longevidade escolar (VIANA, 1998) e mobilidade social. Nesse sentido, tentou-se mapear os indícios que nos possibilitam entender questões tais como: qual destino social e acadêmico atingido pelas estudadas? Quais fatores incidiram em suas trajetórias que viabilizaram a construção de trajetórias tão diferentes daquelas construídas pelo conjunto da população negra e pobre? A hipótese de pesquisa deste trabalho é que esses sujeitos negros contaram com um forte e decisivo apoio familiar para superar as eventuais dificuldades ligadas ao preconceito racial; obtiveram apoio (simbólico e/ou material) de terceiros; fizeram uso do trabalho remunerado como forma de garantir seus sustentos e seus estudos. A nossa tese é que as razões para as trajetórias diferenciadas realizadas pelas pesquisadas estão ligadas ao fato de elas terem vivenciado diferentes processos de escolarização e de trajetórias sociais, em relação ao conjunto da população negra, que as possibilitaram obter ascensão escolar e social. Para a consecução deste trabalho, utilizou-se como metodologia a reconstrução, com base em dados colhidos em entrevistas, das trajetórias das três investigadas e utilizou-se também, como referência para as análises, autores como Bourdieu, Lahire, Goffman, entre outros

Made available in DSpace on 2016-06-02T19:35:40Z (GMT). No. of bitstreams: 1 2999.pdf: 1589377 bytes, checksum: d88f81d4410f11d32592ce45c61823d3 (MD5) Previous issue date: 2010-02-23 / Financiadora de Estudos e Projetos / This paper discusses the implantation of the Curriculum Guidelines for the Education of Ethnic-racial Relations and for Teaching of History and Afro-Brazilian and African Culture (DCN ERER) in a Pedagogy course. It is considered the interference of the institutional and the cultural organization, as well as the characteristics of the Brazilian post-1995 bringing into account the appropriation of the DCN in question by the involved actors and their reflection in the reorganization of the Pedagogy course. We rely on the conception of race as social construct and racism as a category that operates in social relations in Brazil. We tried to identify and analyze educational practices related to education for ethnic-racial relations considering the category called school practice. School practices are investigated in terms of its contribution to the break with the processes of human exploration in the context of capitalist society, especially considering the race-ethnicity category in the inter-relationship with social class. It was found that the culture of the organization, the political context (State Reform) and the individual efforts of teachers and students interfere in the school practice related to the implementation of the studied guidelines. Besides the analysis of the implantation of the DCN of ethnic-racial relations the role of international organizations was taken into account as well as a nongovernmental organization called Educafro. The investigated Pedagogy course is the one from the Universidade São Francisco- Bragança Paulista / SP. After some determined criteria, this site was considered the best locus for the development of fieldwork. / O presente trabalho analisa a implantação das Diretrizes Curriculares para a Educação das Relações Étnico-raciais e para o Ensino de História e Cultura Afro-brasileira e Africana em um curso de Pedagogia. Considera-se a interferência do institucional e da cultura da organização, bem como, as características do Estado brasileiro pós-1995 nas formas de apropriação das DCN em questão pelos atores envolvidos e seu reflexo na reorganização do curso de Pedagogia. Apoiamo-nos na concepção de raça como construto social e de racismo como categoria operante nas relações sociais no Brasil. Buscou-se identificar e analisar práticas educativas relacionadas a educação para as relações étnico-raciais considerando-se a categoria prática escolar. As práticas escolares são analisadas no sentido de sua contribuição para o rompimento com os processos de exploração do humano no contexto da sociedade capitalista, considerando-se especialmente a categoria raça-etnia, na inter-relação com classe social. Pôde-se constatar que a cultura da organização, o contexto político (reforma do Estado) e as iniciativas individuais de professores e de alunos/as interferem na prática escolar relativa a implantação das diretrizes estudadas. Articula-se a análise da implantação das DCN de relações étnico-raciais o papel dos organismos internacionais bem como de uma organização não-governamental denominada Educafro. O curso de Pedagogia investigado é o da Universidade São Francisco Bragança Paulista/SP local que, a partir de determinados critérios demonstrou ser o melhor lócus para o desenvolvimento do trabalho de campo.