Much discussed and little understood, Richard Nixon's southern strategy demands scrutiny. A brief survey of the literature suggests that study on this controversial topic has reached an impasse. Southern historians keen to emphasise the importance of class in the region's partisan development over the last fifty years insist that any southern strategy predicated on racialised appeals to disaffected white conservatives was doomed to failure. Conversely, conventional accounts of the Nixon era remain wedded to the view that the southern strategy represented a successful devil's bargain whereby an avaricious Californian exchanged the promise of racial justice for black southerners in return for white Dixie's electoral votes. Most sobering of all are political scientists concerned with executive power, who evidence the limited discretion enjoyed by presidents to implement any agenda inimical to the corporate will of the federal bureaucracy. Since Nixon's executive departments were brimming with Democratic holdovers from the Kennedy and Johnson years, the question of whether or not the President demanded concessions to southern racists apparently becomes more or less irrelevant: the 'fourth branch' of the federal government inevitably ensured that a southern strategy was simply impossible to execute. In reality, much of this stalemate is the product of academic territorial warfare on the battleground of a subject wide open to multiple interpretations. A southern historian keen to showcase the importance of his local research is likely to show little interest in evidence that a President based in Washington D.C. could initiate social change in Tuscaloosa, Alabama. Similarly, political scientists fighting an unrewarding battle to emphasise the autonomy of federal departments are naturally disinclined to highlight examples of presidential willpower altering bureaucratic culture. Nevertheless, an intriguing paradox remains in evidence. Despite leaning more towards the political philosophy of antediluvian white southerners than the demands of black Americans, Richard Nixon presided over a period of such fundamental social reconstruction below the Mason-Dixie line that he could legitimately claim to have desegregated more southern schools than any other President in history. Whilst a raft of excellent monologues demonstrating the impact of local movements down South on national politics have been published over the last decade, few have even attempted to explain this peculiar phenomenon. As Matthew Lassiter observed in a Journal of American History roundtable on American conservatism in December 2011, 'the recent pendulum swing has overstated the case for a rightward shift in American politics by focusing too narrowly on partisan narratives and specific election cycles rather than on the more complex dynamics of political culture, political economy, and public policy.' The purpose of this thesis is to explain how a President notorious for pursuing the votes of white segregationists rested at the head of a federal government that ruthlessly dismantled Jim Crow. By incorporating the range of methodologies elucidated above, it will identify exactly how much influence President Nixon and his executive officers exerted over civil rights policy. Was Nixon's reactionary agenda thwarted by over-mighty bureaucrats? Or did the President act more responsibly than the majority of commentators have admitted?

This study addressed superintendents' value perceptions of nineteen component parts of P.L. 94-142, The Education For All Handicapped Children Act of 1975. In addition, the study sought to determine whether relationships existed between superintendents' value perceptions of P.L. 94-142 and (1) school district size and (2) total years experience as a superintendent. As a result of this research, twenty-one conclusions were drawn, consisting of Texas superintendents' perceptions of several aspects of P.L. 94-142 such as: its effectiveness, appropriateness, process hearing costs, funding, time/cost efficiency, feasibility, and ultimate goal. Additionally, there was no significant relationship between the total number years served as a superintendent, or the size of school districts served, and the superintendents' value perceptions concerning P.L. 94-142. In summary, twenty-one conclusions were reached regarding superintendents' value perceptions of P.L. 94-142. A total of seven implications were drawn from the conclusions. Finally, seven recommendations for future study were made.

