The privatization of K-12 education in Canada is not new. The public and private sectors feel like natural elements of the Canadian education system because they have existed side by side since confederation. However, this thesis challenges that tradition and argues that private education undermines collective responsibility for education as a shared, public good by catering to private interests and isolating students from the public realm. Not only does private education reinforce the likelihood of socio-economic stratification, but the concept of a “public good” is increasingly destabilized as social services like education are privatized. Why, then, does the privatization of K-12 education continue to be an insignificant political issue in Canada? This question is particularly pertinent at a time when neoliberalism is in full swing in the United States, and all the time more apparent in Canada. Neoliberalism’s emphasis on the precedence of economic ideals over concerns for social welfare and democratic participation has transformed the way that we understand “value”. Drawing on a broad range of scholars including Charles Taylor, Richard Pildes, Janice Gross Stein, Henry Giroux, Francois-Lyotard and Michel Foucault, this thesis argues that the values involved in the very concept of private education reinforce, and are reinforced by, neoliberal views about the place of the individual within society, and that these values are detrimental to the concern for education as shared, public good.

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Zdravko Planinc. Includes bibliographical references (leaves 347-362). Also available via World Wide Web.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 265-277).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 265-277).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 265-277).

This is a study of official documents published by and for the Cape colonial Parliament from the mid nineteenth century, when the parliamentary system of government began in South Africa, to the early years of the twentieth century, when the Cape colony was incorporated into the Union of South Africa. The constitutional framework within which government and parliamentary publishing took place is outlined, and the relevance of each type of document to the work of Parliament and the present-day researcher is explained. Emphasis has been placed on the administration of the publishing process from conceptualization through the printing stages to distribution and finally to the disposal of surplus material. The study concludes with an investigation of the current status of Cape parliamentary publications respecting preservation issues and the exploitation of the material for research purposes in libraries and archives, and some remarks on future trends. Particular attention has been given to use of the Dutch language in the predominantly English language Cape Parliament and the hitherto neglected effect this had on official publishing. Copious footnotes and seven appendixes have been supplied to make this study thoroughly comprehensive. / Information Science / M.Info. (Information Science)

The privatization of K-12 education in Canada is not new. The public and private sectors feel like natural elements of the Canadian education system because they have existed side by side since confederation. However, this thesis challenges that tradition and argues that private education undermines collective responsibility for education as a shared, public good by catering to private interests and isolating students from the public realm. Not only does private education reinforce the likelihood of socio-economic stratification, but the concept of a “public good” is increasingly destabilized as social services like education are privatized. Why, then, does the privatization of K-12 education continue to be an insignificant political issue in Canada? This question is particularly pertinent at a time when neoliberalism is in full swing in the United States, and all the time more apparent in Canada. Neoliberalism’s emphasis on the precedence of economic ideals over concerns for social welfare and democratic participation has transformed the way that we understand “value”. Drawing on a broad range of scholars including Charles Taylor, Richard Pildes, Janice Gross Stein, Henry Giroux, Francois-Lyotard and Michel Foucault, this thesis argues that the values involved in the very concept of private education reinforce, and are reinforced by, neoliberal views about the place of the individual within society, and that these values are detrimental to the concern for education as shared, public good. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Please read the abstract in the section 15back of this document Without maps in separate bound folder / Dissertation (MSc (Wildlife Management))--University of Pretoria, 2000. / Animal and Wildlife Sciences / MSc / unrestricted

"The study is divided into six chapters. Chapter one introduces the study, by looking at the background factors contributing to the poor governance in Africa. The chapter sets off with the problem, objective, and motivation of the study. The chapter sets out the hypotheses of the study, the methodology used, and the review of the available literature. The chapter concludes with the clarifications of concepts used in the study. Chapter two makes a brief background legislative history by looking at the past constitutional frameworks and the political systems that might have influenced the Legislatures of the two countries. The chapter continues with the current constitutional frameworks of both countries and examines the Legislatures established under them. Chapter three starts with the crux of the study - the roles of both Legislatures and delves into their representation and participation roles. The chapter assesses the medium of representation and extent to which the general public gets involved and participates in the deliberations of the LG and LSA. Chapter four looks at the law-making role. The chapter looks into how through legislaiton both Legislatures flesh out their constituitonal values to create more tangible boundaries within which their citizens conduct their lives. Chapter five looks into the oversight role over the executive. The chapter looks into the mechanisms in place to oversee the executive, and to hold them to account on their performances. Chapter six concludes the study with a summary. It makes a comparative analysis of the LG and LSA. The chapter tests the hypotheses of the study. It looks also at the challenges of both Legislatures. The chapter concludes with recommendations aimed at effective performance of the Legislature in Ghana and South Africa." -- Chapter 1. / Under the supervision of Prof. Frans Viljoen, Centre for Human Rights, University of Pretoria / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2002. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

Bibliography: p. 193-208. / The purpose of the research was to study changes that occurred in the material culture of the Cape during the period when the British took over control of the colony from the Dutch. There were three phases for investigation: the colony under the Dutch East India Company in the 18th century, twenty transitional years of interim British and Netherlands governments between 1795 and 1815, and the Cape as a British colony after 1815. An historical archaeological approach was applied to material remains surviving from those years, such as excavated artefacts, documents and buildings, that assumed these sources of material culture reflected the larger cultural, or cognitive, contexts in which they were conceived, made and used. Particular emphasis was placed on examination of household inventory manuscripts (lists of fixed and moveable properties, goods and chattels). Selected information from the inventories of more than 800 households was recorded, and further detailed analysis made of seventy-nine documents. Room-by-room appraisals indicate the layout (house plan), room numbers (house size), room names and activities (functions of spaces) within the house. These probate records thus provided invaluable information about houses, their contents and the placement of objects within the household, and could be investigated from the level of individual rooms on the day of appraisal to a range of houses over a number of years. By constituting the documentary evidence in a form compatible with assemblages of excavated artefacts, as a series uf space and time blocks, integrated information provided enhanced material cultural detail. Patterns were observed through time and across a range of regional and socio-economic situations. The first period covered a "I Dutch" Cape under the control of the eastern arm of the Dutch East India Company, but households were organised in a way distinctive to the Cape. Then there was a short period of relative freedom from governmental control, as transition was made from Dutch to British colonial status and trade options broadened, resulting in the wealthier urban households reflecting fashion, and to the benefit of many farmers. Finally, the Cape was fully incorporated into the networks of the British Empire, undergoing widespread adaptations to colonial society and changes in the material culture of households.