Source: Dissertation Abstracts International, Volume: 33-07, Section: B, page: 2877. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 28-07, Section: B, page: 2682. / Thesis (Ph.D.)--The Florida State University, 1967.

In this project, I contribute to ongoing debates regarding proper conceptions of “political Islam” or “Islamism” by bringing greater attention to the roles that Islamic mysticism, or Ṣūfism (taṣawwuf), has played in shaping theories and practices of virtue and character formation in Islamist movements. I do so by undertaking a genealogical study of the discourse concerning the practice of “commanding right and forbidding wrong” in classical Islamic thought as well as in that of modern Sunnī Islamism. Figures such as medieval scholarly giant al-Ghazālī (d. 505/111), Ḥasan al-Bannāʾ (d. 1949), founder of the Muslim Brotherhood, Saʿīd Ḥawwa (d. 1989), a leading thinker of the Syrian Muslim Brotherhood, and ʿAbd al-Salam Yassine (d. 2012), who established the Moroccan Justice and Spirituality Association, all appropriated the discourse of commanding and forbidding in differing ways and for differing reasons to put forward activist visions of Islam; however, they all stressed the need for spiritual and ethical formation (tarbīya) and relied on Ṣūfism to accomplish this. Attention to the ways in which this “Ghazalian” tradition of Islamist thought and practice adopted Ṣūfī organizational structures and models of ethical formation challenges conceptual frameworks which have described Islamist groups primarily as products of modernity or as political ideologies. Additionally, study of this Ṣūfi-centric Islamist tradition offers a contrast to scholarship which has focused almost exclusively on Islamism’s exoteric scripturalism and fixation on the law. Such insights are crucial when attempting to understand and engage Islamist actors for purposes ranging from scholarly enquiry to cross-cultural understanding to policy formulation. / A Dissertation submitted to the in partial fulfillment of the requirements for the degree of Doctor of Philosophy in partial fulfillment of the 2017. / Spring Semester 2017. / March 20, 2017. / al-Banna, al-Ghazali, Islamist activism, Sufism, virtue ethics / Includes bibliographical references. / John Kelsay, Professor Directing Dissertation; Jeffrey Ayala Milligan, University Representative; Helen Boyle, Committee Member; Sumner B. Twiss, Committee Member; Adam Gaiser, Committee Member.

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Contextual factors linked to behaviour problems in schools include leadership, organisational culture (within individual schools), and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes often have a singular focus on behaviour management policy. The aim of this research concerns the direction of effects from these variables, and offers an alternative perspective on the environment-behaviour equation. That is, while student misbehaviour is viewed as a 'producer' of teacher stress, it may also be perceived as a 'product'. An initial qualitative investigation (Study 1) invited behaviour management staff (N = 23) to participate in focus groups, where three questions were posed in relation to the overall research aims. Content analysis was performed on the transcribed focus group data, and revealed that the hypothesised direction of effect between the variables of interest appeared probable. Participants for the main studies (Studies 2 and 3) were teaching staff (N = 136), school administrators (N = 17) and students referred for behavioural problems (N = 1432) at seven Brisbane metropolitan schools. Teachers and school administrators completed both the Multifactor Leadership Questionnaire and the Organisational Culture Inventory, while teachers also completed the Maslach Burnout Inventory. Student data was collated from school records, and grouped according to categories of referral frequency per student. In Study 2, high referral rates were associated with transactional leadership, and the Oppositional aspect of Aggressive-Defensive culture. Low and medium referral rates were associated with transformational leadership and the Dependent, Approval, and Avoidant aspects of Passive-Defensive culture, and the Affiliative aspect of Constructive culture. Regression tests found further support for the proposed path model and the hypothesised direction of effects. Transactional leadership and the Passive-Defensive and Aggressive-Defensive culture types were most influential in prediction of referral rates for student misbehaviour. Unexpectedly, teacher stress was non-significant in explanation of referral rates for student misbehaviour. Study 3 examined hypothesised differences in perception between school administrators and teaching staff, according to the leadership and organisational culture dimensions. Both groups endorsed transformational leadership as the dominant style, although results differed by degree for each group. In terms of school culture, differences between groups were again evident, as teachers' perceptions of school culture were significantly more negative compared to school administrators. Overall, qualified support was found for the hypothesised direction of effects from school environment variables on referral rates for student misbehaviour. Leadership style and school culture emerged as most important for the student outcome variable, and may be important in consideration of school-based approaches to behaviour management. Additionally, teacher stress, while related to school leadership style and organisational culture, appeared to have no effect on student referral rates.