From the literature we learn that existing educational frameworks that inform law and policy- making on the education of disabled children deal extensively with the curricular and educational concerns of disabled children. Yet, these frameworks leave out the pivotal issue of children‟s human right to education. The rights-based frameworks address human rights issues in a grand fashion, but give scanty educational guidelines on the actual education of disabled children, rendering hollow the human rights credo they espouse. South Africa has been one of a few countries which made attempts at addressing both the human rights concerns facing learners with disabilities and their curricular and pedagogic needs. The country embarked upon extensive efforts of legislative and policy formulation that are, in some respects, unparalleled in the world. Hence, this country is a potential storehouse of good practices on the education of children with disabilities with the potential to inform the re-formulation of existing African and global frameworks on the right to education of disabled children. Furthermore, the impressive novelty contained in South African education laws and policies notwithstanding, there are a number of issues which should be addressed in the country‟s education environment, including how the laws and policies are implemented. It is to be acknowledged that laws and policies are only as good as their implementation. Mindful of the above situation prevailing at the global level and the national (South African) level, this study offers a framework that marries the right to education of children with disabilities with educational theory on and practice in regard to the education of disabled children. The framework is constructed on the basis of current international literature on both disability and education and related South African law and policy instruments. In terms of its methodology, the study employed a generic or non-categorical qualitative design, also called methodological bricolage. Under this overall design, two principal modes of inquiry were applied, namely the enlightenment mode to policy analysis and critical law and policy discourse analysis. Theoretically, the study is anchored in the human rights variant of the Social Model of Disability, Critical Theory and Post-structural paradigms. / Educational Leadership and Management / D. Ed. (Education Management)

The attitude of society towards persons with mental disabilities and recognizing their rights and dignity are important evaluation aspects of the society. The Czech Republic follows modern European trends that provide the mentally disabled with the same extent of activities as people without disabilities. As a topic of my thesis I have chosen the mentally disabled children´s right to education. The thesis addresses attitudes of primary school headmasters as well as attitudes of the staff of special education centers for children and youths with mental disabilities to integration of pupils with mental disabilities into a regular primary school. The theoretical part of the thesis deals with important documents discussing the rights of individuals with mental disabilities. It describes not only mental disability and its degrees, but in particular education of children with mental disabilities in schools set up for pupils with special educational needs and the possibility of integrating these pupils into mainstream education. The theoretical part is followed by the practical part. The objective of the thesis was to identify the attitude of primary school headmasters as well as that of the staff of a special education center for the mentally disabled staff to the integration process of children with mental disabilities into mainstream primary schools and implementation of the right to education of children with mental disabilities. The research was conducted by the interrogation method using anonymous questionnaires. The results show that a majority of primary schools headmasters in the South Bohemian region support the right to education of pupils with mental disabilities in the form of their integration into regular classrooms. All the respondents, both primary school headmasters and the special education center staff, give the priority at education to individual learning abilities of each child with a mental disability. At the integration of a pupil with a mental disability into a regular primary school the crucial criterion is health and social motivation, not economic motivation. This thesis can be used as a survey of current attitudes and opinions of primary school headmasters and special education centers´ staff on the possibility of pupils with mental disabilities integration into mainstream education.

Using the frames of analysis and language of political whiteness and anti-migrant hegemony, this paper examines the narrative of liberal immigration reformers transforming California’s political landscape within the period of 1994 to 2017. Taken as case studies the following articles of legislation are analyzed: Proposition 187 in 1994, the California Dream Act in 2010, the Trust Act in 2014, up to the present Senate Bill 54 in 2017. The paper finds that while California has experienced a recognizable shift in racial liberalism in rhetoric and legislation, its overall policy continues to work within the framework of anti-migrant hegemony that functions through criminalization and detention. The paper ends with the conclusion, informed by Gonzales’ writing in Reform without Justice, that the shift California has experienced is indicative of anti-migrant hegemony reconfiguring itself in changing social and political norms.

This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.

No description available.

