This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

Thesis is submitted in partial fulfilment for the degree of Master of Architecture (Professional) to the Faculty of Engineering and the Built Environment, School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, 2017 / My focus is on working women in post democracy education and training programmes. Due to societal gender roles, rights for women, in both education and opportunity, should materialise in adult education systems. In order for women to be exposed to work opportunities as well as to maintain the domestic and child-rearing roles they play in society, these systems and spaces must be reinvented. I hope to defi ne indigenous feminist theories, and then to manifest these in the creation of learning spaces. Th rough deconstructing the hugely diverse lived experiences of women in their social roles, I will question educational subject matter, women’s representation as learners, workplace roles, domestic and child-rearing roles, and fi nally challenge the idea of the widely accepted school and classroom model as a centralised institution. Alternative practices of learning and knowing possibly have great impact on transformation for women. Th e ties between education and work lead me to choose factories as my site of interest. Th e site of Jeppestown is appropriate because it is where the light industrial practices about which I am talking, continue to exist. With this thesis I aim to propose an alternative model for working- women as students and educators. I aim to reinvent the systems and spaces in which women learn and in which contextualised feminist theories are manifested. / XL2018

published_or_final_version / abstract / toc / Sociology / Master / Master of Philosophy

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

Institute for Gender and Youth Studies / MGS

The current neoliberal education system often positions bilingual youth as deficient or lacking in skills. The discourse from some academic research paradigms tends to also take up this deficit orientation, focusing on the issues and needs of Latinx bilingual students, or the pedagogical strategies to “close achievement gaps.” The NYC Department of Education has attempted to address gaps in achievement by offering increased access to college and career readiness programs, positioning access as synonymous to equity. However, access alone does not lead to equity when the systems and norms that prioritize assimilation to the dominant white culture are not being challenged; moreover, increased access will not lead to equity if the voices and experiences of marginalized youth experiencing the transition to college are not amplified. This project will add to the growing body of scholarly work that aims to subvert deficit discourse around bilingual students by inviting them to author their own stories about their experiences in the transition to college. These narratives bring up various aspects of the transition to college: how first-generation Latinx bilingual youth navigate cultural and linguistic expectations in college, how they navigate the white, western, and patriarchal institutional norms of the college going process, sources of support in their educational journeys, what factors influenced their college choices, and how they have experienced college in the context of a global pandemic. This research recognizes bilingual students’ experiences and knowledges as truths, positioning them as knowledge creators. The purpose of this study is to document and explore how first-generation Latinx/ bilingual students experience the transition from high school to college, and how they navigate and question spaces in high school and college fraught with linguistic and cultural erasure. Employing Chicana Feminist epistemologies and post-positive realist perspectives of identity, this study will use pláticas to better understand the experiences of Latinx students as they transition to college, what educators can do to support their transition, and to think about how educators can work alongside Latinx students to fight erasure.

