Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 419-443).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Includes bibliographical references (leaves 135-148). Also available on the Internet.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 311-324). Print copy also available.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Includes bibliographical references (leaves 135-148). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 172-192). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 143-148).

The Bolivian Law of Educational Reform, which was passed in 1994, included interculturality and gender equity among its many various components and objectives. In this dissertation, the author investigates the promise and paradox of official recognition of culture and gender through an exploration of the prevalent educational discourse in the context of the reform, which aimed to promote social equality and participatory democracy. Based on qualitative interviews and ethnographic fieldwork in Bolivia, the findings elucidate how this equality-oriented education valorized indigenousness as rural and traditional but gender equality as urban and modern in a manner that was counter to its own prevailing ideas of educational success for indigenous children and girls. The research explores how these representations served as the basis for attributing the problems of implementing both ethnic and gender equality in education to rural indigenous people. It also examines how the concepts of citizen, nation, and development configured in the discourse of educational reform to promote untenable patriotic obligations for indigenous women and men but not for nonindigenous citizens. / text

Not available / text

The present government places tremendous faith in academic performance as a crucial tool for transforming the country's society. However, academic performance in the majority of historically disadvantaged schools is poor. What this means is that these schools are hardly in a position to contribute to this hoped for transformation. This is despite the numerous policies generated by the government in an effort to improve the performance. Underpinning this study was a view that this is because the policies do not address issues that are foundational for academic performance. One such issue, as indicated by widespread findings, is school culture, and associated leadership. In response to this view, an examination was in this study conducted on the relationship between academic performance, school culture and school leadership in two historically disadvantaged African township secondary schools (HDATSS). The purpose was to develop better understanding of school cultures that have the potential of enabling good academic performance in HDATSS, and, in the process, develop better understanding of leadership associated with the formation of such school cultures. The examination was conducted by means of ethnography. The advantage of ethnography for this study was that the methodology results in micro/thick descriptions more likely to inform practice than is the case with thin descriptions provided by other methodologies. Findings were that school cultures that are most likely to enable good academic performance in HDATSS are those that are predominantly communal in nature, but also incorporate societal features. Of particular advantage about communality for the schools' academic performance are common, consensual understandings in relation to the schools' academic goals and behavioural norms. Of advantage about the societal incorporation, on the other hand, is societal capacity to compensate for communality's failure to negotiate common understandings in organizations that are as complex, ever-changing and multifaceted as are HDATSS. It was further found that for such school cultures to be enabling for HDATSS they need to creatively supplement historical deprivations and reflect the cultural backgrounds of the schools' populations. A style of leadership that was found to be associated with the formation of such school cultures is that which emerges organically and is therefore diffused, serving and diversified. / Theses (Ph.D.)-University of Kwazulu-Natal, 2005.

Thesis (MEd)--University of South Australia, 1995