Almost two decades after the end of apartheid, the higher education system in South Africa remains marked by inequity at both staff and student levels. Current research in this area focuses on measuring inequity but does little to explain why and how it persists. This research explores gender and race equity in South African universities using three critical case studies of the University of Kwa-Zulu Natal, the University of Pretoria, and the University of Cape Town. Using Dorothy Smith’s Institutional Ethnography, broadly conceived, this research examines the daily practices, processes and discourses that give rise to inequitable institutions. The case study of the University of Kwa-Zulu Natal revealed disjunctures between the push in commercialising universities, illustrated in the new managerialist approach and focus on research, on one hand, and the State’s goal to transform and redress, on the other. This tension was articulated in the incongruence between boss texts, such as the Employment Equity Act, and more local institutional texts that emphasised the employment of “productive” staff members. These competing national and institutional demands and pressures blunted the impact of equity policies and strategies. In the case study of the University of Pretoria, gender and racial inequity is maintained and reproduced through various practices and processes, some formal and others informal, both at institutional and individual levels. Students reproduced the racialism and racism that forms part of racial interaction in broader South African society. Despite having equity policies in place, there were significant enclaves of inequity, shown through the lack of female representation in some departments and in student politics, and importantly in the de facto segregation that continues in the student body. In the case study of the University of Cape Town, institutional structures and practices that both maintain and reproduce inequality were identified. In this instance, the formal arrangements and structures of the university were found to lead to the exclusion of and discrimination against certain groups of people. Examples of such institutional structures and processes include, but are not limited to: the concentration of power at middle management; the white-male domination in senior management; and the absence of an intersectional approach in equity policies and measures. Thus despite important progressive policies and ideals, the structural nature of the university served as one of the key obstacles to racial and gender equity. Together, the case studies carried out point to the objectified forms of consciousness and organisation that rely on and help create textual realities. The management of equity in South African institutions is characterised by disjunctures and competing interests and not necessarily by poor implementation, which has been suggested as the explanation by other researchers. The discourses of race, and gender that dominate South African society play an important role in informing how equity matters are managed and experienced at the local level. The local practices and realities of individual Universities should be understood as being framed and influenced by the ruling relations of higher education and the State.

The purpose of this study was to explore the experiences of young people who had attended a residential weekend intervention for bereaved children. Having gained access to Winston’s Wish, the UK’s leading child bereavement organisation, participant observation was undertaken at three camps for different types of bereavement (accident and illness, suicide, and murder), an Outward Bound weekend specifically for bereaved teenagers, and various social-therapeutic events organised by Winston’s Wish throughout the year. Interviews were conducted with key staff members within the organisation and a documentary analysis of the charity’s literature and media presentations was performed. Utilizing purposeful sampling and following University ethical approval, one boy and one girl from the same family who had recently been bereaved through suicide, and one brother and sister who had recently been bereaved through murder were interviewed. An additional 9 young people (5 females, 4 males) who had been bereaved at least ten years ago were also interviewed. Wolcott’s (1994) ‘description, analysis and interpretation’ approach to transforming qualitative data was adopted, which included a content analysis of all the data generated through observational notes, interview transcripts and reflexive journal entries. From the analysis, six key themes emerged: physical activity, expressing emotion, positive adult relationship(s), area of competence, friendships/social support, and having fun/ humour. These were then represented in the format of a wheel, or the ‘Moving Wheel Model’. This arrangement of themes and the use of the word ‘Moving’ was deliberately chosen to reflect the dynamic and inter-related factors that became prominent at different points in the young people’s bereavement journeys. The main body of this thesis explores these themes in greater depth and offers illustrative examples of how these factors played out in the lives of bereaved children. Finally, applications of the model, and implications for research and practice are discussed.

