No description available.

Thesis (Ph. D.)--University of Queensland, 2003. / Includes bibliographical references.

Thesis (Ed. D.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains p. vii, 120 p. Includes abstract. Includes bibliographical references (p. 98-108).

Stemming from the dialectical concepts of critical epistemology developed by feminism and Critical Theory (specifically, the Frankfurt School), this thesis attempts to articulate the political dimension of knowledge and to demonstrate how this dimension is incorporated into the liberatory pedagogical theory of Paulo Freire, Henry Giroux and various feminist authors. Hence the epistemological significance of domination and oppression is explored in relation to the concepts of subjectivity and objectivity held by critical epistemology. / In ultimately aiming at liberation from social oppression, both Critical Theory and feminist epistemology provide theoretical insights into the social construction of knowledge, the intersubjective character of knowledge and the depth psychological dimension of the knower. It is maintained that a synthesis of these insights can provide the groundwork for a liberatory educational theory based on the interrelation between experience and knowledge. Also, in dialectical interaction, a liberatory educational theory provides a means for actualizing the liberatory aim of critical epistemology.

The thesis examines how images of 'femininity' and the construction of gender-appropriate behaviour are reinforced and potentially challenged by the structure, content and teaching of girls' physical education in secondary schooling. The research involves both historical and contemporary investigation. The qualitative methodology used for the contemporary research focuses on an in-depth case study cf an inner city local education authority. Open-ended interviews were conducted with advisory staff, teaching staff and education committee members involved in secondary school reorganization. This was followed by close observation in four selected case study schools. The research techniques were grounded in a feminist methodology The historical analysis identifies gender ideologies relating to physical ability/capacity, motherhood! domesticity and sexuality which underpinned the development of girls' physical education. The contemporary research concludes that images of femininity continue to find expression in the assumptions of women physical education staff although they are specific to their particular historical location in the 1980s. The case study observations provide evidence cu f the institutionalization of gender ideologies in the policies, priorities and practices of girls' physical education. Three central issues emerge from the research: the significance of ideologies of the physical and the politics of sexuality; the relationship between young women's subcultures, leisure and physical education; the debates surrounding mixed versus single-sex organization. These issues are critically analysed in relation to relevant literature, evidence from the research material and current feminist theoretical debates. The thesis concludes by suggesting future directions for girls' physical education and future research in related areas. The research points to the need for a feminist analysis and approach to girls' physical education in order to initiate debate and anti-sexist policy innovation and also to contribute to wider feminist theoretical analysis particularly in relation to an understanding of physicality, sexuality and patriarchal power relations.

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Thesis (M.A.)--York University, 1998. Graduate Programme in Women's Studies. / Typescript. Includes bibliographical references (leaves 88-97). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39202.

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Thesis (Ph.D.)--Ohio University, November, 2006. / Includes bibliographical references (leaves 314-334)

Thesis (Ed. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on January 30, 2007). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.