Seldom are we privileged to witness an international philosophical movement, which in addition to being a philosophical revolution, vindicates the values and concerns of a critical anthropological approach in Spirituality from the analytic tradition. The work of critical realists is potential remedy for the ills, dichotomies and lacunae inherent in the Western philosophical and spiritual traditions. Critical realism and philosophy of meta-reality, it is claimed, not only emancipate philosophy but, science and society as spiritual. This dissertation explores the many points of confluence and exposes dimensions of living and studying spirituality, which challenge us to think of ontological realism, epistemological relativism and rational (reflexive) judgement in a mode, which cautions against the naive relativism, tacit irrealism and other mistakes which tend to over-characterise our academic discourse with social linguistification, to the detriment of humanity and our utopian freedom and flourishing. / Christian Spirituality, Church History and Missiology / M. Th. (Christian Spirituality)

The study of intra-state conflict has increased exponentially during the post-Cold War period. This has given rise to a variety of competing approaches, which have (i) adopted differing methodological and social theoretical orientations, and (ii) produced contradictory accounts of the causes and nature of violent conflict. This project intervenes in the debates which have resulted from this situation, and develops a critical realist approach to conflict studies. In doing so it rethinks the discipline from the philosophical ground up, by extending the ontological and epistemological insights which are provided by critical realism into more concrete reflections about methodological and social theoretical issues. In addition to engaging in reflection about philosophical, methodological, and social theoretical issues, however, the project also incorporates the insights of two largely neglected literatures into conflict studies. These are, first, the insights of the gender-studies literature, and second, the insights of decolonial/postcolonial forms of thought. It claims that the discipline is strengthened by incorporating the insights of these literatures, and that the critical realist framework provides us with the philosophical basis which is required in order to do so.

The research has set out to examine the motives that contribute towards the decision to adopt a disabled child. Increased knowledge about placing disabled children for adoption is particularly important as they are regarded as the category hardest to place (Adoption Register 2009). Despite the wide gaps in knowledge, the negativity associated with the social construction of disability has been seen as a cause of disabled children’s disadvantage (Cousins 2009). Synthesising a Critical Realist framework with Grounded Theory methods; to examine both the efforts of local authorities to place a disabled child for adoption, as well as the narratives of those adopters who take on disabled child. The findings reveal that social workers often take a tentative approach to placing a disabled child, which impacts upon adoption outcomes, both in the way they represent disabled children and in the way they recruit and assess adopters. The Rationalistic Habitus is a concept used to reflect the way social workers reason their way through particular issues before arriving at a practice judgement. The study, also examines the narratives of adopters and their journey through the process of adopting a child with a significant impairment. Instances where adopters embark on adopting a disabled child are significant because they are making a decision in opposition to a prevailing discourse where disabled children are conceptualised as a burden to their families (Jordan and Sales 2007). An examination of these adopter’s motives requires one to think more deeply about how motives are processed. By focusing on the Habitus and reflexivity this research has attempted to bring new insights into how people process the prospect of becoming a parent to a disabled child. However, while the decision to adopt a disabled child might appear unconventional it is not so abnormal that we cannot make sense of their motives. The lifelong nature of the adoption role demonstrates that commitment is at the heart of these adoptions. The notion of a Commitment Habitus is reflected when adopters express an innate drive to nurture. In effect, this research contends that the motive to adopt a disabled child is wrapped in an orientation to invest in social relationships.

This research aims to inform the relevance of Organisational Learning (OL) to policing management practice by investigating its impact and prevalence in UK policing. In the prescriptive literature, OL is propounded as an important aspect of effective organisations that needs to be leveraged. The field of OL is found to be diverse, lacking empirical work, and in need of suitable research techniques. To focus the research, a specific example of OL is proposed in performance management (PM) practice. The PM literature shows the theoretical foundations for practice are underdeveloped. This research addresses this by combining these two fields. As a result, practical data is made available to support an examination of OL and a theoretical basis for PM is developed. In the absence of a suitable model to structure data collection, a new OL model of PM is derived from the literature. A Critical Realist position is adopted which aims to identify the nature of the phenomena underlying OL. Three case studies with UK Police Forces, which involved fifty-two interviewees, were undertaken during 2008. A pilot case study was undertaken in Scotland, with the follow-up case studies in England and Northern Ireland. The data from interviews is analysed in NVivo using a range of coding techniques. Using the results from these case studies, the provisional OL Model of PM is tested and developed further. PM practice is found to involve the creation of knowledge and the creation of action and the relationship to organisational purpose is highlighted. Six elements of the OL process are defined as Attention, Analysis, Advising, Adjusting, Affecting and Achieving. Dimensions influencing PM practice in the cases are identified. The outcomes of the research indicate relevance to policing management practice, as well as to the wider fields of PM practice and OL theory.

