Cette thèse met en lumière l'histoire de l'éducation des filles arméniennes du milieu du XIXe au début du XXe siècle en analysant pour la première fois cette histoire dans le contexte général des événements politiques qui ont influencé son développement. Elle explore également le travail des femmes arméniennes en tant que pédagogues, organisatrices et donatrices des écoles de filles. Cette recherche est fondée sur un large éventail de sources publiques et privées : rapports, programmes et règlements scolaires, publications de presse (éditoriaux, correspondances, nouvelles, annonces générales et publicitaires), œuvres littéraires, discours publics, mémoires, journaux intimes, autobiographies et lettres. Celles-ci révèlent la progression de l'éducation des filles des cours particuliers et de la formation archaïque par des femmes pieuses et des diaconesses jusqu'à la fondation d'écoles régulières pour les filles et à une forme d'éducation similaire à celle de leurs frères. Le développement de l'éducation et des écoles de filles arméniennes s'est déroulé dans le contexte triplement tumultueux des politiques coloniales et répressives du gouvernement russe au Caucase, des efforts de l'Église arménienne pour maintenir son autorité et son pouvoir sur les communautés arméniennes, et de la croissance du mouvement national et révolutionnaire des arméniens. Cette recherche souligne la façon dont la question de l'éducation des filles arméniennes a émergé et évolué. Elle montre également comment ce changement a amené les femmes arméniennes à assumer un rôle public, à établir des écoles, des organismes de bienfaisance, des bibliothèques, à écrire et à traduire de la littérature pour enfants, à organiser une série d'activités de collectes de fonds pour les écoles de filles (bazar de charité, loterie publique, vente de broderies, théâtres et concerts) et à participer au mouvement révolutionnaire. Cette thèse s'inscrit dans l'actualité des recherches en sciences de l'éducation sur la scolarisation, les programmes et les institutions scolaires du XIXe et du début du XXe siècle. Elle s'engage également dans les débats sur l'éducation des filles et l'histoire des femmes dans l'Europe de l'Est et au Caucase. Cette recherche contribue enfin aux Études Arméniennes en écrivant un chapitre essentiel et inédit de l'histoire arménienne sur la présence et le rôle des femmes dans les événements politiques, sociaux et culturels majeurs du XIXe et du début du XXe siècle. / This dissertation brings to the light the story of the late-mid-nineteenth century and early twentieth-century education of Armenian girls for the first time by placing it in the context of the general political events that influenced its development. It also examines Armenian women's work as educators, organisers and sponsors of girls' schooling. The research is based on a wide array of public and private sources: school reports, programs and regulations, press publications (editorials, correspondences, news, announcements and advertisements), literary works, speeches, memoirs, diaries, autobiographies and letters, which reveal the period's progression from girls receiving private tutoring and an archaic training by deaconesses and celibate devotees to establishing regular schools for girls and providing them a similar form of education as their brothers. The development of Armenian girls' schools and education took place in the turbulent context of the repressive colonial politics of the Russian Government in the Caucasus, the efforts of the Armenian Church to maintain its authority and power over the Armenian communities and the growing Armenian national-revolutionary movement. The research uncovers the nuances of changing consciousness about Armenian girls' education and shows how it led Armenian women to assume public roles, establish schools, charities, libraries, write and translate children's literature, undertake a wide range of fund-raising public activities for girls' schools (charity bazaars, public lotteries, embroidery sales, theatres and concerts) and enter the revolutionary movement. This dissertation joins a vibrant conversation in the educational sciences about nineteenth and early twentieth-century schooling, programs and institutions. It also engages in the discussions about Eastern-European and Caucasian girls' education and women's history. The research also contributes to Armenian Studies by restoring to Armenian history a missing and vital chapter about women's presence and role in the late nineteenth and early twentieth-century major political, social and cultural developments.

