The purpose in this study is to investigate how the educational system in Tanzania is seen to enable the transformations of globalization in order to develop the economy, society and individuals. I look at how educational development in Tanzania is described, what the purpose of educational development is and under which conditions educational development is seen to enable global transformations. The main perspectives of this study are globalization and governmentality to highlight global transfers and governance of the individual. I interview ten people and scrutinize policies and vision from the area of education. The analyze method is critical discourse analysis to highlight the transferring of ideas or discourses. From the results the purpose with educational development is to develop the individual, the social welfare and the economy to be a part of a competitive and global world but there are a lot of limitations such as poverty, a lack of resources and lack of motivation.

While No Child Left Behind (NCLB) provides a mechanism for holding states, local education agencies (LEA), and schools accountable to improve academic achievement for all students, policy itself has done little to include students from dropping out of school. Rather, dropout prevention/recovery schools/programs such as alternative schools of choice are recognized and relied upon as a means to reduce the number of students dropping out of school. These schools seek to re-engage the student who is at-risk to dropping out of school through nontraditional means and strategies. As more and more students become disenfranchised and drop out of school, these schools grow in importance. To ensure that all students have equity in education, regardless of educational setting, these schools warrant further attention and consideration. Therefore, two questions become evident: (a) How do educators in alternative schools interpret and implement policy such as NCLB? and (b) How do they define their role and responsibility? This case study examined the socio-legal discourse applied when seven administrators and 15 teachers administered policy as a response to an at-risk student population in five demographically diverse alternative education settings in California and Texas. A critical discourse analysis of text, interviews, and observations was used to reveal administrator and teacher assumptions and motivations of policy and risk. The data analysis revealed three dominant discourses of risk compliance and policy knowledge that were notable forces in the policy implementation of NCLB at these schools. Themes that emerged from the data included responsibility, dissociation, success, and equity. The findings from this study have demonstrated that a moment-by-moment process shapes the construction of role, responsibility, success, and equity as defined by the teachers and administrators. Furthermore, the discourse of risk and policy converged as ideological and political conceptions that perpetuate the notion that educating disadvantaged children as a process of demonstrating a particular level of knowledge and/or acquitting what it means to be considered at-risk. The implication for these educators is that the risk discourse that was engaged influenced their sense of responsibility, practice, and thus may counter policy intent.

This dissertation engages previous research in political science and psychology by arguing for the importance of oral arguments from a communication perspective, examining justices' rhetorical discursive interaction in oral arguments, introducing Sensemaking as a new model of judicial decision making, and discussing the legal and cultural impact of justices' rhetorical discursive interaction in Morse v. Frederick, Kennedy v. Louisiana, and District of Columbia v. Heller. In contrast to the aggregate behavioral models and longitudinal studies conducted by political scientists and psychologists, this study examines these specific cases in order to gauge each justice's individual interaction in oral argument and to determine how certain justices may have controlled the discursive flow of information within oral arguments, which in turn may have influenced the Court's decision making ability. The dissertation begins with an introduction, providing an overview of the development and study of legal rhetoric from the Greeks to present day. A review of prior literature in law, political science, and psychology displays how fields outside of communication view oral arguments and reveals where communication may provide valuable contributions to the study of Supreme Court oral arguments. Theoretical and methodological approaches adopted for the study of oral arguments are discussed. Analysis within the dissertation begins with an overview of the inherent complexity found within oral arguments and applies the previously discussed theoretical and methodological approaches to the case of Morse v. Frederick as a means of determining theoretical and methodological validity. Following analysis of Morse v. Frederick, a second case, Kennedy v. Louisiana is analyzed to determine if similar results will occur. Final consideration is given to a third case, District of Columbia v. Heller, to understand whether justices' behavior may deviate in more socially and politically sensitive cases. The dissertation concludes with suggestions for lawyers and judges based upon this study's findings and makes recommendations to scholars for further areas of research.

Thesis (M.A.)--California State University, Long Beach, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 295-309).

Thesis (EdD)--Open University. BLDSC no. DX220430.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 230-245).

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Matthew Ciscel. "... in partial fulfillment of the requirements for the degree of Master of Science in Teaching English to Speakers of Other Languages (TESOL)." Includes bibliographical references (leaves 47-48). Also available via the World Wide Web.

Thesis (Ph. D.)--York University, 2001. Graduate Programme in English. / Typescript. Includes bibliographical references (leaves 230-245). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66355.

Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 253-263). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27360.