Thesis (M.C.S.)--Regent College, Vancouver, BC, 1998. / Abstract. Includes bibliographical references (leaves 143-149).

Thesis (Ph.D.)--Marquette University, 2009. / Available for download on December 08, 2011. Heidi Schweizer, William Pink, Cheryl Maranto, Advisors.

Thesis (M.A. (Philosophy))--Rhodes University, 2006. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in the Deaprtment of Philosophy.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

Research project (M.A.B.S.)--Dallas Theological Seminary, 1984. / Includes bibliographical references (leaves 56-60).

This dissertation defends an account of oppression and supports a specific means of engaging with oppression cross-culturally. The project examines whether it is defensible to interfere in other cultures at all. Both the cultural relativist and the neo-imperialist approaches are argued to be an inadequate response to the question of whether it is defensible to interfere in other cultures, as both these approaches neglect the autonomy of the agents concerned. This project has two related goals. It first advances an answer to the question ‘what is oppression?’ An account of oppression is developed which will enable oppression to be identified cross-culturally. In order to start constructing an approach which will be adequate to respond to the question of interference, it is necessary to consider a means of identifying oppression crossculturally. The second objective is to examine the possibility of non-imperialistic and nonpaternalistic cross-cultural liberation projects. The first aim (advancing an account of oppression), is executed through arguing for an ethical framework which will be helpful in this context, and arguing for an account of oppression derived from this framework. The second aim (examining the possibility of non-imperialistic and non-paternalistic liberation), is carried out in two parts. The first part responds to two standard objections from cultural relativism, which would accuse a universal account such as mine of imperialism and paternalism. The first objection claims that a universalist account neglects historical and cultural difference, while the second objection claims that it neglects autonomy. In responding to these objections, it is noted that while my responses prove, theoretically, that a universal account of oppression need not lead to imperialism or paternalism, there is a danger that the account could become imperialistic and paternalistic in its application. With the intention of dealing with this problem, I advance a methodology of cross-cultural understanding which would reduce the likelihood of imperialism and paternalism in liberation projects. This notion of cross-cultural understanding is the most important contribution of this project. The objective is not to give practical judgments on when a specific liberation project is in fact paternalistic or imperialistic, but rather to propose guidelines which would need to be applied to each particular instance.

No description available.

Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

The aims of this research are to develop an intervention programme to facilitate improved crosscultural peer interactional patterns and implement it. An initial investigation was launched to determine the extent of dysfunctional relationships between pupils in a desegregated school. Available literature was consulted to obtain information about cognitive, affective, physical and social development of adolescents and fundamental aspects of peer group relationships and their relevance in improving cross-cultural relationships. The data were collated and the principles extracted formed the basis of the designed intervention model and the activities and goals incorporated in it. The model consisted o~ eight interpersonal problem-solving group sessions, centred on developmental levels to be addressed by activities designed around a theme directed to achievement of goals (adequate cross-cultural communication, development of trust, increased sensitivity) which support the primary aim of improved cross-cultural relationships. A qualitative research study, namely action research was undertaken and the intervention programme was implemented. The participants in the programme comprised eight carefully selected grade seven pupils. This researcher (facilitator) adopted the role of participant observer and recorded her observations concerning the interactions within the group and between herself and the group. The group sessions were videotaped and analysed by the researcher as well as by an outside expert. The group sessions were analysed according to the aspects of positive relationships and the expected outcomes. Guba's model was used to confirm the trustworthiness of the research. The continued effectiveness of the programme was evaluated six months later from answers to a questionnaire obtained from former group members. The group members could relate to people of other cultures better than before. This contributes to an acceptance of and respect for cultural diversity in macro-society. / Psychology of Education / D. Ed. (Psychology of Education)