This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner. A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews. / Educational Leadership and Management / M. Ed. (Education Management)

This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner. A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews. / Educational Leadership and Management / M. Ed. (Education Management)

Abstracts in English, Afrikaans and Zulu / In this study, social exclusion in an independent, faith-based girl’s school in South Africa was investigated. Bullying is widely recognised as being unacceptable and is addressed by many schools in the form of anti-bullying policies. However, on ongoing basis, girls are being socially excluded from relationships and because this behaviour is often so subtle, it is neither recognised as a form of bullying nor is it being addressed within schools. Theologians argue that educational institutions ought to evaluate the ethical dimension of knowledge construction and that a focus on moral norms, values and virtues need to be a fundamental part of such communities, so that the well-being of its members is fostered. Unless problems such as social exclusion are understood from a theological-ethical perspective, it is unlikely that there will be a permanent change in girls’ behaviour. Changing societies that accommodate bullying requires changes in perspectives, attitudes and behaviour, and schools can make a significant contribution in providing a community in which every child feels accepted and is afforded dignity. This study offers a theoretical-ethical perspective of social exclusion and draws on insights from the fields of theological ethics, sociology, psychology and anthropology. The reasons why girls are socially excluded, the girls’ and the school’s systemic patterns of behaviour and what educators can do to develop an inclusive community are identified. To determine to what extent the theory was supported, alumnae were asked to complete the questionnaires and be interviewed. Some staff members also completed questionnaires and agreed to be interviewed. The findings of the empirical research indicated that the theoretical research was largely supported. Some interesting observations emerged from the questionnaires and interviews that expanded the understanding of social exclusion. One important finding was that the girls who are being excluded from social relationships feel that they are to blame and that they somehow deserve to be excluded. They experience strong feelings of shame as well as loss of self-esteem. This prevents them from discussing or reporting the problem and therefore the structures that are in place for such reporting are not effective. Another important finding was that there is a disconnection between the girls and the staff regarding the effectiveness of current interventions. Therefore, based on the theoretical research and the findings of the empirical data, this dissertation makes recommendations for establishing a community that promotes the well-being and dignity of all. / In hierdie studie is ondersoek ingestel na sosiale uitsluiting in ’n onafhanklike, geloofsgebaseerde meisieskool in Suid-Afrika. Treitering word wyd as onaanvaarbaar erken en word deur baie skole in die vorm van anti-treiterbeleide aangeroer. Dit is egter so dat baie meisies voortdurend op sosiale vlak uit verhoudings gesluit word en omdat hierdie gedrag so subtiel is, word dit nie as ’n vorm van treitering erken nie en dit word ook nie in skole aangespreek nie. Teoloё voer aan dat opvoedkundige instellings die etiese dimensie van kenniskonstruksie behoort te evalueer en dat ’n fokus op morele norme, waardes en deugde noodwendig ’n fundamentele deel van sodanige gemeenskappe behoort te wees sodat die welsyn van gemeenskapslede bevorder kan word. Tensy probleme soos sosiale uitsluiting vanuit ’n teologies-etiese perspektief hanteer gaan word, is dit onwaarskynlik dat daar enige permanente verandering in die meisies se gedrag sal wees. Om samelewings wat treitering akkommodeer te verander, vereis verandering in perspektiewe, houdings en gedrag en skole kan ’n aansienlike bydrae lewer om ’n gemeenskap te vestig waarin elke kind aanvaarding en waardigheid ervaar. Hierdie studie bied ’n teoreties-etiese perspektief ten opsigte van