This single case study in Peace Education (PE) was conducted in Central Mexico where violence is manifest in different ways and consequently, PE may be an important intervention. The aim of this study was to acquire an understanding of the impact of PE in Mexico and to understand how students conceptualize peace and violence and how these phenomena impact their aspirations. Participants in this study were a school principal, teachers as well as 9th grade students from a telesecundaria. This research produced a number of key findings: Mexico does not have one concrete conception of PE; the student participants’ definition of peace and violence reflect their reality; and their aspirations can be commensurate with the principles of PE. One of the main conclusions drawn from this study is that although there are a several practices of PE in Mexico, the country needs one concrete proposal of PE tailored to its specific reality.

As urban areas continue to expand into rural areas the world is experiencing a loss of productive agricultural land and diminishing natural habitats and associated ecosystems. The space where urban meets rural is known as the rural-urban fringe and what happens in these areas ultimately determines urban development patterns. Despite being such an important area, the rural-urban fringe is poorly understood and is often described as a “blurry” space – blurry in land patterns because it is where multiple uses collide and in how individuals interact in this space (since actors with often diverse opinions on how land should be used coexist there). Furthermore, there is no single body of scholarly literature that explains why and how decisions get made in rural-urban fringe areas. This thesis contributes to filling this gap in literature by helping to (i) understand and explain decision-making processes at the rural-urban fringe; (ii) create an analytical framework for understanding decision-making dynamics at the rural-urban fringe within two UNESCO Biosphere Reserves: the Cape Winelands Biosphere Reserve, South Africa and the Niagara Escarpment Biosphere Reserve, Canada; and (iii) construct a theory of decision-making for better outcomes at the rural-urban fringe. The analytical framework is divided into two parts with components drawn from problem-solving (including governance and management) and critical (critical political economy and resilience) theories. The premise is that each part contributes to a holistic understanding that they cannot accomplish on their own. The analytical framework is used as the analytical platform for consideration of the research data and is the basis on which the thesis’ theoretical contribution is built. Specifically, each case study is first examined within the context of existing governance and management processes. This reveals the character of key issues and dynamics and the resulting policy responses. The cases are then located within the broader analytical contexts of critical political economy and resilience. This reveals the historical and structural dynamics often overlooked or neglected in problem-solving approaches. The thesis reveals that in both case studies, government policy notwithstanding, decision-making within the rural-urban fringe is primarily determined by neoliberal ideologies of economic development and ‘return on investment’. What emerges from the application of the analytical framework to the two case studies is a theory of decision-making for better outcomes at the rural-urban fringe wherein "better" means a process for achieving outcomes in line with the stated goals of policies and plans, generally framed by the idea of sustainable development. The theory asserts that effective decision-making for environmentally sustainable and socially equitable outcomes at the rural-urban fringe requires six conditions to be in place: (1) sufficient economic resources; (2) adequate knowledge; (3) forgiving time scale; (4) capable state; (5) robust legal structure; (6) favorable global context. All six are important though at this stage it cannot be said with absolute certainty whether better-for-all decisions may emerge in the absence of one or more of these conditions. This theory makes a meaningful contribution to the scholarship on the rural-urban fringe and advances knowledge by articulating a new integrated approach to better decision-making that addresses the explanatory weaknesses identified by this thesis for each of the five bodies of literature considered.

This single case study in Peace Education (PE) was conducted in Central Mexico where violence is manifest in different ways and consequently, PE may be an important intervention. The aim of this study was to acquire an understanding of the impact of PE in Mexico and to understand how students conceptualize peace and violence and how these phenomena impact their aspirations. Participants in this study were a school principal, teachers as well as 9th grade students from a telesecundaria. This research produced a number of key findings: Mexico does not have one concrete conception of PE; the student participants’ definition of peace and violence reflect their reality; and their aspirations can be commensurate with the principles of PE. One of the main conclusions drawn from this study is that although there are a several practices of PE in Mexico, the country needs one concrete proposal of PE tailored to its specific reality.