A cursory review of the extant literature on race, ethnicity and youth culture reveals a burgeoning amount of social science research that investigates the ethnic identities of minority groups. Yet to date, we still know very little about the corresponding cultural identities of the ethnic majority and who they are in these times of global change and economic disharmony. This thesis aims to address this imbalance by exploring the meaning of white ethnicity in young people's lives. It draws upon historical, subcultural and ethnographic methods of data collection to ask the question, how do white youth 'do' whiteness in the present English post-imperial moment. By making lucid the 'practice' of whiteness, the thesis Must, ates the varied and contingent enactment of white identities by young people. It is argued that a new appraisal of white, Anglo-ethnicities is presently required if young people are to be sufficiently equipped for dealing with the 'new times' of contemporary multi-ethnic Britain. The thesis implodes the monolithic assumption of whiteness as a hermetically sealed ethnic category to investigate the complex, multiple and fragmented experiences entailed when exhibiting white cultural identities. Moreover, the evidence suggests that a failure to connect with white ethnicities may only serve to bolster youthful allegiances to a xenophobic white, English nationalism. Instead, the research calls for a critical engagement with white, English ethnicities in order to splice the social immediacy of whiteness, racism and nationalism in young people's lives. In this respect the study aims to explore the possibilities available for a positive white, youthful identity unencumbered by the burden of racism and nationalism. As such, the thesis explores the 'making' and 'unmaking' of whiteness and considers the possibilities for new white ethnicities in the West Midlands and Tyneside conurbation of England.

As computing technology has become a vital part of everyday life, studies have increasingly scrutinized the underlying meaning of computational things. As different devices become interwoven with daily practices and routines, there is a growing interest in understanding not only their functional meaning in computational terms but also their meaning in relation to other non-computation artefacts. This thesis investigates how people relate to artefacts and how their individual values and attitudes affect this relationship.  The analysis is based on four ethnographic studies, which look at the richness of ordinary interactions with technology to understand the impact of technology upon practice and experience. The process through which humans develop a relationship to artefacts is framed as a continuous series of encounters, through which the individual constantly reshapes their relationship to things.  Artefacts are seen as lines in the mesh of everyday life, and the encounters are the intersections between lines. This approach–grounded in phenomenology and paired with an anthropological understanding of everyday life–reconceptualises understanding of the processes of adaption, meaning-making, disposing and recycling. The work reveals how human relations to all kinds of things–in the form of meaning–is continually transforming. Core to this understanding is the cultural relative essence that becomes perceived of the artefacts themselves. This essence deeply affects the way we encounter and thus interact with technology, as well as objects more broadly. In the daily interaction with computing devices we can observe that computing technology alters the mesh on a different level than non-computational artefacts: digital interfaces pull our lines together, bundle experiences an affect how we encounter the material and the social world. This enables computing devices to have meanings distinct from non-computing technology. To go further, computing is itself a mode of existence – a crucial difference in things that helps us understand the complexity of the material world.

This thesis is part of a Swedish Research Council financed project called The School and its Surroundings (Omvärlden och skolan: Vetenskapsrådet, 2005-3440) and is based on a thorough examination of the pedagogical practices that took place in a particular school in a multicultural suburb. A main aim was to analyse these practices and the pupils’ responses to them in relation to descriptions of the school and its needs, attainments and difficulties as provided by the pupils, teachers and others,including the media. The pedagogical practices of the school are based on a particular kind of pedagogy, called Monroe pedagogy. This pedagogy is characterised by strong leadership and places high expectations on pupils. Using ethnographic data, obtained from fieldwork and interviews, and an analysis informed by Bernstein’s theoretical concepts the thesis provides an analysis of the regulation of social interaction in the school and the pupils’ experiences and appreciations of this regulation. As a pedagogical discourse Monroe pedagogy exhibits principles of strong classification and framing (Bernstein, 2003). The thesis is composed of four articles and a kappa. Article one, “Bracketing” backgrounds for an effective school, describes Monroe pedagogy in relation to the school day and pupils’ results. Article two, Pupils’ responses to a saviour pedagogy: An ethnographic study, elaborates on the feedback that pupils at the studied school provide on their education. Article three, The significance of place and pedagogy in an urban multicultural school in Sweden, examines how the location of the school in a ‘multicultural suburb’ is used to attribute deficiencies to pupils and the need for strong leadership and a visible pedagogy. Article four, Complexities and contradictions of educational inclusion: a meta-ethnographic analysis, describes the importance of place for educational expectations and performances in relation to the stigmatisation of the suburban reach and its residents. Collectively the articles depict, principally through an analysis of pupils’ responses, how Riverdale School sells a success concept, based on orderliness, motivation, responsibility and hard work, and how the staff and pupils at the school identify with and believe in this concept. The articles also demonstrate how the pedagogy in use actually fails to become a saviour discourse in practice, as promised, but instead strengthens exclusion and maintains the image of a failing pupil who will be saved from, her-his background and her-his place of residence. / <p>AKADEMISK AVHANDLING som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning fredagen den 6 september, klockan 13.00, M 404, Sandgärdet, Högskolan i Borås.</p>