潘宇軒. / "2008年9月". / "2008 nian 9 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 207-213) and index. / Abstracts in Chinese and English. / Pan Yuxuan. / Chapter 第一章： --- 緒論：硏究背景 / Chapter 1 --- 個人背景 --- p.1 / Chapter 2 --- 本港通識教育的發展背景 --- p.3 / Chapter 2.1 --- 擴闊、補充、對照中六專科課程的「高補通識」 --- p.3 / Chapter 2.2 --- 作爲新高中核心課程的「新高中通識」及相關爭議 --- p.6 / Chapter 2.3 --- 「初中通識」的備戰角色 --- p.7 / Chapter 2.31 --- 教育部門對初中綜合人文科的支援(2001-2006) --- p.8 / Chapter 2.32 --- 教育局近期對初中通識的取態(2006-2008) --- p.9 / 小結 --- p.11 / Chapter 第二章： --- 理論框架 / Chapter 1. --- 弗萊雷的批判教育學 --- p.13 / Chapter 2. --- 女性主義教育學的關注 --- p.15 / Chapter 2.1 --- 個體差異與性別氣質的建構 --- p.15 / Chapter 2.2 --- 符合倫理的對話 --- p.17 / Chapter 2.3 --- 批判/女性主義教育學 --- p.17 / Chapter 3. --- 課程改革中的建構主義教學觀與通識教育 --- p.18 / Chapter 第三章： --- 硏究設計及田野的情境脈絡 / Chapter 1. --- 本港有關通識教育課程實施的硏究 --- p.22 / Chapter 2. --- 硏究問題 --- p.23 / Chapter 3. --- 硏究方法及硏究實踐 --- p.23 / Chapter 3.1 --- 硏究者的「參與」位置 --- p.26 / Chapter 4. --- 思賢中學是怎樣的第三組別學校？ --- p.31 / Chapter 4.1 --- 社區特色 --- p.31 / Chapter 4.2 --- 思賢中學的特色 --- p.32 / Chapter 4.21 --- 學校氣氛與教育空間 --- p.33 / Chapter 5. --- 思賢中學的初中通識課程 --- p.37 / Chapter 第四章： --- 從教師角度看通識的教與學 / Chapter 1. --- 郭老師的教育理念及教學觀 --- p.39 / Chapter 1.1 --- 人本主義教育理念 --- p.39 / Chapter 1.2 --- 在舊校通識科教學中的成長 --- p.42 / Chapter 1.3 --- 從第一組別學校到第三組別學校 --- p.44 / Chapter 2. --- 中一義班通識課堂的基本面貌 --- p.46 / Chapter 2.1 --- 課堂基本設置及時間分配 --- p.46 / Chapter 2.2 --- 學生的互動情形 --- p.48 / Chapter 2.3 --- 學生對學習內容的理解 --- p.50 / Chapter 2.4 --- 教與學的設施及用品 --- p.51 / Chapter 2.5 --- 學生展示的關注 --- p.51 / Chapter 2.6 --- 郭老師在教學上的應對 --- p.52 / Chapter 2.7 --- Yal Sir的工作/角色 --- p.54 / Chapter 3. --- 「師之過？」一郭老師在通識教學的困難及矛盾 --- p.56 / Chapter 3.1 --- 課堂的互動 --- p.57 / Chapter 3.2 --- 支援學習的資源 --- p.62 / Chapter 3.21 --- 教室的硬件資源 --- p.62 / Chapter 3.22 --- 學生的語言特色與物質資源 --- p.63 / Chapter 3.23 --- 學生的「文化資本」 --- p.66 / Chapter 3.3 --- 從「免費報紙」看通識學習資源的意義 --- p.73 / 小結 --- p.74 / Chapter 第五章： --- 從學生角度看學習與通識 / Chapter 1. --- 「覺得唔啱聽囉！」´ؤ´ؤ「悶」與學習的意義 --- p.76 / Chapter 2. --- 「咁多功課，好煩呀！」´ؤ´ؤ由課業任務的「難」到「煩」 --- p.78 / Chapter 2.1 --- 「攞唔到，麻煩囉！」一學習資源，不只是學習問題 --- p.84 / Chapter 3. --- 「真係煩呀，畀你喇！」´ؤ´ؤ「煩」與陽剛氣質建構的學習空間 --- p.89 / Chapter 3.1 --- 「成日煩住你！」一女生在學習互動上的煩惱 --- p.90 / Chapter 3.2 --- 「你揀到咩？派¯ا入嚟咋嘛！」一第三組別基層男生的陽剛氣質 --- p.92 / Chapter 3.3 --- 「唔粗魯¯إø，佢唔會走。」一女生回應陽剛氣質的兩難 --- p.98 / Chapter 3.4 --- 「我走嚟走去，做皇帝！」´ؤ´ؤ當中產陽剛氣質遇上基層陽剛氣質 --- p.109 / Chapter 3.5 --- 「神經質架佢...佢自己又飛機場喎!」´ؤ´ؤ對抗教師權威的性別權力 --- p.111 / Chapter 3.6 --- 「好想鬧佢」一非主流男生的學習處境 --- p.113 / Chapter 3.7 --- 「你講¯ا好多次嘞，煩到死！」´ؤ´ؤ「如魚得不到水」的基層陽剛男生 --- p.120 / Chapter 4. --- 爭霸陽剛氣質在中一義班發展的趨向 --- p.122 / Chapter 5. --- 「播近嘢，唔會嘈嘅。」´ؤ´ؤ喘息/逃離的空間 --- p.126 / 小結 --- p.127 / Chapter 第六章： --- 從批判/女性主義教育學看通識教育的可能與限制 / Chapter 1. --- 批判思考、生活經驗與課程組織 --- p.130 / Chapter 2. --- 以批判思考提升學生對生活經驗的認知 --- p.136 / Chapter 3. --- 中一義班需要怎樣的通識課程？ --- p.143 / Chapter 3.1 --- 在通識課程中融入脈絡化的性別教育 --- p.145 / Chapter 3.2 --- 脈絡化的「故事」：課程的重要素材 --- p.149 / Chapter 3.3 --- 專題硏習與行動硏究 --- p.156 / Chapter 4. --- 批判/女性主義教育學與課堂中的權力 --- p.159 / Chapter 4.1 --- 溫習課的例子 --- p.159 / Chapter 4.2 --- 從權力角度理解學生的沉默 --- p.162 / Chapter 4.3 --- 教師的批判角色與關懷角色 --- p.165 / Chapter 4.4 --- 對沉默的學生的支持 --- p.171 / Chapter 5. --- 在通識教育科中實踐批判/女性主義教育學的結構障礙 --- p.172 / Chapter 5.1 --- 公開試的回洗效應 --- p.172 / Chapter 5.2 --- 班級人數與知識建構 --- p.177 / 小結 --- p.180 / Chapter 第七章： --- 結語 / Chapter 1. --- 怎樣的建構主義教學觀？ --- p.185 / Chapter 2. --- 批判/女性主義教育學對建構主義教學觀的回應 --- p.189 / Chapter 3. --- 通識教育科在建構知識的課程中的定位 --- p.193 / Chapter 4. --- 在教育改革中建構通識教師身份 --- p.199 / 參考文獻 --- p.207-213 / 圖表索引 --- p.214 / 附錄 / 附錄一：中一義班上學期分組/小組協作課堂及不分組課堂的分佈 --- p.215 / 附錄二 ：中一義班部分同學對金錢的看法 --- p.216 / 附錄三：中一義班部分女生的自我建構 --- p.217-220 / 附錄四：課堂回應表 --- p.221 / 附錄五：學生學習生活問卷調查 --- p.222 / 附錄六：合作教師個人訪談大綱 --- p.223 / 附錄七：學生焦點小組訪談大綱 --- p.224 / 附錄八：一般課堂觀察 --- p.225 / 附錄九：硏究資料的搜集及倫理考量(致校方文件） --- p.226 / 附錄十：「理想我」（ideal self)工作紙 --- p.227 / 附錄十一:「需要」（needs)與「慾望」（wants)課堂設計 --- p.228-229 / 附錄十二： 新高中學制宣傳片(家長篇） --- p.230

In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills / mentoring and support networks / assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.

In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills / mentoring and support networks / assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.

Title from second page of PDF document. Includes bibliographical references (p. 170-184).