Global ETD Search

21	"I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town Davies, Claire Thandi January 2009 (has links) Includes abstract. / Includes bibliographical references (leaves 82-90). / This thesis examines the discourses twenty three teachers in desegregated classrooms in Cape Town schools adopt toward integration and various constructions of difference. Discourse analysis reveals how the constructions of language, class and culture are being positioned as signifiers for difference, in place of race. Teachers tend either towards 'colour-consciousness 'or 'colour-blindness' in their discourses of race, and many white teachers demonstrate equality approaches toward different learners. Language as a difference is being used as a 'gate-keeper' to resist integration in schools. The construction of the past is problematic among some teachers, with the tendency to evade impacts the past still has on learners today. Diversity Studies
22	Minority perceptions of opportunities and intentions to stay in the Navy Diaz, Mary L. 03 1900 (has links) Approved for public release, distribution is unlimited / This thesis investigates how perceptions of military opportunities affect the intentions of racial/ethnic minorities to remain in the U.S. Navy. The study uses responses of Navy personnel on the 1996 Armed Forces Equal Opportunity Survey to assess minority perceptions of equal opportunity. Logistic regression models are developed for male and female enlisted personnel and officers to determine the relationship between perceptions that opportunities are better in the military and the decision to stay on active duty or leave the Navy. The results of the quantitative analysis show that the positive perceptions about training opportunities and quality of life were significant most often, across all racial/ethnic groups and models. Further, the results show that, among racial/ethnic groups, blacks were most strongly influenced by perceptions in their retention plans. It is recommended that further research examine the relationship between racial/ethnic group and job assignments, or selection, along with the corresponding impact on perceptions and the effect of visible versus non-visible minority status on views of equal opportunity in the military. / Lieutenant Commander, United States Navy Chemistry, Analytic Quantitative Manpower Retention and quality of life (QoL Personnel attrition Equal opportunity/diversity studies Manpower policy issues/special studies
23	Culturally Related Curriculum and how it Influences Preservice Teachers Gonzales, Ana-Alicia 01 January 2019 (has links) Variation in the way that teacher preparation programs implement culturally related curriculum leads to different preservice teacher perceptions on preparedness to teach in culturally diverse classrooms. Research has indicated that preservice teachers can feel prepared after taking a culturally related course, but there is a gap in understanding how culturally related curriculum influences preparedness. Thus, the purpose of this qualitative, explanatory study was to explore how preservice teachers' perceived intercultural competence and self-efficacy, which contribute to preparedness, are influenced by forms of culturally related curriculum in a U.S. university teacher preparation program. Deardorff's model of intercultural competence, Bennett's developmental model of intercultural competence, and the concept of self-efficacy were the conceptual framework of the study. Data included interviews with 4 preservice students, student work, and documents from the teacher preparation program. Pattern matching was used to analyze the data. The results revealed that the students felt that they had increased intercultural competence and confidence to teach culturally diverse students because of the culturally related curriculum that was infused throughout the program. Background experiences were also found to be an important factor in participants' views and abilities. This study can lead to improved curriculum of teacher preparation programs across the United States by providing information on what can better support the development of preservice teachers' intercultural competence and self-efficacy to teach and meet the needs of all students in a culturally diverse classroom. Diversity studies Intercultural competence preservice teachers teacher preparation Curriculum and Instruction Education Higher Education Administration Higher Education and Teaching
24	Diversity Heitzmann, Daniela, Klein, Uta 27 April 2017 (has links) (PDF) Unter Diversity (dt.: Vielfalt) wird die Heterogenität und Diversifizierung sozialer Lebenslagen und sozialer Zugehörigkeiten verstanden, die in Folge von unter anderem Migrationsbewegungen, veränderten Geschlechterbeziehungen und der Pluralisierung von Familienformen in westlichen Gesellschaften zunehmen bzw. stärker thematisiert werden als zuvor. Dabei ist eine Lesart vorherrschend, die Diversity als gesellschaftliche und besonders als ökonomische Ressource, als Potenzial, betrachtet. Diskriminierung Diversity Management Diversity Studies Familie Geschlechterbeziehungen Geschlechterforschung Gesellschaft Gleichstellungspolitik Heterogenität Inklusion Intersektionalität Migration Pädagogik Vielfalt Stereotyp Differenz Amsterdamer Vertrag discrimination family gender relations gender research society equalization heterogenity inclusion intersectionality migration education diversity stereotype difference Amsterdam Treaty ddc:301
25	Geschlechterdispositiv Jäckle, Monika 26 April 2017 (has links) (PDF) Der Begriff Geschlechterdispositiv verweist auf den Dispositiv-Begriff bei Michel Foucault und umfasst das machtvolle Zusammenspiel von hegemonialen Geschlechternormen in Gestalt von gesellschaftlich-kulturellen Leitbildern (Diskursen), von institutionellen Regelungen wie Geschlechtsrollenverteilungen (Institutionen), von vergeschlechtlichten Praktiken im Sinne des doing gender (Praxis) und von geschlechtlichen Identitätsangeboten (Subjektivität). Die Konstruktion von Geschlecht ist mit Machtbeziehungen und Wahrheitspolitiken verbunden. Das Geschlechterdispositiv stellt damit auch eine Analyseeinheit dar, die sich für eine empirische Forschung im Sinne einer relationalen Machtanalytik öffnet. Diskriminierung Diversity Management Diversity Studies Dispositiv Diskurs Familie Geschlechterbeziehungen Geschlechterverhältnis Geschlechterforschung Gesellschaft Macht Subjekt Heterogenität Inklusion Intersektionalität Migration Pädagogik Vielfalt Wissen Michel Foucault Dispositivanalyse Intelligibilität gender matrix Binarität discrimination deployment discourse family gender relations gender research society power subject heterogentiy inclusion intersectionality migration education diversity knowledge intelligibility binarity ddc:301
26	Geschlechterdispositiv Jäckle, Monika 26 April 2017 (has links) Der Begriff Geschlechterdispositiv verweist auf den Dispositiv-Begriff bei Michel Foucault und umfasst das machtvolle Zusammenspiel von hegemonialen Geschlechternormen in Gestalt von gesellschaftlich-kulturellen Leitbildern (Diskursen), von institutionellen Regelungen wie Geschlechtsrollenverteilungen (Institutionen), von vergeschlechtlichten Praktiken im Sinne des doing gender (Praxis) und von geschlechtlichen Identitätsangeboten (Subjektivität). Die Konstruktion von Geschlecht ist mit Machtbeziehungen und Wahrheitspolitiken verbunden. Das Geschlechterdispositiv stellt damit auch eine Analyseeinheit dar, die sich für eine empirische Forschung im Sinne einer relationalen Machtanalytik öffnet. info:eu-repo/classification/ddc/301 ddc:301
27	Diversity Heitzmann, Daniela, Klein, Uta 27 April 2017 (has links) Unter Diversity (dt.: Vielfalt) wird die Heterogenität und Diversifizierung sozialer Lebenslagen und sozialer Zugehörigkeiten verstanden, die in Folge von unter anderem Migrationsbewegungen, veränderten Geschlechterbeziehungen und der Pluralisierung von Familienformen in westlichen Gesellschaften zunehmen bzw. stärker thematisiert werden als zuvor. Dabei ist eine Lesart vorherrschend, die Diversity als gesellschaftliche und besonders als ökonomische Ressource, als Potenzial, betrachtet. info:eu-repo/classification/ddc/301 ddc:301

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