Social discourses and gender equality policies in South Africa has enabled the entry of significant numbers of women into predominantly male domains of educational leadership. In this study, the lived experiences, of four women heads of department in four historically race classified schools in the Durban Metropolitan area, are explored. This study probes the gendered experiences, in which, race and class are inextricably interwoven, as heads of department in commerce and questions the extent to which their leadership positions are a reflection of gender equality. Based on semi-structured interviews with the research participants (black, coloured, Indian and white), this study argues that despite occupying the status of head of department the research participants still assume gender subjective roles. Although, some evidence exists of changing patterns of these women's lives at different stages, the study reveals that the public and private spheres of work and family are not separate entities; they intersect and impinge, with particular implications for the position of women within the sphere of education leadership. The study reveals that despite an overarching discourse of gender equality, discourses of leadership are primarily about gender, race and class structure in the lived experiences of the participants. The gendered experiences overall was such that they inhibited these women from applying for further promotion. In effect, the study shows that these women, irrespective of being educated and occupying positions of leadership, are still in a state of subjugation and male domination. / Thesis (M.Ed.) - University of Durban-Westville, 2002.

The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observation. Although policy documents such as the White Paper on Education and Training (1995) and the South African Schools Act (1996) emphasize the provision of quality basic education for all learners, the study found that learners at this rural school continue to be marginalized. Factors in this schooling context, such as the poor physical environment, overcrowded classrooms, inadequate teaching resources, lack of ongoing professional development, and socio-economic factors such as poverty and poor health care, impede access to the curriculum. The major challenge at the school is how areas such as school organization, ethos, curriculum, teacher development and community involvement can be improved so that the barriers to learning and development can be overcome. / Thesis (M.Ed.)-University of Natal, 1998.

Thesis (MEd in Curriculum Leadership) -- University of South Australia, 1992

This thesis uses the Advocacy Coalition Framework (ACF) developed by Sabatier and Jenkins-Smith (1993) to analyse the politics of educational disadvantage in Australia. The historical influence of two competing coalitions at Commonwealth and at State level in New South Wales and Victoria is traced. For most of the 20th century there has been a dominant conservative coalition and a minority coalition that has favoured reforms to assist socially disadvantaged groups in each of the three jurisdictions. However, the composition of these contending coalitions and their relative strengths have varied substantially from State to State. The theoretical model provided by the ACF was supplemented by explorations of Halligan and Power’s (1992) ‘regime dynamics’ framework which helps explain these differences in terms of the differing politico-administrative cultures of Victoria and New South Wales.

Treatise (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Antoinette Gagne.

Thesis (Ph. D.)--Texas State University--San Marcos, 2008. / Vita. Includes bibliographical references (leaves 124-133). Also available on microfilm.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 119-125).

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 148-152).

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2362. Includes bibliographical references (leaves 262-279).