Like other social institutions, universities have been created and administered by and for a white-male dominant culture that continues to marginalize women and anyone else designated as -Other- according to race, class, ethnicity, ability, age, size, and sexuality. This discussion questions the dominant model of standard written discourse in the college English classroom where linear, abstract argument centered on autonomous thinking and reasoning prevails. It explores how such a discourse privileges a patriarchal system of education that subordinates other ways of learning and writing, particularly those that may be closely associated with contemporary women's learning, and it looks at some experimental writing strategies for teachers and students who want to challenge the dominant model of discourse within the institution and perhaps better enable students to write with a sense of their own goals and purposes. / Graduation date: 1994

Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 201-209).

Thesis (Ed D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 178-181). Also available on the Internet.

Title from second page of PDF document. Includes bibliographical references (p. 109-113).

Thesis (Ph. D.)--University of Chicago, Faculty of the Divinity School, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

In South Africa women are grossly under-represented in educational management. This study reports on the possible reasons for gender imbalances in positions of leadership at schools. The study uses feminist theories as a lens to understand the various forces that give rise to gender imbalances in positions of leadership at schools. In order to arrive at an understanding of how women managers perceive their under-representation in school management, quantitative data was gathered from 53 women managers in the North Durban Region using the survey questionnaire. This data was used to provide the study with baseline information to pave the way for an in-depth qualitative study. As part of the qualitative study, four respondents were selected using the purposive sampling technique to provide rich data. The data was then collated with the intention of understanding possible reasons for gender imbalances from the perspective of women educators within a broad social, political and historical context. Evidence from the data reveals that while gender equity policies have signaled the need for social justice and transformation of management structures in schools, there appears to be a serious disjuncture between policy and practice. It is apparent that equity policies have failed to address the 'gendered' crisis at grassroots level. Men's dominance in educational management and the numerical marginalisation of women remains a hurdle. Data reveals that women are highly qualified, highly skilled and intrinsically motivated, and yet grossly under-represented in management structures in schools. The women managers in this study reflected on the gender stereotyping that pervades both their personal and professional roles. They recommend the creation of organisational cultures at schools that reflect a commitment to gender equity. / Thesis (M.Ed.) - University of Durban-Westville, 2003.

Copies of author's previously published articles, inserted. / Includes bibliographical references. / vi, 392, [111] leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / A feminist poststructuralist thesis about studio-based, architectural critique in architectural education. Undertakes a critical ethnography of a School of Architecture including extensive observations and interviews. The author argues from her location as a feminist researcher, architect and teacher that critique is not equitable for all students discriminating in many ways against some students, particularly women. / Thesis (Ph.D.)--University of Adelaide, Dept. of Architecture, 1996?

Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.