Hospitality exchange (HospEx) networks – online platforms facilitating the connection between a traveler and a local resident – embody many of the cyber-utopian promises intrinsic to the Web as it started out 25 years ago. Such sites have often been conceptualized as a new and daring trend in a booming ‘sharing industry’ and have been researched for topics such as trust, reputation, and online identities. Yet, a more critical look uncovers that crucial issues of ownership, power, digital labour, and organizational structures have often been left out. To fill this gap, this thesis investigates upon the antagonistic struggle between the commons and processes of commodification in the light of critical theory and political economy. The research shows that examples with characteristics of both concepts are manifested in the niche social networking space of HospEx platforms. The biggest of those platforms, Couchsurfing.org, changed its organizational orientation from a non-profit, commons-based project towards a for-profit company in 2011 – an instance of commodification. An analysis of both quantitative and qualitative community data shows that the transformation consequently concerns a member on multiple levels. The structural change of ownership results in a loss of transparency and privacy, an alteration of the platform’s integrity, a sacrifice of the ‘uniqueness’ of the community, and a differing relationship between the user and the platform. To shed light on an antagonistic force and suggest an alternative, community-based governance approach, the work further explores the specifics of a platform guided by the logic of the commons. Interviews with volunteers of the non-commercial, non-profit HospEx platform BeWelcome.org helped to deepen an understanding of how a digital commons can be sustained and what challenges they face. The thesis concludes that the developments observed on Couchsurfing are not an exception but rather characteristic and part of a broader trend manifested in all areas of digital media, and indeed modern society in general: commodification processes frequently jeopardize the commons and incorporate them into the logic of capital.

My argument assesses and reconfigures binary structures in Shakespeare’s plays and in Shakespeare criticism. I contend that ideas in early modern literature often exhibit three aspects, but that critics, who mostly rely upon a binary philosophical vocabulary, tend to notice only two aspects at a time, thereby “digesting” the third. My opening chapter theorizes the superimposition of triadic structures upon dyads, arguing that this new polyrhythmic strategy helps recapture an early modern philosophical perspective by circumventing the entrenched binary categories we have inherited from the Enlightenment. In Chapter Two, I examine the relationship of tyranny and conscience in Tudor politics, Reformed psychology, and Richard III. Early modern political theorists often employ a binary opposition of kingship and tyranny, and historians typically draw a binary distinction between absolutists and resisters. I argue that there were in fact three ideological positions on offer which these binaries misrepresent. As well, Reformed psychology emphasizes the relationship of the individual subject and an objective God, unmediated by community, and I propose that this opposition of subjectivity and objectivity digests the idea of intersubjectivity. In Richard III, Shakespeare interrogates the implausibility of Tudor political binaries and stages a nostalgia for intersubjective community and conscience. In Chapter Three I read the debates on value in Troilus and Cressida alongside contemporary economic writings by Gerard de Malynes on currency reform and “merchandizing exchange.” Our current models of value – intrinsic and extrinsic, use and exchange, worth and price – are emphatically binary, but the mercantile practices that Malynes describes depend upon a triadic conception of value. My contention is that Troilus and Cressida becomes a less problematic problem play when value is conceived as triadic rather than dyadic. In Chapter Four I explore early modern scepticism in connection with Coriolanus. Reading Montaigne and Wittgenstein in parallel, I distinguish between various conceptions of truth that are regularly grouped together under the blanket term “scepticism.” Then I turn to read Coriolanus as an experiment in competing modes of early modern epistemology, arguing that the play ultimately endorses the same sort of polyphonous Pyrrhonian scepticism that we find in Montaigne and Wittgenstein.

