Made available in DSpace on 2015-03-04T21:16:01Z (GMT). No. of bitstreams: 0 Previous issue date: 27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese é o resultado do trabalho de pesquisa desenvolvido na Escola da Ponte de Portugal, sob o título Projetos Educativos Escolares e Práticas Alfabetizadoras Emancipatórias: os ‘contributos’ da Escola da Ponte de Portugal. No que diz respeito à dimensão empírica, a abordagem metodológica adotada para realizar este estudo configurou-se como Estudo de Caso do Tipo Etnográfico, a qual concretizou-se por processos de observação sistemática e, em alguns casos, participativa do cotidiano da escola (no período que compreendeu set/2006 a fev/2007), por entrevistas realizadas com diferentes sujeitos deste projeto, e pela análise de documentos que configuram o projeto pedagógico da escola, tais como o Projeto Educativo Fazer a Ponte, o Contrato de Autonomia e de documentos legais emanados do Ministério da Educação Português. A questão central gira em torno do que está na base de projetos educativos escolares emancipatórios, e quais condições/contextos facilitam ou não a sua existência, e como recorte, o processo/p / The present thesis is a result of a research carried out at Escola da Ponte in Portugal, with the title “Educative School Projects and Emancipatory Literacy Practices: the contribution of the Escola da Ponte – Portugal”. Concerning to the empirical dimension, the methodology adopted was an Ethnographic Case Study which was accomplished by means of systematic processes of observation and, in some situations, a participative observation of the daily activities at the school (fron September 2006 to February 2007). Different subjects of this project were interviewed and I analyzed documents that shape the pedagogical project of the school, documents such as: The Educational Project Fazer a Ponte and the Contract of Autonomy in addition to legal documents provided by the Portuguese Educational Department. The central point in this study is based on emancipatory projects of education as well as, on the conditions/contexts which may facilitate their existence as a part of the literacy practice on its initial dimensi

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-26T13:47:55Z No. of bitstreams: 1 José Eduardo Martins_.pdf: 9832128 bytes, checksum: 0aa29f8d97032f5ff7f47c4a18588cec (MD5) / Made available in DSpace on 2018-09-26T13:47:55Z (GMT). No. of bitstreams: 1 José Eduardo Martins_.pdf: 9832128 bytes, checksum: 0aa29f8d97032f5ff7f47c4a18588cec (MD5) Previous issue date: 2018-04-27 / UNISINOS - Universidade do Vale do Rio dos Sinos / A presente pesquisa aborda temas relativos às concepções de educação, aos desafios educacionais contemporâneos, globalização, políticas públicas socioeducacionais, educação popular e exclusão/inclusão social, tendo como foco central da investigação a Proposta Educativa do Movimento de Educação Popular e Promoção Social Fé e Alegria, localizado no município de Palhoça SC. Trata-se de uma pesquisa qualitativa que utiliza como fontes de coleta de dados a análise documental, a observação participante e entrevistas com trabalhadores sociais de Fé e Alegria SC, sendo empregada como metodologia para análise dos dados a análise de conteúdo. A pesquisa busca encontrar respostas ao problema de que forma a Fundação Fé e Alegria SC desenvolve sua proposta de Educação Popular junto às crianças e adolescentes oriundos de famílias de baixa renda e em situação de vulnerabilidade social no período do contraturno escolar. O objetivo geral consiste em analisar a proposta de Educação Popular da Fundação Fé e Alegria SC, com ênfase na formação de uma identidade emancipatória na vida das crianças e adolescentes em situação de vulnerabilidade social que frequentam as atividades de contraturno da Instituição, a partir da atuação de seus trabalhadores sociais (funcionários, educadores e gestores) com vistas a elaborar uma proposta de formação permanente. Constituem os objetivos específicos: investigar como ocorre a formação dos trabalhadores sociais da Fundação Fé e Alegria SC na perspectiva da Educação Popular, conhecer a concepção de Educação Popular de Fé e Alegria através da análise de documentos institucionais e analisar, através dos discursos dos participantes da pesquisa (trabalhadores sociais de Fé e Alegria SC), como a proposta de Educação Popular da Instituição