In academic and real life, issues of water have been predominantly ruled by a single approach. Such an approach, I argue, is the enemy metaphorical vision and I contend that this metaphorical vision comes particularly from the Dutch culture. It is further argued that the Dutch enemy vision, while not only problematic and giving rise to questions, is also nearly global in extent now. Running alongside the Dutch dominated Western metaphor I argue for the existence of another approach to water and floods. This is the Lozi flood approach in Western Zambia. The Lozi metaphorically view floodwaters as a patelo (ie. an open space in the centre of a village, public place). In effect, we have two contrasting views, namely, the 'enemy' and 'patelo' flood metaphors belonging to the Dutch and Lozi cultures respectively. Indeed, in the course of writing and researching this thesis I came to realise that the Dutch vision of water as enemy may be seen as metaphorical in itself for Western attitudes and policies towards water and floods. Throughout the thesis the Dutch enemy vision stands in as metaphor. This needs to be understood. Particular contexts are reviewed in order to understand the enemy/patelo issue and include (a) the Western flood-hazard school of thought (b) the Western Zambian experiences (c) environmentalism and (d) the 'serviceknowledge' concept for the role of universities in the dissemination of knowledge and understanding. Since the view of floods originating with the Dutch is, arguablyl considered to be a problem and now global in extent, the idea in this inquiry is to propose as a partial solution materials which would be seen, debated and assessed internationally. Theoretically, the proposed solution consists of an exercise in environmental education and a 'serviceknowledge' concept of education as defined in the text. In practice, the theoretical and abstract concept of serviceknowledge takes the tangible form of a pamphlet (for the local Zambian public) and the 'video script in embryo' (for the international public outside Zambia). Moreover, in practically carrying out the study, I adopt a mixture of three research paradigms, namely, the positivist, interpretive and action research paradigms. The pamphlet and video script are, in effect, both research instruments and dissemination techniques. The results of the inquiry are reported in discussion. My position moves from two contrasting ideas of natural floods to three different and contextually based interpretations of the biblical flood story. The study concludes with a hope that our knowledge of and attitudes towards floods and flooding, as well as modes of university public service in education, will have increased slightly in the course and aftermath of this inquiry.

This research explores learning and democratic values in the peer-coaching service at the Institute of Education (IOE). The service, set up seven years ago, adopted a learning-centred model of coaching (Carnell, MacDonald and Askew 2006). An initial evaluation of the service focused mainly on benefits to the coachee (Hargreaves 2007). To date, there has been no study into how learning is understood and facilitated by the coaches. This study builds on the work of the initial facilitators of the coaching group, Askew and Carnell 2011, by providing a detailed study into how learning is interpreted in practice. The study is set in the context of Adult Learning. In particular, aspects of Mezirow’s Theory of Transformative Learning are applied to illuminate the learning process. Six audio-recorded coaching conversations are analysed. A system of analysis is borrowed and developed from Conversation Analysis. The conversations are presented and analysed sequentially, before discussing approaches to learning, and values that appear to underpin practice. Findings suggest that despite following the same programme of professional development, coaches seem to understand learning differently resulting in diverse practice. Some appear to facilitate reflection on self. Connections between current and previous behaviour patterns are explored together with developing an understanding of where embedded beliefs and attitudes have originated. In other conversations, a goal-centred approach, focusing on completing specific tasks, is dominant. This research advances the argument for a learning-centred model of coaching leading to individual development, fulfilment and possibly better working practices. The thesis addresses a gap in research by exploring the practice of coaching as a model for supporting adult learning, identifying democratic values that underpin and give strength to, the transformative learning model. The thesis concludes with suggestions for coaches’ professional development and thoughts for future research.