Popular music life is permeated by both male dominance and gender segregation – the latter most notably concerns musical instrument choice. The pervasiveness of these phenomena is suggested by both music research on gender and statistics. In this study, the overarching ambition is to explain boys' reproductive approaches to popular music/making. In order to successfully carry out a study with such an explanatory ambition, a theory of causality in social life is necessary. In this thesis the notion of causality is taken from a critical realist tradition. However, explanation and causal analysis is most often rejected among music researchers who deal with questions of gender. Nonetheless, I would argue that explanatory ambitions are tacit starting points in this kind of research, and the field would stand to gain from making them explicit. Therefore I have formulated two aims, which my study addresses. The first one is to explain boys' reproductive approaches to popular music/making, in regard to male dominance and gender segregation. The second one is more theoretically oriented: to apply critical realism within music research on gender. The aims has been fulfilled by, first, identifying the boys' adoption of and distancing from different approaches to popular music/musicians and musical instruments. Second, the boys' approaches are explained by reconstructing the social, cultural and psychological conditions that has enabled them. Altogether, this demonstrates why and how the boys' reproductive approaches arise, which (potentially) lead to a reproduction of the male dominance and gender segregation within the popular music field.

This work consists of a collection of poetry, Lessons in Augury, preceded by a thesis, ‘Beating the Bounds: Exploring Borders and Scale in Contemporary British Environmental Poetry’. This thesis examines the significance of borders that are both culturally and ecologically meaningful, asking how these borders function in contemporary environmental poetry. It argues that such borders provide sites in which environmental poets can explore the interconnection of anthropocentric and ecocentric systems of value and work towards an understanding of human concerns at more-than-human, ecological scales. The first chapter examines the significance of the borders of the ‘dwelling space’ in John Burnside’s poetry. The following chapters move on to investigate the significance of more specific borders: coastlines and mountain ranges in Thomas A. Clark’s recent collections, the river in Alice Oswald’s Dart and the border between day and night in Richard Caddel’s posthumously published Writing in the Dark. The main focus of this thesis is creative practice. It investigates how poets writing out of very different traditions use borders that are culturally and ecologically meaningful as sites where they can develop their environmental poetics. The analysis of these poets’ explorations of borders provides the basis for a comparative study of their creative practices and poetic techniques. In particular, this thesis argues that the act of ‘beating the bounds’ – the physical exploration of border spaces – is fundamental to all of the works discussed. The final chapter, ‘Lines of Flight’, offers a point of connection between the critical and creative aspects of this project. It examines the relationship between critical research and creative practice, and charts some of the links between this thesis and the poetry collection Lessons in Augury.

One key to CSR’s success has been its fuzzy definition, whereby its meaning is constantly (re)defined by practice and through the dialectical relationship between companies and their stakeholders. This thesis focuses upon the influence of MNOCs’ socio-political field upon their CSR (rather than upon specific CSR projects), from a critical realist perspective, contributing to existing research in three key ways. Firstly, I present original explanatory models that outline the practice of CSR in Colombia and Venezuela. From these models, I develop further models that categorise the types of CSR practiced in each country. I argue that Colombia follows a conventional model of private-led CSR; by contrast, the Venezuelan model pushes the boundaries of more traditional CSR definitions. Given the government’s dirigiste approach, I categorise the Venezuelan model as an example of a new form of CSR, that I call Regulated CSR (RCSR), noting the inherent contradictions of regulating to increase responsibility. Secondly, I produce original research on MNOCs’ CSR reports, examining how MNOCs’ agency is affected by global socio-political discourses. Paradoxically, whilst CSR is an important element of corporate communication, many MNOCs only disclose limited CSR-related information. Thirdly, this thesis contributes to the growing discussion of CSR’s role within the neoliberal paradigm. I argue that CSR is not and cannot be a panacea for social absences and can have negative social effects. Therefore, appropriate regulation is necessary, starting with greater corporate transparency at an international level to level-up MNOCs’ practices, and national oversight of MNOCs’ CSR budgets and practices.