This thesis examines tap dance practice and performance in England. The study is based on a multi-sited ethnography of two tap dance communities in Manchester and London. Participants in the communities ranged in ages from eighteen to eighty and were from a variety of social backgrounds. The investigation focusses on the tap jam, an informal performance event that showcases improvised tap dance to live music. Many individuals disclosed that they joined the tap communities despite possessing limited knowledge and experience of tap improvisation. Improvisation in tap dance is traditionally studied within the context of performance technique and the historical evolution of tap practice in the United States. American tap practitioners and historians such as Hill (2010), Knowles (2002), Frank (1994), and Stearns and Stearns (1968) state that tap improvisation contributes to unique performance styles but do not clarify how these identities are achieved by tap dancers. In order to understand how performance styles are generated, a symbolic interactionist approach is applied to the act of tap improvisation in the two communities. Viewing tap improvisation through a symbolic interactionist framework revealed that the tap jams are a shared social process that does not limit participation based on dance training or socio-cultural background. The improvised performances at the tap jam created performance identities that focussed on the individual rather than on an English interpretation of tap dance. The thesis delivers an analysis and discussion of how the tap community members cultivate these identities within a social context, exploring how tap dance is evolving beyond American identity and practice.

This study provides a representation of the lived transitional experiences of a group of student-cricketers on a passage toward professional cricket. Set in the local context of a university cricket academy, the investigation focused on players’ adoption of a cricketing role that they used in combination with their structured cricketing environment to explore what it might be like to be professional cricketers. The aim of the research, therefore, was to portray a culturally embedded process of identity-exploration through which a group of young men arrived at a conception of themselves as ‘cricketers’. The data on which the study is based have been drawn from research conducted over twenty seven months from November 2010 to March 2013 where I, as a researcher, became immersed in the research context as an active member of the participant group. The methodological approach of ethnography was used to obtain an insider’s account of the student-cricket experience as seen from the point of view of the actors involved. Application of traditional ethnographic techniques such as participant observation, note taking and unstructured, field-based ‘interviews’ provided the means through which situated, day-to-day experiences were captured and explored. What is presented, therefore, reflects some of the contextual responses to real-life situations experienced by the group and its individuals, mediated through a developing analytical interest in players’ identity engagements with their cricketing environment from the theoretical standpoint of ‘emerging adulthood’ (Arnett, 2000, 2004). Adding to the ethnographic accounts offered within this thesis, the study contributes a conceptual framework that plots players’ transitional pathways through the academy to share the key points of interaction that impinged on individual participants ‘finding their level’ in the game. Through contact and exposure to a cricketing way of life, players’ involvement with the academy saw their cricketing experiences intensify and their attachments to the game transform. This resulted in individuals either accepting or rejecting cricket based on what they came to know about themselves and the game, with the findings of the research helping to further understanding on how a group of ‘emerging adults’ engaged with the ‘project’ of their self-identities to reach a point of self-understanding on which to base prospective identity-decisions.