There is abundant research relating to transition supports and services for students with disabilities as they move out of high school into adulthood; however, relatively little is known about the relationship between the type of special education services they received and their postschool outcomes. Guided by the Social Cognitive Career Theory (SCCT) and Tennessee’s Indicator 14 survey, I sought to better understand the relationship between the type of special education services received in high school and student further schooling or employability after graduation. Data were drawn from Indicator 14 surveys from 2021 and 2024 conducted by a rural school district in Tennessee. The purpose of this quantitative study was to examine if there is a significant difference in postschool outcomes for students with disabilities who received supports through different service delivery methods in the high school setting. Through the Indicator 14 surveys, students and their parents reflected on what the student had done within the year since graduating from high school. Questions gathered information about work history, postsecondary enrollment, and other related topics. To investigate the relationship between postschool outcomes and student services, information was also assessed about the services that students received as well as their manner of exit from high school (general education diploma, special education diploma, alternate academic diploma, or drop out). Data analysis revealed that students who received consultation services in high school were significantly more likely to attend some type of postsecondary education program. There was no significant relationship between type of service and employability. Diploma or exit type also played a role in student outcomes, as well as the disability category under which they were served. Students who earned a general education diploma were more likely to attend some type of postsecondary education program than their peers who earned a special education diploma or dropped out of school. Similarly, students who were served under the specific learning disability category were more likely than their peers served under all other disability categories to attend some type of postsecondary education program and be employed.