sosiale uitsluiting en steun op insigte uit velde soos sosiologie, sielkunde en antropologie. Die studie identifiseer redes waarom meisies sosiaal uitgesluit word, die meisies sowel as die skool se sistemiese gedragspatrone, en wat opvoeders kan doen om ’n inklusiewe gemeenskap te ontwikkel. Om te bepaal tot watter mate die teorie ondersteun word, is oudleerders gevra om vraelyste te voltooi en om aan onderhoude deel te neem. Sommige personeellede het ook vraelyste voltooi en tot onderhoude ingestem. Die bevindinge van die empiriese navorsing het getoon dat die teoretiese navorsing grotendeels ondersteun word. ’n Paar interessante waarnemings het uit die vraelyste en onderhoude geblyk. Hierdie waarnemings het die verstaan van sosiale uitsluiting heelwat verbreed. Een belangrike bevinding is dat meisies wat van sosiale verhoudings uitgesluit word, voel dat hulle die blaam daarvoor moet dra en dat hulle om een of ander rede verdien om uitgesluit te word. Hulle ervaar sterk gevoelens van skaamte sowel as verlies aan selfwaarde. Dit weerhou hulle daarvan om die probleem te bespreek of te rapporteer en daarom is sodanige rapporteringstrukture nie doeltreffend nie. ’n Ander belangrike bevinding is dat daar nie ’n uniforme begrip is tussen die meisies en die personeel ten opsigte van die doeltreffendheid van huidige intervensies nie. Daarom, gebaseer op die teoretiese navorsing en die bevindinge van die empiriese data, maak hierdie dissertasie aanbevelings ten opsigte van die skep van ’n gemeenskap wat die welstand en waardigheid van almal bevorder. / Kwesi sifundo kuphandwe ngokubukulwa kwisikolo samantombazana esizimeleyo nesisekelwe elukholweni eMzantsi Afrika. Ububhovubhovu buthathwa jikelele njengento engamkelekanga kwaye kuyaliwa nabo kwizikolo ezininzi ngokusebenzisa imigaqo nkqubo yokulwa ububhovubhovu. Noxa kunjalo, kuyaqhubeka ukubukulwa kwamantombazana kubudlelwane obuthile. Ngenxa yokuba lo mkhwa usenzeka mayana kakhulu, awuqondwa njengobubhovubhovu kwaye akukho nto yenziwayo ezikolweni. Iingcali zakwaLizwi zithi amaziko emfundo kufuneka ayivavanye inkalo yolwazi lwesimilo esinyulu, agxininise kwiinqobo zokuziphatha, nezexabiso lobuntu ekufuneka zibe yinxalenye esisiseko kwabahlala kula maziko, ukwenzela ukuba baphatheke kakuhle bonke abahlala apho. Ukuba iingxaki ezifana nokubukulwa aziqondwa ngokwenkalo yezokholo nobunyulu, mhlawumbi akungekhe kubekho umahluko ekuziphatheni kwamantombazana. Ukuguqula uluntu olwamkela ububhovubhovu kufuna ukutshintshwa kweembono, izimvo nokuziphatha kwaye ke izikolo zingafaka igxalaba kakhulu ekumiseleni imiphakathi apho wonke umntwana eziva amkelekile, aphatheke ngesidima. Esi sifundo siveza inkalo yokucinga esekelwe kwingcingane yobunyulu yokubukulwa, kwaye ithabathela kwizimvo zezifundo zobunyulu bezokholo, ezentlalo, ezobume bomphefumlo nengqondo, nezeengcambu zoluntu nezizwe. Izizathu zokubukulwa kwamantombazana ekuhlaleni, imigaqo nkqubo yezikolo nokunokwenziwa ziititshala ekuphuhliseni imiphakathi edibanisayo yimiba echongiweyo. Ukuze kubonwe ukuba ingaba le ngcingane inenkxaso engakanani na, kwacelwa abafundi bakudala beli ziko ukuba baphendule uluhlu lwemibuzo, bavume nokudlana indlebe nabaphandi. Bakhona nabanye abasebenzi beziko abaluphendulayo uluhlu lwemibuzo, bavuma nokudlana indlebe nabaphandi. Okwafunyaniswayo kuphando olusekelwe kubungqina babonisa ukuba ngokwenene, ingcingane yophando yayinenkxaso kakhulu. Kwavela amanqaku anomdla kwiimpendulo zemibuzo nodliwano ndlebe, kwaye oko kwalwandisa ulwazi malunga nokubukulwa eluntwini lwendawo. Okunye okubalulekileyo phakathi kwezinto ezafunyaniswayo yaba kukuba amantombazana abukulwayo kubudlelwane nabanye babeziva ngathi banetyala, kwaye bafanele ukubukulwa. La mantombazana ayeziva engathi asehlazweni kwaye ayengazixabisanga. Le nto yenza ukuba angayixeli le mpatho, angafuni nokuba kuxoxwe ngayo. Ngoko ke imiqathango ebekelwe ukuxela lo mkhwa ayisebenzi. Kwaphinda kwafunyaniswa ukuba kukho ukungadibani phakathi kwamantombazana nabasebenzi malunga nempumelelo yemiqathango yokuwakhusela. Ngoko ke, ngokukhokelwa luphando lwengcingane nobungqina obufunyaniswe kuphando, le ngxelo yophando inika iingcebiso zokuseka umphakathi okhuthaza ukuphatheka kakuhle nangesidima komntu wonke. / Philosophy, Practical and Systematic Theology / M. Th. (Theological Ethics)