This thesis explores the ways in which the work of women teachers in primary schools in one region of Brazil has been re-defined by agents within the school itself. The investigation was pursued through semi-structured interviews with 48 women teachers and 14 school managers working mainly in poor communities. It reflects the experiences of teachers from Municipal schools in one of the developed cities: Belo Horizonte. Informal talks with teachers involved in activities outside classroom, other school staff such as secretaries and door-keepers, and parents encountered at the school entrance (some parents agreed to participate in tape-recorded interviews) also provided useful information for the study. Among the secondary• material collected during the field work were visual and written didactic texts used inside schools, the school files relating to discipline problems between pupils/parents and teachers, and the school files of "Colegiado" meetings. Also inside schools, observations were made of school meetings with parents; pedagogical meetings and a extraschool activities such as paren& and pupils' preparation for a party and showing of a school video. A search of written material from local newspapers archived by the Teachers' Union related to teachers was conducted. Visits to, and contacts with, the Municipal Secretary of Education provided material on extra-school administration. Study at the local University, with its extensive archive of recent studies on the history and conditions of work of women teachers in Brazil, in the State of Minas Gerais and specifically in the Municipal schools of Belo Horizonte,was a rich source of academic material for this study. It is suggested that the domestication of teachers' roles has been promoted within schools by teachers, the school managers and others involved in school life (parents, pupils and other school staff). This has led to a considerable increase in the number of roles schools and teachers are required to fulfil in communities with serious economic and social limitations. In a society where state social support is insufficient, schools provide palliative solutions for a range of needs. However, as schools become increasingly involved in business other than formal education, teachers' roles have changed and thus are judged through a gendered filter iii which stresses femininity over professionalism. Women's acceptance of poor working conditions and their involvement in the immediate social problems of pupils and local communities has been beneficial for the Brazilian and State governments, as well as for the local community. However, there have been negative consequences for the development of better ways to teach children from these communities and the status and socio-economic position of teachers themselves. The domestication of the roles of women in teaching has thus had long-term negative consequences for the education of the poor.

The project was designed to investigate how a piece of software could be used in the teaching of Energy. The central aim of the research was to show how the incorporation of software in the teaching of energy is dependent on a variety of factors, notably pupil's cognitive levels, and their underlying conceptions of energy. The subjects of the study were four classes consisting of three age groups, who participated in a six week energy project. The data consisted of: (a) A special purpose conceptual questionnaire; (b) CSMS Science Reasoning Tasks; (c) Observations during teaching; (d) Pupils work during teaching; (e) Data about pupils from teachers and school records. The questionnaire was given to pupils before and after teaching. From an analysis of the results it was possible to describe a structure of pupil's conceptions of Energy. Three of the classes were given Piagetian tests to establish pupil's cognitive levels, as a possible way of predicting problem areas that might occur in the use of the software. Observations of the interaction between pupils and the computer were made and used to develop teaching strategies. Detailed records of the pupil's project work were collected. The analysis of this work was made through: 1 A "systemic" network, that characterised pupil's conceptions of Energy from their written work; 2 A comparison of the cognitive level (on Piagetian lines) of the written work and the cognitive demands of the tasks set through the software; 3 A comparison of cognitive levels on SRTs and cognitive level as evidence in pupil's work and in their conceptions; 4 In certain cases, data about pupils was obtained from the teachers and school records to substantiate the results found in the analysis. In so doing, some of the influences on the learning and teaching of energy with the use of a piece of software have been explored.

In this thesis it is argued that, beneath the surface modernity of literacy education in Israel, lie age-old mechanisms that are being used to instil into young readers an unquestioning adherence to the voice of a single cultural text. Children in the modern Israeli State are the latest heirs of an ancient religio-cultural tradition. Throughout its 'longue duree', the Jewish community has sought its identity and striven for continued existence by dedication to ideals of literacy and to a single Text. A review of the whole course of Jewish history which focuses on the role of literacy reveals that this is the case. Close inspection of the approach of the contemporary Israeli State to the teaching of literacy in primary schools shows that these ancient imperatives are still present and active, albeit in transformed ways. The ideology of the Israeli State, embodied in its 'Discourse of Nation-Building' shapes and moves the centralised school-system and its pedagogy. The main themes of the 'discourse' - solidarity, cohesion and defence - lie beneath the apparently neutral surface of standard reading-scheme texts. During the first hours of learning to read in school, the Israeli child is also being invited to set out on the road to being a soldier. An ethnographic study of what actually takes place when literacy is being taught in Israeli first grades establishes that, for the young Israeli, the first encounter with school literacy is a moment in her personal and social life when she is initiated both into the ancient Text and into the modern national/political discourse. The whole process serves the requirements of citizenship, rather than those of becoming a genuine reader.