The right to education is entrenched in the Constitution of the Republic of South Africa, 1996. The Constitution, together with various policy documents, provides guiding principles for the transformation of higher education in South Africa. Several universities were placed under administration, before and after the attainment of democracy in South Africa. The independent assessors reports on these institutions have one thing in common, namely that they point out poor administration and ineffective corporate governance practices. Despite many commendable initiatives by Government since 1994 to improve an apparently flawed higher education system, some aspects could be enhanced further, especially concerning corporate governance and governance accountability. Council members and the executive management of higher education institutions are subject to common law fiduciary duties and duties of care and skill. However, their accountability for breaches of these duties is not always clear and is seldom enforced. There is a need to balance effective accountability and the exercise of discretionary powers that are integral to effective governance and management. This thesis considers how corporate governance and compliance in higher education can be improved further, taking into account various legislative changes to the Higher Education Act 101 of 1997, direction provided by the Companies Act 71 of 2008 and the Banks Act 94 of 1990 in respect of the regulation of directors’ duties. An in-depth investigation into the relevant provisions of these Acts was not intended nor undertaken. Rather, the thesis draws from these Acts so that the problems concerning corporate governance in the higher education sector may be dealt with. The regulation of higher education in the foreign jurisdiction of the State of Georgia in the United States of America and in the Canadian province of Ontario was also considered. Based on the research undertaken, specific amendments are proposed to the Higher Education Act of 1997 and the Regulations for Reporting by Public Higher Education Institutions 2014, which are aimed at improvin higher education. / Die reg op onderwys word in die Grondwet van die Republiek van Suid-Afrika 1996 verskans. Riglyne vir die transformasie van hoër onderwys in Suid-Afrika word in die Grondwet en verskeie ander beleidsdokumente vervat. Voordat en nadat ‘Suid-Afrika demokraties geword het, is verskeie universiteite onder administrasie geplaas. Luidens die onafhanklike assessore se verslae, het hierdie instellings een ding gemeen gehad: swak administrasie en ondoeltreffende korporatiewe regering. Ondanks talle prysenswaardige stappe van die regering sedert 1994 om die probleme in die hoëronderwysstelsel te ondervang, kan bepaalde aspekte steeds verbeter, in die besonder korporatiewe regering en regeeraanspreeklikheid. Raadslede en lede van die uitvoerende besture van hoëronderwysinstellings is verplig om hulle gemeenregtelike fidusiêre pligte en hulle sorgvuldigheids- en kundigheidsplig na te kom. Hulle verantwoordingspligtigheid in geval van pligsversuim is egter dikwels vaag en word selde afgedwing. Die juiste ewewig moet gevind word tussen doeltreffende verantwoordingspligtigheid en die uitoefening van diskresionêre magte wat onlosmaaklik deel is van doeltreffende korporatiewe regering en bestuur. In hierdie tesis word gekyk hoe korporatiewe regering en nakoming in hoër onderwys verbeter kan word met inagneming van verskeie wysigings van die Wet op Hoër Onderwys 101 van 1997, riglyne in die Maatskappywet 71 van 2008 en in die Bankwet 94 van 1990 aangaande die pligte van direkteure. Geen grondige ondersoek na die toepaslike bepalings in hierdie wette is beoog of gedoen nie. Hulle word eerder gebruik om oplossings vir die probleme met korporatiewe regering in hoër onderwys te vind. Hoe hoër onderwys in die Amerikaanse deelstaat Georgia en die Kanadese provinsie Ontario gereël word, is eweneens in ag geneem. Wysigings van die Wet op Hoër Onderwys van 1997 en die Regulations for Reporting by Public Higher Education Institutions 2014, wat poog om verantwoordingspligtigheid en voldoening in hoër onderwys te verbeter, word voorgestel. / Ilungelo lokufunda liqukethwe uMthethosisekelo woMbuso waseNingizimu Afrika, wangonyaka ka 1996. UMthethosisekelo, kanye neminye imibhalo eyahlukahlukene yemigomo, inikeza umhlahlandlela wemigomo yokuguqulwa kwamaziko emfundo ephakeme eNingizimu Afrika. Amanyuvesi ahlukahlukene amiswa futhi, ngaphambili nangemuva kokuthola idemokhrasi eNingizimu Afrika. Imibiko yabaphenyi bamanyuvesi abazimele inophawu olufanayo, lokuthi iveza ukungahanjiswa kahle kohlelo lokuphatha kanye nokungalandelwa kwezingqubo zokuphatha amabhizinisi. Yize kunemizamo eminingi encomekayo evela uHulumeni kusukela ngonyaka ka 1994, imizamo yokuthuthukisa uhlelo lwemfundo ephakeme olwehlulekayo, ezinye zezimpawu zaqhubeka nokuqiniswa, ikakhulu lezo ezimayelana nokuphathwa kwamaziko kanye nokuziphendulela kwamaziko. Amalungu omkhandlu kanye nesigungu sabaphathi bamaziko emfundo ephakeme bayaphoqeleka ukulandela umthetho ngokuthi benze imisebenzi ngokuthembeka okuyimisebenzi emayelana nokunakekela kanye namakhono okusebenza. Yize-kunjalo, ukuziphendulela kwabo uma bephula imithetho kaningi akucaci kahle kanti le mithetho ayivamisile ukuqiniswa. Kunesidingo sokulinganisa uhlelo olusebenzayo lokuziphendulela kanye nokusebenzisa amandla okuphatha onikezwe wona, okungamandla ayinsika ekuqiniseni uhlelo lokuhanjiswa kahle kwamaziko kanye nokuphathwa. Le thesis iqonde ekutheni ngabe uhlelo lokuphathwa kwamaziko kanye nokulandelwa kwemithetho emazikweni emfundo aphakeme kungathuthukiswa kanjani, uma kubhekwa izinguquko zomthetho ezahlukahlukene, kuMthetho 101 weMfundo Ephakeme ka 1997, uma kubhekwa indlela enikezwa uMthetho 71 weziNkampani ka 2008 kanye noMthetho 94 wamaBhange ka 1990 mayelana nomthetho wemisebenzi yabaqondisi. Akukaze kube nenhloso futhi kwenziwe uphenyo olujulile mayelana nemithetho efanele yale Mithetho. Kunalokho, ithesisi yencike phezu kwaleMithetho ukuze izinkinga ezimayelana nokuphathwa kwamaziko emkhakheni wemfundo ephakeme zidingidwe kahle. Umthetho wemfundo ephakeme esiyingini somthetho sangaphandle se-State of Georgia ngase-United States of America kanye nasesifundazweni saseCanada ngase-Ontario nawo uye wabhekwa. Ngenxa yocwaningo olwenziwe, sekuye kwaphakanyiswa ukuthi kube nezinguquke ezithile eMthethweni weMfundo ePhakeme ka 1997 kanye naseMithethweni yokuBika yamaZiko eMfundo ePhakeme oMphakathi ka 2014, okuyimithetho ehlose ukuthuthukisa izinga lokuphatha okunokuziphendulela kanye nokulandela umthetho wemfundo ephakeme. / Mercantile Law / LL. D.

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015