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Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 436-470).

Thesis (Ph. D.)--Open University. BLDSC no. DX196671.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 178-222). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 178-222). Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed September 23, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 274-284).

Thesis (L.L.D. (Faculty of Law))--University of the Western Cape, 2008. / Includes bibliographical references (leaves 415-452)

Thesis (M.A. (Psychology))--Rhodes University, 2006. / Submitted in partial fulfilment of the Masters in Clinical Psychology.

This thesis attempts to expose stereotypologies of black African skin as performed on the Shakespearean stage and before the Shakespearean camera. My research engages with a number of Tudor/Stuart travel narratives and plays containing imperialistic denigrations of Negritude. To accompany these early revelations of the 'unknown' black Other, I effect a close performative and historical consideration of Shakespeare's Othello (1602). By critiquing the repetitive containment of the character of Othello, the Moor, by successive theatrical ideologies, I work towards a full analysis of his twentieth-century representation on film. Here, through positioning myself within contextual, postcolonial, and methodological discourses surrounding representations of Othello by Orson Welles (1952), Stuart Burge (1965), and five other directors from 1981 to the present day, I confirm and analyse the politicisation of both genuine and masked blackness. In asserting that Welles's ninety-minute statement is powerfully emancipated from white ideological constraint, I nonetheless conclude that the Elizabethan and Jacobean tropes employed in dramatic formulations of black skin retain powerful visual significance within the contemporary film industries that interpret Shakespeare's Moor of Venice.

D. Ed. (Multiculturalism and Education) / This research will look at specific problem areas specifically pertaining to life skills which hamper the disadvantaged pupil in his development in the formal and non-formal educational sector of the school. with these identified factors, I aim to develop an acceptable information base for staff who have no in-service training as to how to assist, handle and participate with the sudden influx of disadvantaged pupils. This study is therefore aimed at gaining information to assist the teacher as well as the pupil. Reasons for the non-performance and thus the high failure rate, will also be noted in this study. One of the aims is to use pupil feedback extensively for the required information. My final aim is to illicit future research in this direction, thus assisting all parties.