This thesis explores how individuals in the UK come to and sustain engagement with global justice issues (such as poverty, development and human rights). It responds to a scarcity of relevant research and a stated desire for greater understanding from those involved in development education and related areas. Relevant literature is used to develop: a working definition of the UK Global Justice Movement; a new conceptual framework for understanding forms of engagement; a ‘route map’ summarising knowledge about individuals’ journeys to engagement; and an understanding of current practice and debates in development education and related fields. Using narrative research techniques, the study then presents five individuals’ life stories with respect to engagement with global justice issues. The respondents come from a range of backgrounds and utilise a number of different forms of engagement, but all act in some way as educators/multipliers of engagement. Their stories are analysed using two different ‘lenses’: together, considering themes relevant to development education, and separately, investigating how concepts related to identity (Social Identity Theory, Identity Theory and Narrative Identity) can be used to understand individuals’ engagement. This analysis includes discussion of: the places in which learning happens; debates concerning learning, criticality and visits overseas; the extent to which respondents might be understood to be development educators themselves; roles they have played; the in- (and out-) groups mentioned; and the various sources of narrative available to each of them over the course of their journeys to and within engagement. Finally, the thesis suggests implications for researchers, policy makers and practitioners. This includes: future use of the concepts developed; further exploration of the potential learning value of ‘low cost’ forms engagement; supporting individuals to engage with different organisations and issues ‘across’ the movement; and, considering possibilities for work with families and faith groups.

This thesis presents a detailed analysis of the student experience of qualifying as an actuary, and reflects upon what might be learnt from this. The actuarial profession is small and, outside the financial sector, little known. However, within the financial sector, actuaries are influential. Their professional examinations are seen as very demanding and the qualification is coveted. This exploration of the students' perspective, breaks new ground in research on the profession by: adopting principles of 'illuminative evaluation' (Parlett & Hamilton, 1972) and later developments in qualitative research; and using adult learning theory as the conceptual framework. Themes which emerged from the study coalesce around three dominant concerns: adjusting to the learning milieu, the disjuncture between expectation and experience and, finding and decoding clues. These are elaborated separately, then integrated in a series of case studies which demonstrate the diversity of student experience. Dynamic Concept Analysis (Kontiainen, 1973, 1989) is employed to structure the case studies, and highlight the relational nature of influences upon the learning experience. Kontiainen's model of adult learning (1991) is modified to improve its interpretive power in the context of distance learning, and to incorporate the findings of research into student approaches to learning. Contributions are made to the discourses of actuarial education, professional education, distance education and adult learning. Attention is drawn to the pivotal role of the correspondence course tutor in supporting: adjustment to the learning milieu; and high quality learning. Overload is a recurrent theme, and is associated with perceptions of control and validity. Questioning of the validity of several aspects of the education and assessment processes by members of the profession, is discussed. A possible general model for the student experience of actuarial examinations is presented.

The fragmented origins of global education in the UK and the development of Education for Sustainable Development and Global Citizenship separate from Citizenship Education mean that today the umbrella term ‘global education’ still covers a host of humanistic educations. In line with Huckle’s arguments for investment in Citizenship Studies and Bonnet’s ‘Education for Sustainable Development as a frame of mind’, this thesis adopts the acronym GCESD for Global Citizenship Education as Sustainable Development. An acknowledged challenge for GCESD in its many forms is lack of explicit philosophical and theoretical foundations, resulting in low academic status, reduced prestige and peripheral impact. Though neglected by neoliberal instrumentalist discourses, a rich tradition of mainstream philosophy and theories does exist offering integrity to a conceptualisation of a critical global educator. Critical Realist philosophy, Critical Social Theory, psycholinguistic Frame and Positioning theories, supported by cognitive and sociolinguistic research, provide insights into the inherently political nature of education; meanwhile, Critical Discourse Studies and Critical Pedagogy present strategies for analysis and application. Engestrom’s Cultural Historical Activity Theory (CHAT), centring consciousness and agency, encapsulates the synthesis. Embodying this ‘vision’, an Interview Schedule, provides critical global educators with a tool for self- and negotiated-evaluation. Analysis of eighteen semi-structured interview transcripts points to factors which determine the personal and professional development of the critical global educator. In an increasingly heteroglossic world, the thesis argues for the crucial importance of Critical Discourse Studies as educators in every discipline honestly engage the individual learner's stream of consciousness. It asserts that consistent critical global education requires education policy which develops transition coherently, from personal transmission of global citizenship through transactional professional ‘response-ability’, to transformational political justice for all.

