The Public Sector Equality Duties (PSEDs) are a radical development in anti-discrimination legislation due to the emphasis on the need for public authorities to be proactive in order to address institutional discrimination. They require public authorities to take a substantive approach to equality by removing institutional barriers and focussing on equality outcomes. The aim of this thesis is to consider the implementation and impact of this innovative legislative approach to equality, with specific attention given to race and disability within a Higher Education Institution (HEI). It is demonstrated that senior management are not sympathetic to the substantive equality approach which is required by the PSEDs and instead operate with a formal understanding of equality. In addition, as the external pressures on Higher Education Institutions to comply with the legal requirements diminish over time, the processes established to deal with equality as well as legal compliance within the case study institution have weakened. As a consequence, there is a gap between what the law requires and what is happening in practice. At the same time, the experiences of Black and Minority Ethnic (BME) and disabled staff and students indicate that they are still experiencing significant disadvantage within the case study institution. As well as enduring individual instances of discrimination, broader institutional barriers are also evident. An institutional response to address the disadvantage, which is required by the PSEDs, is not visible. It is surmised that this is due to the adoption of the fairness as opposed to a substantive approach to equality. Critical Race Theory (CRT) is employed in order to provide an explanation for the findings within the case study institution. Although it can be used to help account for the data in relation to race, there are limitations in terms of its application to the data regarding disability. CRT acknowledges the intersections between race and other forms of oppression, such as disability, although its focus is still on race as the primary factor for oppression. However, some of the key concepts utilised by Critical Race theorists, such as contradiction closing cases and interest convergence, can also be usefully applied to the data relating to disability.

Please read the abstract in the section 00front of this document / Dissertation (PhD (Educational Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Orientador: Yara Kulaif / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-14T09:03:12Z (GMT). No. of bitstreams: 1 Santos_Cleziodos_D.pdf: 5080733 bytes, checksum: 78d5e60f6a84597e0c5709552ca59e74 (MD5) Previous issue date: 2009 / Resumo: A área de cartografia é entendida como os saberes básicos da representação gráfica do espaço utilizada para produzir o conhecimento cartográfico e vem sendo ministrada como disciplinas curriculares nos cursos de Geografia no Brasil. A pesquisa procura responder a seguinte questão: Qual a relevância da Cartografia para a formação e utilização dos profissionais de Geografia? A problemática apontada acima, norteou nossa pesquisa e nosso objetivo geral de realizar uma análise de como os saberes cartográficos são efetivados na atualidade no ensino superior de Geografia no estado de São Paulo. Os objetivos específicos são: caracterizar a relação entre o saber cartográfico no ensino superior de Geografia e no ensino básico de Geografia; analisar criticamente os conteúdos de cartografia que são ensinados nos cursos superiores em geografia; analisar em que medida a formação profissional em Geografia influencia no seu modo de ver e trabalhar com os saberes cartográficos no ensino de Geografia; e identificar a necessidade e a existência de novas temáticas cartográficas que devam estar presentes no ensino superior de Geografia. As instituições escolhidas para a pesquisa são as três universidades estaduais públicas e seus cursos de Geografia: Universidade de São Paulo (USP), no município de São Paulo, a Universidade Estadual de Campinas (UNICAMP), no município de Campinas e a Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), nos municípios de Rio Claro, Presidente Prudente e Ourinhos, totalizando em 2006-2008, dezesseis professores. A pesquisa foi estruturada em quatro capítulos. No primeiro capítulo, "O Entendimento da Cartografia na Atualidade e sua relação com a Geografia" procuramos situar a Cartografia enquanto área de conhecimento e sua relação com a Geografia, tecendo aproximações entre os dois campos de conhecimento segundo o desenvolvimento do pensamento de cada área. No segundo capítulo "Cartografia e Formação do profissional de Geografia", apresentamos uma discussão relacionada à presença da cartografia como componente curricular nos cursos de licenciatura e bacharelado em Geografia e contextualizando essa presença com a necessidade de colaborar com a formação reflexiva dos profissionais de Geografia. O terceiro capítulo, "Os Saberes Cartográficos na Construção de uma Educação Cartográfica" enfoca as características dos saberes cartográficos no ensino superior e no ensino básico e contextualiza a transposição didática necessária para a efetivação desses saberes para a nossa sociedade. O quarto e último capítulo, "O Docente de Cartografia no Ensino superior e a Efetivação da Educação Cartográfica", discute com base nas entrevistas com os docentes e no referencial bibliográfico o papel do docente de cartografia na formação dos profissionais de Geografia na atualidade e a relevância da efetivação da Educação Cartográfica. Apresenta ainda um programa de cartografia introdutória para o ensino superior. A pesquisa colabora para o entendimento da produção do saber cartográfico no ensino superior de geografia e dessa maneira contribuir para a educação cartográfica como conhecimento espacial relevante para a formação do cidadão em nossa sociedade. / Abstract: The area of mapping is understood as the basic knowledge of graphic representation of space used to produce the cartographic knowledge and has been taught as subjects in the curricula of geography courses in Brazil. The research looks for to answer the following question: What is the relevance of cartography to the training of professionals and use of geography? The problems identified above, guided our research and our goal to conduct a general analysis of how the knowledge map are effective in the current higher education of geography in the state of São Paulo. The specific objectives are: to characterize the relation enters cartographic knowing in the superior education of Geography and the basic education of Geography; to critically analyze the cartography contents that are taught in the superior courses in Geography; to analyze where measured the professional formation in Geography influence in its way to see and to work knowing with them cartographic in the education of Geography; e to identify to the thematic new necessity and the existence of cartographic that must be gifts in the superior education of Geography. The institutions chosen for the research are the three public state universities and their courses in geography: Universidade de São Paulo (USP) in São Paulo, Universidade Estadual de Campinas (UNICAMP), in the city of Campinas and Universidade Estadual Paulista "Júlio de Mesquita Filho (UNESP), in the municipalities of Rio Claro, Presidente Prudente and Ourinhos, totaling in 2006-2008, sixteen teachers. The research was structured in four chapters. In the first chapter, "The Understanding of Cartography in the News and its relation to geography" while looking at the mapping area of knowledge and its relation to geography, weaving between the two approaches fields of knowledge in the development of thinking in each area. In the second chapter "Cartography and the professional training of geography," present a discussion related to the presence of the mapping component of undergraduate courses in curriculum and BA in Geography and contextualizing its presence with the need to collaborate with the training of professionals reflective of Geography. The third chapter, "The Cartographic Knowledge in Building a Cartographic Education" focuses on the characteristics of cartographic knowledge in higher education and basic education and contextualizes the didactic transposition needed to accomplish these skills to our society. The fourth and final chapter, "The Teaching of Cartography in the education and realization of Cartographic Education," discussed based on interviews with teachers and bibliographic references in the role of teachers in mapping training of Geography in actuality and relevance of effective Cartographic Education. It also presents a program of mapping introductory to higher education. The research contributes to understanding the production of cartographic knowledge of geography in higher education and thus contributes to the education space mapping as knowledge relevant to the training of citizens in our society. / Doutorado / Doutor em Ciências