ocorre no cotidiano. O estudo concluiu que existem indícios, a partir dos sujeitos participantes da pesquisa, de elementos de emancipação e transformação social na vida das crianças e adolescentes, embora frágeis. A Instituição tem sido espaço importante de proteção social para as crianças e adolescentes em situação de vulnerabilidade social que a frequentam, impedindo que as mesmas fiquem expostas a situações de violência física e psicológica caso estivessem na rua ou mesmo em casa, colaborando, desse modo, na garantia de direitos sociais dessa parcela da população. O grupo de educadores entrevistados, refletindo sobre suas experiências docentes, constatou que a proposta educativa da Instituição é teoricamente bem elaborada, demonstrou conhecer a proposta educativa institucional, porém salientam que não está havendo condições de praticar o que ali está indicado. Como resultado, este estudo propõe a adoção, por parte da unidade de Fé e Alegria SC e dos demais centros socioeducativos de Fé e Alegria no Brasil, de um projeto permanente de formação de seus trabalhadores sociais na perspectiva da Educação Popular. / This research paper deals with the themes related to the conceptions of education, such as challenges to contemporaneous systems of education, globalization, public socio-political policies, popular education, and social exclusion and or inclusion, whose central focus of investigation is the proposed project of education known as the Popular Education and Social Promotion sponsored by the FOUNDATION FÉ E ALEGRIA, located in the county of Palhoça in the State of Santa Catarina in Brazil. Its main objective is to present a qualitative research which makes use as the basic sources the data collected from the analysis of documents, shared observation, interviews with social workers from the FOUNDATION FÉ E ALEGRIA SC, employed as methodological helpmates to gather insights and selective influx of data and analysis of content. The research is trying to find answers to the problem of how the FOUNDATION FÉ E ALEGRIA SC develops the proposed popular education for children and adolescents coming from families of lower income and in situation of social vulnerability at times of shifts of extra-curricular programs at schools. The main objective is to analyze the proposed program of popular education ministered by the FOUNDATION FÉ E ALEGRIA SC aiming at the creation of an identity conducive to an emancipation of the life of children and adolescents, in a situation of social vulnerability, by transferring to complementary activities of subsidiary nature in between regular programs with the help of social workers (officials, educators, and managers), with a view to drawing up a proposal for permanent training. Among the specific objectives needed to be investigated is the formation of social workers of the FOUNDATION FÉ E ALEGRIA SC, as regards their understanding of popular education by means of a detailed analysis of institutional documents and analyze the texts of the participants of the research (social workers of the FOUNDATION FÉ E ALEGRIA SC) how the project of popular education is being implemented in daily routine. The study drew the conclusion that the educational project of the FOUNDATION FÉ E ALEGRIA SC did in fact achieve forging an identity of emancipation in the life of the children and adolescents who were attended by the institution during the period of complementary educational activity, although fragile. The Institution has been an important area of social protection for children and adolescents in situation of social vulnerability who attend it, preventing them from being exposed to situations of physical and psychological violence if they were on the street or even at home, thus collaborating to guarantee the social rights of this part of the population. The group of educators interviewed, reflecting on their teaching experiences, found that the educational proposal of the Institution is theoretically well elaborated, demonstrated to know the institutional educational proposal, however they point out that conditions are not occurring to practice what is indicated there. As a result, this study proposes the adoption, by the unit of Fé e Alegria SC and others social-educational centers of Fé e Alegria in Brazil of a permanent project of training its social workers in the perspective of Popular Education.