This study investigates the South/North Educational Linking Process and sets out to discover how the Southern end is affected. It focuses on relationships described as links, partnerships, sister schools or something deeper and sustainable. It argues that the terminology used is important, enabling relationships to be positioned on a “Linking-Partnership Continuum”. My research question is addressed using a qualitative methodology, based on a mixed methods case study approach. The empirical research is framed conceptually with ideas from Postcolonialism, Cultural Education and Development Education. The analysis is supported by Critical Pedagogical Discourse and draws particularly on work by Andreotti and Quist-Adade. The relationships investigated are set within a rapidly evolving literature, as well as UK policy decisions affecting Development Education. A Ghanaian pilot study is used as a starting point. Key themes are then explored through in depth studies of the S/NELP in eight schools in Uganda and Tanzania. The analysis draws particularly from two secondary schools and one children’s centre. The study has found that in the context of school linking, teachers, students and schools’ local communities are affected in several ways. Teachers’ pedagogy develops through collaboration with UK counterparts, but reciprocal visits are rare. Science, Mathematics, Information and Communications Technology (ICT), English and Special Educational Needs and Disabilities (SEND) benefit. Students note less tangible outcomes, such as friendships with their UK peers. The S/NELP promotes engagement in development and Development Education/global learning. Capacity building identified includes physical infrastructure, library resources and facilities promoting income generation. Local communities are affected, contributing to progress towards the UN MDGs. The focus of this study is Southern voices. The most important aspects emerging are those of power relations, funding arrangements and avoiding dependency. Southern schools must be able to set their own school linking agenda, without feeling obliged to fit Northern hegemony.

This study considers the planning process of the Geography fieldworkplanner. Arising from personal experience and from a review of relevant literature a number of different aspects of this process has been examined. Emphasis is on practical planning in a period of educational change. In essence the study identifies a balance between opportunity and constraint, between the ideal and what is practical. The research design,a combination of qualitative and quantitative methods, is built upon a series of questionnaires and interviews involving schools, local education authorities and field study centres. This study,which covers the second half of the 1980's,has the value,therefore,of painting a picture of fieldwork provision,through an assessment of planning during a period of change. Questionnaires and interviews conducted with teacher-planners,pupils, local education authority representatives and field study centre staff raise a number of questions and reveal a complex inter-relationship of influencing factors,all of which affect the fieldwork picture. Results show that the commercialised fieldwork market is becoming wider, greater opportunities are now available for field study through a range it of approaches. Competition and market forces determined by supply and demand trends are setting out a new climate of fieldwork opportunity,supported by requirements of GCSE and 'A' Level syllabuses for outdoor study. However the picture also shows that the fieldwork planner is now faced with a much more complex planning environment in which to operate ,one which reveals a lower confidence level,a requirement for a greater input of energy,enthusiasm,expertise and time if fieldwork programmes are to be planned safely and successfully so as to achieve a set of predetermined geographical and educational aims and objectives. The balance between the two sets of forces creates the dynamic picture which is painted here. Although the onus to provide fieldwork in secondary schools is on the fieldwork planner the number of factors acting on the planning process is numerous and interrelated. A view of the completed picture provides opportunity to assess pointers which may well affect the provision of fieldwork in schools during the 1990's.