Understanding the dynamic relationship between culture and structure is a fundamental sociological question. Since the founding of the social sciences -- when Marx explored the connection between the 'macrostructure' and popular culture or Weber studied the development of the 'protestant ethic' -- to the present, the structure-culture dynamic has motivated and puzzled researchers. This thesis joins this longstanding conversation by focusing on social science research on poverty, or what is also called poverty knowledge. Despite the tremendous size and breadth of poverty research, historians of poverty suggest that poverty knowledge demonstrates a frame. That is, a coherent, consistent understanding (and thereby study) of poverty. Building on prior research, the thesis seeks to: (1) verify whether poverty knowledge indeed does demonstrate a frame; (2) and if a frame is present, map the contours and shape of a poverty frame. I do so by focusing on social science research focused on urban poverty published from 1960 to 2010. Conducting a content-frame analysis of 50 journal articles randomly sampled from a universe of 781 eligible articles reveals that poverty knowledge does demonstrate elements of a frame. In particular, the sampled articles understand urban poverty as primarily an individual issue, and moreover, demonstrate an ambivalent evaluation of the urban poor's behavior and culture. The pressing question that arises from this research, and which has continued to drive research on the structure-culture dynamic, is: how do existing social practices ('society') - especially systems of inequality such as racism and patriarchy -- influence our cultural understanding of urban poverty specifically and inequality generally. This is an important question for the social sciences in general, but especially for the areas of critical theory, framing research, poststructuralist discourse studies, the sociology of knowledge, and status construction theory.

Institutions of higher education are a key pathway for supplying the science, technology, engineering, and mathematics (STEM) workforce. Military service members have been identified as STEM-ready and a potential pool for STEM as they transition into civilian careers. Furthermore, women are the fastest growing subpopulation of veterans and may decrease the gender gap within STEM. Higher education researchers are interested in understanding the characteristics and experiences of students who select STEM majors and then persist to graduation. Literature related to women veterans is limited and a qualitative case study approach was utilized to achieve an in-depth understanding of their college experiences. This study examined four women who were successfully navigating STEM majors at one institution and revealed their varying motivations for enrollment and persistence. Three themes generated from this study included: self-awareness, success is personal, and military experience matters. Subsidiary themes included starting over; strategy; salience of age; stage of life; self-advocacy; standards; personal attributes; past experiences; personal responsibility for learning; procuring resources; career path (STEM) reinforced or introduced; creditable and credible; and cultivated soft skills. Veteran critical theory, multiple dimensions of identity and intersectionality were useful frameworks to reference as participants expressed the influence of their identities on their life and military experiences. The findings illuminate ways institutions of higher education can facilitate women veterans' success as students, supplying much needed diversity to the STEM pipeline.

Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of &quotstudents as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.

One of the most exciting recent developments in the social sciences has been the rapid formulation and acceptance of evolutionary psychology. Evolutionary psychology (EP) theory informs us that the human mind has certainly evolved and innate mechanisms have been shaped by our ancient social history. Consequently, specifically-evolved mental mechanisms exist that assist the human mind in dealing with complex social phenomena, such as cooperation. Evolutionary psychology theorists posit that for human beings to maximise the benefits of cooperation there need to be efficient ways for individuals to determine whether other members of the social group are operating equitably. Central to successful human cooperation, therefore, we find, amongst others, crucial concepts such as fairness, trust, autonomy, reciprocity, democracy and social recognition.Because the associated mental mechanisms have evolved over millennia they are largely hardwired into the human brain, are relatively slow to evolve, and have not been able to keep pace with the vast and rapid social change brought about through modernity and industrialism. We are left struggling, therefore, with psychological stressors that exist because of the resultant mismatches.This research study considers moral ethics within the workplace as an important component of quality of worklife (QWL), and suggests a new view be taken through the lenses provided by evolutionary psychology theory. This is done specifically with respect to the ethics of a social environment (the business community) that is often quite alienating to our socially evolved minds. This study was conducted with reference to business ethics specifically and it highlights the incongruent landscape lying between that and personal moral ethics. Through the application of social critical theory, it challenges the orthodoxy concerning the relationships between personal liberty, justice and the neo-liberal market economy. It also illuminates the reasons why it is important for business ethics and personal ethics to be brought closer together, and it suggests redefining QWL as a way of bringing about this paradigmatic shift.

Thesis (M.Sc.) (Hons.) (Social Ecology) -- University of Western Sydney, Hawkesbury, 1993. / Bibliography : leaves 214-232.