Made available in DSpace on 2016-04-25T20:21:28Z (GMT). No. of bitstreams: 1 Jose Bernardo Eneias de Oliveira.pdf: 7503922 bytes, checksum: 38e1b7c5e0a0d70391181c2111f702b1 (MD5) Previous issue date: 2015-06-12 / The research project investigates a social phenomenon that presents itself today in various parts of the world: the aging associated with entrepreneurship and their transformations in emancipatory process. Our focus is Brazil, further in São Paulo-SP, it is both great diversity of migrants from various other locations, broadened the range to take senior status, the umbrella of behavior and social relations, in time and space and socio-economic dimension, with a range of development opportunities. It is important to do so, the scene of the hegemonic and contrahegemônica neoliberal globalization, parts of the capitalist system. The study seeks opportunities for the elderly to continue to play socially, through new forms of business, using alternative employment and production models, increasingly acquainting human potential, with knowledge and skills development, adapting to the environment . The line of research studies social, cultural and anthropological, referring to the analysis of demographic aging and proposing alternatives for the country, a capitalist approach to economic and public policy, can support the society that is aging in sharp speed, with the point main analysis of its action and its potential before the (re) socialization and life cycle. Presentation of the research aims, without losing the anthropological approach and sociologist, give theoretical support to Geronte process of adapting to social changes through their potential for autonomy, to freely manage your life and your own choices, with the chances of survival resulting from their entrepreneurship and emancipatory knowledge / O projeto de pesquisa investiga um fenômeno social que se apresenta, hoje, em varias partes do mundo: o envelhecimento associado ao empreendedorismo e suas transformações num processo emancipatório. Nosso foco é o Brasil, mais aprofundadamente no município de São Paulo-SP, que, reunindo grande diversidade de migrantes de várias outras localidades, amplia o universo para exame da condição do idoso, na égide de comportamento e relações sociais, no tempo e espaço e na dimensão socioeconômica, com um leque de possibilidades de empreendimento. É relevante, para isso, o cenário da globalização neoliberal hegemônica e contrahegemônica , partes do sistema capitalista . O estudo busca possibilidades do idoso de continuar a reproduzir socialmente, através de novas formas de negocio, utilizando alternativas de empregabilidade e de modelos de produção, cada vez mais se inteirando ao potencial humano, com conhecimento e desenvolvimento de habilidades, adaptando-se ao ambiente. A linha de pesquisa estuda questões sociais, culturais e antropológicas, remetendo a analise do envelhecimento demográfico e propondo alternativas para que o País, numa abordagem capitalista das políticas econômicas e públicas, possa sustentar a sociedade, que está envelhecendo em velocidade acentuada, tendo como ponto principal a análise de sua ação e seu potencial diante da (re) socialização e do ciclo de vida. O encaminhamento da pesquisa pretende, sem perder o enfoque antropológico e sociólogo, dar sustentação teórica ao processo de adaptação do geronte às mudanças sociais através de seu potencial de autonomia, no sentido de gerenciar livremente sua vida e suas próprias escolhas, com as possibilidades de sobrevivência resultantes de seu empreendedorismo e conhecimento emancipatório

Made available in DSpace on 2016-07-27T13:54:17Z (GMT). No. of bitstreams: 1 Francisco Pereira.pdf: 1502631 bytes, checksum: 0f8aceac76bed4465383cdfcdfb0031f (MD5) Previous issue date: 2008-08-29 / This survey, whose title is: (IM)Possibilities of building an emancipatory education in technological courses: an approach from two courses located in Goiania and Anapolis, aimed to diagnose the overall reality of two masters of technology in its dimensions mercadological and emancipatory. Its specific objectives were: to seek subsidies theoretical discussion of relations and education work and its consequences for professional education; outlining a history of professional education in Brazil today to Cologne (2006); examine the proposal of the courses of higher technology at present, contrasting it to the design of polytechnic; identify the perceptions of students, teachers and coordinators on the technology courses. The theme was chosen based on the author's experience as a teacher in courses of Bachelor and technology. The work questioned how the masters of technology can promote a professional education emancipatory? The hypothesis of the research was: The masters of technology will promote a professional education emancipatory to integrate the educational process the dimensions of practical work, science and culture. The research is maintained in theoretical as Marx (1996), to clarify the difference between concrete and abstract work. Enguita (1989), which develops the concept of school as a place of training the worker. With respect to neoliberalism, Anderson (1994), Bianchetti (1997), Frigotto (2001) and Azevedo (1997), serve as a basis to explain its influence on the Brazilian educational policies. Through Manfredi (2002), Vieira (2003), Kuenzer (2005), among others, investigated is the duality result of a polarized social structure and its reflections in the Brazilian educational policies. Marx and Engels (1978), Marx (1996), Lima Filho (2003), Santos (2005a), (2005b) and (2005c), among others, to develop the concepts of human emancipation, education and politecnía full. This study was developed based on qualitative research, as this approach was to be the most appropriate in the investigation of the object. The universe was composed of students, teachers and coordinators of the courses of Human Resources Management, in Anapolis and other Management Business in Goiania. The sample was drawn randomly and had about 10% to 20% of the universe, up to 100% for the coordinators. The investigation began with the literature search and documentary, followed by the field. For the collection of information from individual interviews were conducted subject or the delivery of questionnaires with open questions, to be returned later. The data were worked by analysis of content, with the categorization from the information obtained. The results pointed to a reductionist conception of professional education, which takes the labour market as a parameter. Students seeking training quickly and inexpensively. The teachers are young and understand the courses as fast, facing the competitiveness and individuality. The coordinators were in either enthusiastic now disappointed with the format of technology courses, but are unanimous in pointing them to focus on "how". Still, research has shown that it is possible to resume the discussion on professional education geared towards polytechnic as an alternative to the current model. / A pesquisa (IM)Possibilidades da construção de uma educação emancipadora em cursos tecnológicos: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis teve como objetivo geral diagnosticar a realidade de dois cursos superiores de tecnologia em suas dimensões mercadológica e emancipadora. Seus objetivos específicos foram: buscar subsídios teóricos à discussão das relações educação e trabalho e suas conseqüências para a educação profissional; traçar um histórico da educação profissional do Brasil Colônia aos dias atuais (2006); analisar a proposta dos cursos superiores de tecnologia na atualidade, contrapondo-a à concepção de politecnia; identificar as percepções de estudantes, docentes e coordenadores sobre os cursos tecnológicos. O tema foi escolhido com base na experiência do autor como professor em cursos de bacharelado e tecnológico. Partiu-se da seguinte questão norteadora: de que modo os cursos superiores de tecnologia podem promover uma educação profissional emancipadora? Tendo como hipótese que os cursos superiores de tecnologia promoverão uma educação profissional emancipadora se integrarem ao processo educativo as dimensões do trabalho concreto, da ciência e da cultura. A pesquisa se sustentou em teóricos como Marx (1996), para esclarecer a diferença entre trabalho concreto e abstrato; Enguita (1989), que desenvolve a concepção de escola como local de adestramento do trabalhador; Anderson (1994), Bianchetti (1997), Frigotto (2001) e Azevedo (1997), servem de base para expor a influência do neoliberalismo sobre as políticas educacionais brasileiras; Manfredi (2002), Vieira (2003), Kuenzer (2005), entre outros, para mostrar a dualidade resultante de uma estrutura social polarizada e seus reflexos nas políticas educacionais brasileiras; Marx e Engels (1978), Marx (1996), Lima Filho (2003), Santos (2005a), (2005b) e (2005c), entre outros, a fim de desenvolver os conceitos de emancipação humana, politecnia e educação integral. Este estudo se desenvolveu com base na pesquisa qualitativa, pois tal abordagem se mostrou ser a mais adequada na investigação do objeto. Recorreu-se à pesquisa bibliográfica, à pesquisa documental e pesquisa campo, tendo esta um universo composto por estudantes, docentes e coordenadores, sendo um do curso de Gestão de Recursos Humanos - Anápolis e outro do curso de Gestão de Negócios - Goiânia. A amostra foi extraída aleatoriamente, tomando cerca de 10% a 20% do universo, e, no caso dos coordenadores, 100% do universo. Para a coleta de informações dos sujeitos foram realizadas entrevistas individuais ou a entrega de questionário com perguntas abertas, a ser devolvido posteriormente. Os dados foram trabalhados pela análise de conteúdo, com a categorização a partir das informações obtidas. Os resultados apontaram para uma concepção de educação profissional reducionista, que toma o mercado de trabalho como parâmetro. Os estudantes procuram formação rápida e barata. Os docentes são jovens e percebem os cursos como sendo rápidos, voltados para a competitividade e a individualidade. Os coordenadores mostraram-se ora entusiasmados, ora decepcionados com o formato dos cursos tecnológicos, mas são unânimes em apontá-los como focados no saber fazer . Ainda assim, a pesquisa demonstrou que é possível retomar a discussão sobre a educação profissional voltada para a politecnia como alternativa ao atual modelo.

