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In recent years there has been an increase in the adoption of tourism as an economic strategy in many developing nations and a growing interest in how communities and individuals engage with tourism. This parallels research which aims to uncover alternative readings of community participation in forms of economic and social development. This research uses tourism as a lens to understand the economic subjectivity of communities engaged in tourism. Focusing on how the local populations understand, experience and participate in tourism, it paints a picture of the Perhentian Islands which challenges existing understandings of individual and community participation in tourism. The research is broadly framed as a post-development project which highlights the grass-roots and bottom-up nature of small-scale developments and focuses on the ways in which local populations are actively engaged with tourism. It draws attention to the role played by discourse and subjectivity in constructing and reframing understandings of the individual within tourism development. Such discursive constructs can be actively co-opted as a political tool to empower individuals and communities by reconstructing understandings of local engagement in tourism. By recreating understandings of community engagement with tourism, it becomes possible to create new subjectivities outside of the framework of hegemonic capital. The methodology for this project incorporated participatory action research methods in order to facilitate community benefit through the research process. Research techniques involved both quantitative and qualitative methods in a number of settings. Ethnographic methods involving participant observation and in-depth interviews were complemented with focus groups, and property surveys. Research focused on key themes which were areas of interest identified by community members as well as questions which explored individual motivations for tourism work. In this situation, a number of motivations for engagement with tourism employment emerged. The individuals were actively seeking their employment, rather than passively accepting tourism from a limited number of choices. There were also similarities between hosts and guests which emerged, challenging the usual binary construction.

This study examined how the personal characteristics of instructional designers influenced their current instructional-design practice (ID). I first looked at the instructional designers’ perceptions of the relationship between their personal characteristics and their ID practice. I then looked at how these variables were used by the designers to influence their ID practice. The study was guided by the following questions: What specific personal characteristics instructional designers perceive as being an important influence on their ID practice? How do instructional designers use specific personal characteristics to influence their ID practice? How do instructional designers use specific personal characteristics to diversify their ID practice? Specific personal characteristics included personal attributes such as age, and experiences, including prior work experiences. Personal characteristics were informed by the literature, the pilot study, and personal experiences. This qualitative research study used interviews as the primary source for data collection. The theoretical framework was symbolic interactionism. A pilot study was used to test and fine-tune the research data-collection methods and analysis. A snowball sampling technique yielded 15 instructional designers working in a higher education setting in the United States. I included instructional designers who did not receive formal training in ID but who obtained the necessary skills to perform the job through experience. The data analysis followed the guidelines proposed by Miles and Huberman, Kvale and Brinkmann, Roulston, and Rubin and Rubin. Findings showed that instructional designers perceived that specific personal characteristics such as (a) gender, (b) age, (c) key people, (d) spirituality, (e) philosophy, (f) formative years, and experiences such as (a) education—student experiences in the classroom, and program preparation, and (b) work experiences—prior work experiences, and ID professional work experiences influenced their ID practice. These personal characteristics influenced the designers ID practice by adding a secondary perspective through their cultural and biological influences, and by directly informing their approach to process through educational and work experiences. Study results showed that specific personal characteristics and experience allow instructional designers to alter their current ID practice, thereby transforming a once-homogeneous process to a heterogeneous one.

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.

Diss. Stockholm : Handelshögskolan, 2002.

Food hubs, a new model of values-based agro-food enterprise, are promoted by their advocates as a means to simultaneously improve the livelihoods of small and mid-sized farmers, increase the social and environmental sustainability of the food system, and supply the ever increasing consumer demand for health, local food. Noting the contradictions embedded in the promise of simultaneously generating both social values and economic value, this study explores how goals of promoting positive social, economic, or environmental change are achieved and/or inhibited when implemented though marketbased activities. Through a series of three in-depth case studies of food hubs in the Southeastern United States, the three papers compiled in this dissertation investigate how food hubs work to realize abstract non-financial goals (e.g. ‘helping family farmers’, ‘promoting sustainable food systems’) through the mundane work of food aggregation and distribution. Particular attention is paid to the experiences of mid-sized farmers who participate in food hubs, and the historic, material, and subjective processes that influence the development of food hubs and their many stakeholders. Highlighting the tensions and negotiations inherent to the hybrid social-and-monetary work of food hubs, I assert the need for an analytical framework that can account for the more-than-financial dimensions of economic and ethical praxis. To that end, I draw on the theories of J.K. Gibson-Graham to suggest that food hubs are best understood as a form of post-capitalist enterprise situated within a community agro-food economy, wherein reciprocal and interdependent relationships are forged between new economic subjects through deliberate and ongoing negotiation of care via the process and outcomes of diverse economic activity.

The primary aim of the study was to verify vocabulary on the Language Development Survey, for typically developing toddlers who attend ethnolinguistically diverse nursery schools. This was investigated through parent report. The need for exploration of the vocabulary of this population stems from the diverse linguistic context to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning for their child, irrespective of whether or not their first language is an alternative vernacular. Thus, toddlers interact with ethnolinguistically diverse peers from a young age, usually within their nursery school. An adapted version of the Language Development Survey was presented to forty middle-class parents within the Emalahleni area. Vocabulary commonly used by toddlers was determined and a comparison of parent responses between the present study and the original American-based survey were drawn. As expected, results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Comparisons drawn between parent responses from the two studies showed highly similar results. Parents reported that nouns, verbs, adjectives and other vocabulary were used similarly by toddlers, despite differences in their linguistic exposure. These findings verify the Language Development Survey as a valuable clinical resource for speech and language therapists managing toddlers within the South African context. Suggestions for future research are provided. AFRIKAANS : Die primêre doel van die studie was om die woordeskat wat in die Language Development Survey gebruik word te bevestig vir tipies ontwikkelende twee-jaar oue kleuters wat etnolinguisties diverse kleuterskole bywoon. Dit is ondersoek deur middel van ouer terugvoer. Die behoefte vir ‘n woordeskat ondersoek van hierdie populasie spruit uit die diverse linguistiese konteks waaraan kleuters op ‘n dag-tot-dag basis in Suid-Afrika blootgestel word. Baie ouers verkies Engels as die taal van onderig vir hul kind, ongeag of hulle moedertaal daarvan verskil of nie. Dit het die gevolg dat kleuters van jongs af met etno-linguisties diverse ouderdomsgenote interaksie het, gewoonlik in die kleuterskool. ‘n Aangepaste weergawe van die Language Development Survey is aan veertig middel-klas ouers in die Emalahleni area voorgelê. Daar is vasgestel watter woordeskat oor die algemeen deur die kleuters gebruik word, en ‘n vergelyking tussen die ouers se terugvoer in die huidige en die oorspronklike Amerikaanse studie is getref. Soos verwag, het die resultate gewys dat selfstandige naamwoorde die mees algemeen deur kleuters gebruik word, wat ooreenstem met navorsing in verband met die aanleer van woordeskat. Vergelykings tussen ouer terugvoer van die twee studies het hoogs ooreenstemmende resultate gelewer. Uit ouer terugvoer kon dit ook afgelei word dat selfstandige naamwoorde, werkwoorde, byvoeglike naamwoorde en ander woordtipes ooreenstemmend deur kleuters gebruik word, afgesien van verskille in linguistiese blootstelling. Hierdie bevindinge bevestig die Language Development Survey as ‘n waardevolle kliniese hulpbron vir spraak- taalterapeute wat in die Suid- Afrikaanse konteks met kleuters werk. Voorstelle vir moontlike toekomstige navorsing word in die studie verskaf. / Dissertation (MA)--University of Pretoria, 2011. / Centre for Augmentative and Alternative Communication / unrestricted