This thesis explores the punk phenomenon in China. In order to examine punk members and practices, an ethnographic research was conducted in large-scale cities, such as Beijing and Shanghai, and small-scale cities, such as Wuhan and Huaihua in China, as well as on the Internet. In particular, the thesis focuses on two prominent themes subculture and resistance as the main directions of analysis. Through discussing findings from the three dimensions of the individual, collective and online, it is argued that the Chinese punk phenomenon exists as a subculture and punk subcultural practices can be regarded as manifesting forms of resistance in China. First, this study presents a detailed individual biography of one punk musician and then further examines those of other participants. It is discovered that subcultural resistance can have a different impact at different stages of a person s life. Second, this study demonstrates forms of collective practices and how they are manifested, and reveals how Chinese punk subculture members collectively produce different forms of subcultural resistance. Finally, this study examines Chinese punk online. It focuses on how online group members produce meanings of their activities and deploy specific techniques to resist online norms and censorship. Overall this thesis contributes to the ongoing discussions in current field of subcultural studies. By providing a study on punk subculture in China, the research engages empirically in the question of power relations in a society from both individual and collective levels, which has rarely been undertaken before.

Those individuals in our midst without a firm and fixed place to call home in society have elicited variously: fear, disgust, disdain, punishment, pity, nostalgia, and curiosity. The transience of their lives positions them ‘outside the city walls’ both literally and symbolically. These widely negative perceptions see those who experience Homelessness to be burdened both physically and emotionally. This vastly complicated issue is one, seemingly, without a solution. So what can sport, specifically football, offer to that which has hitherto failed to erase this issue? Homelessness and sport manifest obvious inequalities. So in society as in sport there are winners and losers. Similar to sport, Homelessness is enduring and kaleidoscopic. Attitudes toward sport, like arguably the most marginalised members of any society, can change with time and place. Social inequalities are reflected in sport even if sport has positioned itself as a salve for a range of social problems. An annual football tournament that carries the claim that ‘A ball can change the world’ might offer a somewhat simplistic and mythopoeic view of sport. Such a view of sport has been challenged but it has its aficionados. Whether or not football, in its delivery or play, is capable of solving anything for those enduring the predicament of Homelessness is tantamount to this inquiry. What follows seeks to complement contemporary research by offering a panoptic view of the genre of that termed ‘Homeless Football’ (HF) utilising an analysis of one country’s – England – national programme and a HF initiative in a local setting. The local, national and international segue – hopefully – serves to illustrate the interactions between those playing and those delivering. Using French sociologist Pierre Bourdieu’s theories and concepts, the social field of HF is considered and interrogated. In this space of play will be the focus of four specific questions were asked: What is the social field of HF and how can it be understood? Who are the social agents taking part in HF? How does HF ‘sit’ within the broader sport-for-development sector? And lastly, is there a meaningful impact for individuals experiencing Homelessness through participation in such football opportunities? The research presents the complexities that encompass HF in definition, delivery, and desired outcomes. The genre has many angles and aficionados. If it has critics they remain silent. The dualism of Homelessness and Football proved to be a seductive partnership.

The aim of the study is to explore the trafficking situation in Kosovo, where the focus is on the shelter workers but also other professional’s experiences of working with trafficked women. The study is particularly focusing on the process of entering and leaving trafficking and how professionals support the women in the shelters. The study is carried out through an ethnographic approach, based on interviews inspired by semi-structured and open interviews with shelter workers coming from three different shelters in Kosovo, completed with shelter observations. That also includes aspects of psychologist and victims’ advocates working with trafficking in Kosovo. The findings presented four overlooking themes: Trafficking as created from the outside, Entering and leaving trafficking, In the shelter: The Household concept and lastly Re-integration: “re-trafficked”. The themes proclaimed a retrospective process of entering and leaving trafficking in Kosovo. In conclusion the process showed upon the difficulties the professionals experienced while supporting the women into the society that was related to the collectivistic way of living in Kosovo. Whereas the professionals support the women inspired by the individualistic concept, as they strive to support the women to be autonomous agents of their own lives. When the women leave the shelters and enter the community life, the professionals experience that the women are often stigmatized. This also showed upon the challenge the professional’s work of supporting women’s re-integration, as they experience that the women often end up in the streets.