Made available in DSpace on 2016-04-26T14:55:27Z (GMT). No. of bitstreams: 1 Jose Bernardo Eneias de Oliveira.pdf: 7503922 bytes, checksum: 38e1b7c5e0a0d70391181c2111f702b1 (MD5) Previous issue date: 2015-06-12 / The research project investigates a social phenomenon that presents itself today in various parts of the world: the aging associated with entrepreneurship and their transformations in emancipatory process. Our focus is Brazil, further in São Paulo-SP, it is both great diversity of migrants from various other locations, broadened the range to take senior status, the umbrella of behavior and social relations, in time and space and socio-economic dimension, with a range of development opportunities. It is important to do so, the scene of the hegemonic and contrahegemônica neoliberal globalization, parts of the capitalist system. The study seeks opportunities for the elderly to continue to play socially, through new forms of business, using alternative employment and production models, increasingly acquainting human potential, with knowledge and skills development, adapting to the environment . The line of research studies social, cultural and anthropological, referring to the analysis of demographic aging and proposing alternatives for the country, a capitalist approach to economic and public policy, can support the society that is aging in sharp speed, with the point main analysis of its action and its potential before the (re) socialization and life cycle. Presentation of the research aims, without losing the anthropological approach and sociologist, give theoretical support to Geronte process of adapting to social changes through their potential for autonomy, to freely manage your life and your own choices, with the chances of survival resulting from their entrepreneurship and emancipatory knowledge / O projeto de pesquisa investiga um fenômeno social que se apresenta, hoje, em varias partes do mundo: o envelhecimento associado ao empreendedorismo e suas transformações num processo emancipatório. Nosso foco é o Brasil, mais aprofundadamente no município de São Paulo-SP, que, reunindo grande diversidade de migrantes de várias outras localidades, amplia o universo para exame da condição do idoso, na égide de comportamento e relações sociais, no tempo e espaço e na dimensão socioeconômica, com um leque de possibilidades de empreendimento. É relevante, para isso, o cenário da globalização neoliberal hegemônica e contrahegemônica , partes do sistema capitalista . O estudo busca possibilidades do idoso de continuar a reproduzir socialmente, através de novas formas de negocio, utilizando alternativas de empregabilidade e de modelos de produção, cada vez mais se inteirando ao potencial humano, com conhecimento e desenvolvimento de habilidades, adaptando-se ao ambiente. A linha de pesquisa estuda questões sociais, culturais e antropológicas, remetendo a analise do envelhecimento demográfico e propondo alternativas para que o País, numa abordagem capitalista das políticas econômicas e públicas, possa sustentar a sociedade, que está envelhecendo em velocidade acentuada, tendo como ponto principal a análise de sua ação e seu potencial diante da (re) socialização e do ciclo de vida. O encaminhamento da pesquisa pretende, sem perder o enfoque antropológico e sociólogo, dar sustentação teórica ao processo de adaptação do geronte às mudanças sociais através de seu potencial de autonomia, no sentido de gerenciar livremente sua vida e suas próprias escolhas, com as possibilidades de sobrevivência resultantes de seu empreendedorismo e conhecimento emancipatório

Made available in DSpace on 2017-07-10T16:21:18Z (GMT). No. of bitstreams: 1 Donete_ Rosso.pdf: 5038539 bytes, checksum: 8edafd0ecf9cb89df2350507d0e1a260 (MD5) Previous issue date: 2016-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research consists of a study focused on literature and teaching, with interfaces in reading, writing and interculturality. We intend to analyze the relevance of working activities of reading and writing with students in a the ninth grade of elementary school, based upon national rap lyrics and tales from Luiz Silva (Cuti), specifically those ones in the book Contos Crespos (2008), with a view to develop or foster the criticality and the emancipatory reading. It consists of a bibliographical research; along with a practical propose of activities in the classroom. As for the technical procedures, it fits an action research with qualitative approach. It involves the use of standardized data collection techniques: it is a documentary analysis of interpretation activities and textual productions- rap lyrics and critical-reflective comments according to Didactic Unit drafted during the master's degree specifically for this purpose. We waited, with this proposal, encourage the intercultural debate in the classroom with the support of aesthetic forms drawn up by subject historically silenced, such as rappers and afro-descendent writers, as well as motivate teachers possible readers of this essay to try the experience such a possibility of pedagogical approach and with this deepen, the theme of this research in other biases. The theoretical approach is focused on the design of language and literature as social practice, since these are born of the needs of social interaction and questioning political, social, economic among the speakers, supported by Bakhtin (1997/2003/2010) and in reading literacy, as advocated by Soares (2001/2006) Kleiman (1995/2006) and Rojo (2009). Reading strategies based on the recepcional method proposed by Aguiar and Bordini (1993) and Zilberman (1989) are based on Reader-Response Criticism, according to Jauss (2002). The theoretical bases of the process of reading and reader training count on the contribution of Lajolo (1997/1999), Orlandi (1988), Silva (2005) and Zilberman (1982). In literary issues, it was seek support in Bosi (1986), Candido (1972/2004), Cortázar (2006), Compagnon (2009), Rosenfeld (1976), Barthes (2007), Petit (2008), Abreu (2006), Gotlib (2006), Cuti (2010), Andrade (1999), Proença Filho (2004), Duarte (2014) and Bernd (1997/2011), among others / Esta pesquisa consiste em um estudo voltado à literatura e ao ensino escolar, com interfaces na leitura, escrita e interculturalidade. Tem por objetivo analisar a pertinência de se trabalhar atividades de leitura e escrita com os alunos do 9º Ano do Ensino Fundamental a partir de letras de rap nacional e de contos de Luiz Silva (Cuti), especificamente no livro Contos Crespos (2008), com vistas a desenvolver ou fomentar a criticidade e a leitura emancipatória. Constitui-se de uma pesquisa bibliográfica juntamente com uma proposta prática de atividades em sala de aula. Quanto aos procedimentos técnicos, encaixa-se como pesquisa-ação, com abordagem qualitativa. Envolve o uso de técnicas padronizadas de coleta de dados: análise documental de atividades de interpretação e produções textuais letras de rap e comentários crítico-reflexivos conforme Unidade Didática elaborada no decorrer do mestrado especificamente para esse fim. Espera-se, com essa proposta, incentivar o debate intercultural em sala de aula com o suporte de formas estéticas elaboradas por sujeitos historicamente silenciados, como os rappers e os escritores negros, além de motivar professores possíveis leitores desta dissertação a experimentarem tal possibilidade de abordagem pedagógica e, com isso, aprofundarem o tema desta pesquisa em outros vieses. A abordagem teórica está voltada à concepção de língua e de literatura como práticas sociais, visto que estas nascem das necessidades de interação da vida social e da problematização política, social, econômica entre os falantes, amparada em Bakhtin (1997/2003/2010) e na leitura como letramento, defendida por Soares (2001/2006) e Kleiman (1995/2006). As estratégias de leitura, com base no método recepcional proposto por Aguiar e Bordini (1993) e Zilberman (1989), fundamentam-se na Estética da Recepção segundo Jauss (2002). As bases teóricas do processo de leitura e de formação de leitor contam com o aporte de Lajolo (1997/1999), Orlandi (1988), Silva (2005) e Zilberman (1982). Para as questões literárias, foi buscado respaldo em Bosi (1986), Candido (1972/2004), Cortázar (2006), Compagnon (2009), Rosenfeld (1976), Barthes (2007), Petit (2008), Gotlib (2006), Cuti (2010), Andrade (1999), Proença Filho (2004), Duarte (2014) e Bernd (1997/2011), entre outros

abstract: Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence. / Dissertation/Thesis / Doctoral Dissertation Sustainability 2019

The context for this research was the socio-political, culturally constructed, lived experience of eight women nurses who held middle-level positions in two Western Australian public hospitals. Glass and Davis’ (1998) integrated feminist postmodern model for nursing research framed the design for the ethnographic investigation.The researcher used an innovative self-developed trifocality method: realist; critical feminist; and feminist postmodern to critique ethnographic data against the research aim and objectives and reflexively engaged with the women nurses to reveal unacknowledged individual and collective insights. Participant observation, critical conversation, and reflective field/journaling were used as triangulated data collection methods. The methodology revealed the local, particular, historical, taken-for-granted and traditionally gender-biased subjugated voices of individual women nurses as legitimate sites for the production of knowledge and insights.The trifocal data analysis revealed multiple intersecting layers of meanings and insights. The participants unacknowledged ‘unsaid’ experiences were viewed as exemplar ‘states of being’, or subjectivity positions, of their multiple and temporal realities. Inherent within the subjectivity positions was their personal, professional and corporate efforts, assumed as self-managing strategies and implicit knowledge, to enact work roles.Deeper critique, applying feminist poststructuralism (Lather 1991b) and postmodern notions of power/knowledge networks of relationships (Foucault 1980b) revealed three competing socio-political culturally constructed discourses. Firstly, the participants’ were embedded within an empowering ‘Discourse of Values Attributed to Nursing/Between a Rock and a Hard Place’. Secondly, they were influenced by, and resistant to the patriarchally dominant ‘Discourse of Bureaucratic Managerialism Discourse/Absence of Care’. thirdly, they functioned within the influence of the disempowering ‘Discourse Medical Science/Working the Margins’.This research contributes to the knowledge base of scholarly work that exists about nurses, women nurses specifically, concerning the meaning of the experiences of practicing in the confluence of corporate and professional responsibilities. At the personal participant level the insights contribute to emancipatory consciousness-raising. The insights also positively contribute to the recommendations made in The Report of the Western Australian Study of Nursing and Midwifery (Pinch & Della 2001). The insights may evoke wider awareness of the disempowering influence of managerialism upon professional practice and inter-professional relationships. Finally, the unique trifocal data analysis method contributes to the body of nursing and social science research knowledge.