Culture is expanding and has greater weight and explanatory potential in our culturalised age. Following the earlier literature of the ???cultural turn???, culture is now perceived as ubiquitous in society, the economy, and theory, and with the capacity to intervene on itself. Further, it may be seen to characterise both the nature and the progressive potential of a range of contemporary social and intellectual technologies such as planning, education, health, and organisational development. While this general process of ???culturalisation??? proceeds apace, the capacity of culture to act as an organising idea and category for sectors such as planning is still largely underdeveloped, most particularly in planning itself. A new Culturised Model for planning that is reflexive and ethical is proposed. Differentiated from the trend to culturalisation and its association with commodification, ???culturisation??? has true sustainable and transformational potential. The thesis consists of three main parts ??? each of three chapters - with a substantial scenesetting Introduction and a Conclusion. Part One examines culture and planning, Part Two develops a new Culturised Model for planning, and Part Three illustrates the Model. In Part One the grounds of culturisation are prepared by: 1) describing our culturalised age; 2) developing a new positionality for planning; 3) presenting a critical analysis of neomodern and postmodern planning theory; and 4) outlining an original history of culture and planning in the 20th and 21st centuries. In Part Two a practical Culturised Model for planning is developed, based on the three elements of 1) principles for culture; 2) a planner???s ???literacy trinity???; and 3) a methodology. The Model employs an integrated concept of culture and an integrated approach to research, and is applicable to the full spectrum of planning forms, scales and purposes. In Part Three the Culturised Model is illustrated in principle through a range of global examples, and in specific terms, for two major Australian places. The first study illustrates culture and urban and regional planning for metropolitan Sydney, NSW, at four nested geographical scales. The second illustrates strategic planning in its aspatial form for the Port Arthur Historic Site, in Tasmania, a major international convict heritage site proposed for UNESCO World Heritage listing. The thesis represents an original multi-dimensional synthesis on culture and planning. It also presents a ???breakthrough??? paradigm for the sustainable integration of culture in planning, previously only foreshadowed in the planning literature, and developed in randomised practices internationally.

In the postmodern era, as authoritative discourses are being undermined, there is an increased vulnerability of thoughts to the influence of the deliberate promotion of viewpoints. In this environment, public relations is becoming increasingly important. In this thesis I use the term �public relations� both in the sense of an extensive, specific industry, as well as in the sense of the general processes increasingly being used by all sorts of groups and organisations to get their voices heard, their effects felt, their interests defended and their aims achieved. Concomitant with this growth in public relations activity, public relations has emerged as a rapidly growing field of study within universities. This thesis critically assesses the state of this emerging university �discipline�. A claim of this thesis is that the mainstream public relations industry is dominated by a corporatist ideology stemming from a particular US business tradition. This ideology produces a problem for university teachers, researchers and ethicists of public relations because it pervades and dominates the textbooks, teaching, research and academic-industry liaison committees. I suggest that this permeation has helped to shape the conceptual tools which public relations people use to examine their own activities. The thesis warns that this interference in academic freedom results in a situation where a genuine �professional� status for graduates with degrees in public relations is rarely achieved. I suggest than many of these graduates may not have the intellectual equipage necessary for the level of detached understanding of their field which would be necessary for them to be true �professionals�. This thesis attempts to explain these inadequacies. It points to the presumption of political pluralism and an unproblematic consensual society which is implicit in the approaches of the orthodox exponents of public relations since the second world war. A contrast with the candidness of public relations theory in the more elitist and authoritarian period of the 1920s and 30s helps to make this point. In order to improve public relations theory, the more recent work of �New Rhetoric� theorists is employed. These theorists point to the inevitability and in fact the necessity of the persuasive activities which construct reality in all human cultural spheres. I opposed the negative critiques of some critical theorists for whom public relations is an abomination. Instead I argue that everyone now needs to be provided with an understanding of, and access to, their own means of generating public relations-like activity. I suggest that we all need to have some sort of control over the public relations which affects us because this activity is becoming the currency used in the maintenance of all of our postmodern identities. But in grasping the nettle of participating in public relations activity, I suggest that it is also necessary to foreground the oppositional aspects of society and draw on neo-Marxist critical and cultural theories. I employ Habermas and Beck in particular in order to expose the mainstream public relations industry�s historically rooted cultural mission to maintain the pretense that we live in a consensual capitalist culture based on conservatism and corporate American values. A reformulation of public relation theory along critical theory lines is necessary in order to provide the reflexive knowledge required by teachers and students of public relations if public relations is to justify itself as a university discipline.

In this study of the relationship between children's literature and Australian culture I make a close textual analysis of the works of Ivan Southall, Eleanor Spence, Colin Thiele and Patricia Wrightson. This analysis is based on a framework of areas of culture as defined in anthropological terms, and includes such categories as the Environment, Social Organization, the Life Cycle, the Family and World View. Each author's work is analysed according to this framework. In a final section on each author I draw together the themes and developments in each author's writing and discuss the cultural insights they provide. In these textual analyses the emphasis is on identifying the culture which these authors reflect in the twenty to twenty-five year period in which they have been writing. I am also interested in identifying those cultural values which the authors promote or attempt to transmit to their readers. In the final chapter I undertake a comparative analysis. First I identify the areas of overlap or of greatest concern on which the four authors focus. These I identify as the Environment, the Family, Adolescence, Consumerism, the 'Other' Australians and Religion. I then compare these areas of focus and the attitudes and cultural values which the four authors reflect and transmit in these areas, with generalizations revealed in other interpretative analyses of Australian culture, including those of Craig McGregor and Ronald Conway. The result of this comparative analysis is striking in terms of the significant aspects of Australian culture which all the authors reflect. At the same time they bring their own personal perspectives to bear on the cultural values which they seek to transmit.