The economic development challenges facing second-tier city-regions in the United Kingdom reflect a critical dimension of policy debates concerning spatial rebalancing. The integration of multi-location firms at second-tier territorial contexts is an important aspect of rebalancing narratives, and this thesis examines what such integration may entail for the economic development of these places. Given the label of the “firm-territory nexus” by other economic geographers (Dicken and Malmberg, 2001), integration brings into focus a complex set of factors, processes and conditions. In order to grapple with and order such complexity, the conceptual framework of city-region absorptive capacity has been proposed and developed in this research. Four case studies across two second-tier UK cities, Edinburgh and Manchester, comprising interviews with elites and the collection of extensive documentary material, provides the empirical material for framework development. The research hinges on an analytical process that: first, deploys the functional form of “absorptive capacity” to provide language and broad parameters by which to approach the empirical object; and second, generates abstract categories from the empirical data to flesh out a contextually sensitive conceptual framework. Network position relative to London and labour appear as important integrating mechanisms across the case studies, though the conceptual framework demonstrates contingencies in terms of territorial and relational processes, shifting moments of structure and agency, and the overlapping institutional mosaics at play. By providing portraits of city economies in the middle ground of global economic networks, the need to articulate economic geographies of the “outside” and “inside” are also given emphasis.

Teachers working in international schools can be understood as gearing a student’s disposition towards the ability and preparedness to handle and value differences and diversity. The process of internationalisation of education implies a process of change pertaining to the mission, vision and delivery of education. In an effort to cope with a number of challenges from within and outside of the Netherlands, a Dutch School Group in Amsterdam embarked on a process of change by adopting an international dimension to the students’ experience. Instead of these schools becoming more similar to each other, i.e. converging towards an internationalising ‘master-viewpoint’, the schools’ alignment under pressure showed a process of ‘anisomorphism’: their education’s primary function, approach, tasks, role and objectives for society were changing into different internationalising directions. However, the pragmatic expectations and actions, particularly of the parents and the students, were creating new boundaries and rationales for the schools as bargaining zones. The ‘shifting borders’ between the schools were becoming more connected with a growing international focus, yet had different pragmatic and ideological implications for each of them. The result was that these borders became permeable, a nominal erosion of differences between the ‘international’ school selectively catering for children of internationally mobile families and the other schools catering for all children in the Netherlands. ‘International schools’ became places where students were trained to engage with difference and diversity and where the students had not necessarily been crossing geographical borders. This raises the issue of the role of education in a multicultural and globalising society, as –in this case- an increase in institutional diversity within the specific Dutch national context, and an increased uncertainty about the multiple aims of education, stretched the educational as well as social boundaries which constrain the futures for which students are being prepared.

This research addresses the question ‘How does transformative change occur in rehabilitation programmes, and how is it facilitated or constrained by contextual factors?’ The study, carried out in three community-based intensive rehabilitation projects for alcohol and drug dependent people, is designed to specify and explain change mechanisms, understood as the processes through which programme resources influence the intentional actions of participants. A critical realist theoretical frame is used, drawing on the work of Margaret Archer and John Greenwood. The study consisted of two phases: in Phase 1, fourteen client interviews and eight counsellor interviews were carried out in two treatment programmes, and these were analysed abductively to produce a set of tentative contexts, mechanisms and outcomes. Phase 2 consisted of ten theory-driven interviews (Pawson 1996) with clients in a third programme, designed to elaborate the emerging theory. An explanatory model was produced, in contexts-mechanisms-outcomes form. This showed that the institutional context of active warmth and acceptance, combined with a clear, predictable and transparent structure, allowed participants to build trust, bond with the peer group and become ready to accept and process respectful challenges to their perspective or their interpersonal behaviour. This facilitated a change in the clients’ internal conversation (Archer 2000), permitting new emotional responses and the formation of new attachments, values and commitments. The programme was seen as a place which facilitated the development of a revised personal and social identity. The study contributes to the understanding of these programmes by clarifying how participants change or fail to change. It responds to recent calls for more useful forms of evidence, to complement the sparse and equivocal experimental evidence base. The study findings have the potential to improve counsellor training and programme development.