Beginning teachers committed to social justice and emancipatory education often experience isolation and discouragement and need communities for intellectual, social, and emotional support as they learn to teach, and sustain their commitments to transformative pedagogy. This qualitative inquiry followed recent graduates who demonstrated personal commitments to a more just world through their lives and their studies and who began their first year as teachers in a variety of settings. Framed within a theory of transformational learning, third space, and Adler’s concepts of social interest and encouragement, the participants and the participant researcher co-created a virtual community to reflect upon and problematize this complex stage of their careers. Guiding this inquiry were the following questions: (a) What are the individual experiences, tensions, and perceptions expressed by social justice educators during their first year of teaching? (b) How does an online community created to develop a support network influence the experiences of these beginning educators during their initial year in the field? Data collection for this individual and multiple case study included autobiographical information, postings, interviews, and extant data from the teachers’ preservice training and the beginning of their first year. Data were inductively and iteratively analyzed. Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Exploration of the life histories of these women indicated that justice and equity have been their ontological way of being in the world, and that commitment extended through their preservice training and into their first year of teaching. These women approached curriculum in critical ways, problematized simplistic explanations of student apathy, deconstructed the one right answer myth, and worked to democratize education, liberating both their students and themselves. The co-constructed community provided multiple venues for reflection, discussion, collaboration, and support which were used by the participants to meet their unique goals and needs. Participants resolved to continue and expand the community beyond the data collection period so as to remain inspired and focused on issues of justice. Implications for teacher education programs, school districts, and beginning social justice educators themselves were discussed. Possible questions for future research were also explored.

This qualitative study is based on the narratives of two families who each parent a young disabled child. It focuses on the children’s and families’ experiences of inclusion and exclusion within educational settings and the implications of these experiences for pedagogical change. New Zealand’s policy and curriculum contexts are considered in relation to education, disability and inclusion. I examine how the families’ perspectives and experiences interact with dominant, deficit discourses of disability. In my interpretation of the family narratives I identify particular disciplinary mechanisms that operate as tools and tactics of disabling power-knowledge production (Foucault, 1977, 1980). I argue that the policing of disabled children and families’ participation are primary processes and outcomes of these disciplinary mechanisms. The study uses a Disability Studies in Education (DSE) framework to understand and approach disability as socially, politically and culturally constructed. The assumptions underlying traditional Western educational knowledge and norms are critiqued from a counter-narrative based on experiences of disability. I use DSE research and literature to challenge knowledge regimes that interpret disability as an individual deficit requiring ‘special’ intervention and treatment. I argue that a ‘disability critique’ makes an important contribution to understanding the workings and effects of Western, Eurocentric knowledge traditions on children and families. This research further argues that exclusion is experienced by those within and outside of the dominant culture. I envisage the main research audience of this thesis to be early childhood and primary school teachers, teacher educators, early intervention and special education personnel, therapists and medical professionals. The stories and experiences of the families in this research may support teachers and other professionals to critically reflect on, and make changes to their thinking and practices. I hope to contribute to the growing body of research that can be used to support parents and families of disabled children in their efforts to promote educational change and to support the full inclusion of their children as valued people and learners within their educational contexts. I develop two main arguments in this research. The first is that in order to transform education, deficit discourses and their effects must be named and understood. The second is that New Zealand educationalists can build on existing, local frameworks to develop critical, narrative and relational pedagogies to transform exclusionary power relations and support inclusive experiences for all children and their families. I argue that approaches to disability and education based on a belief that exclusion is ‘inevitable’ and that creating a fully inclusive education system and society is an impossible dream, should be challenged and rejected. A lack of optimism and vision reproduces exclusion, and leads to weak reforms at best. Disabled children and their families deserve and have a right to an inclusive life and education and this requires people at all levels of society to take responsibility.