Disconnection in teacher-student relationships caused by the alienating processes and goals of the public school system is the most pressing challenge facing high school teachers today. Disrupting this disconnection and subverting the forces that produce it are the primary goals of the savvy teacher. In this dissertation I claim that teachers require two distinct yet interconnected kinds of abilities to achieve this disruption. They need the curriculum teaching skills they are taught in teacher education programs, and they need additional skills not formally taught which would enable them to build and sustain relationships with students, in the face of school structures and processes that produce fear and isolation. These relational skills I term `savvy' (Parelli, 1993).' I contend that teachers who are savvy can establish and sustain teacher-student classroom partnerships that ameliorate the fear produced by the social, political, and economic forces that shape the institution of schooling. The following research describes how I adapted my horse whispering savvy to teaching in a high school setting. Being savvy in the classroom involves the ability to win students' trust, to form partnerships with students, and to sustain those relationships through continuous changes that threaten to disrupt them. While the development of teacher savvy is a very individual process, that process must lead to the acquisition of three vital abilities: the ability to develop teacher-student partnerships, to sustain those partnerships, and to track behavior indicating changes in relational rhythms. These abilities can be developed only in concert with an awareness derived from personal experience of the need to change teaching practice. Acting on this desire to change, the savvy teacher must be able to utilize the inadequate processes of schooling to educate students about the problems produced by our way of living that is neither compatible with our planetary systems, nor sustainable over the long term. To practice horse whispering savvy in the classroom teachers must learn to see the teaching environment as a complex interaction of systems, that is, as a network of interconnected reciprocal relations that function well as long as its interacting systems unfold harmoniously. They must learn to track this relational system from within, immersed in the web of classroom relationship, being sensitive to shifts in relational rhythms, and aware of the patterns and needs of other systems that compose the learning setting. Savvy teachers must be willing to educate students to understand the influence of the corporate agenda in the process of schooling and, to this end, abandon typical prescribed curriculum plans, and rely instead on teachable moments that occur within the classroom setting, all the while camouflaging their intent to educate students to think for themselves. It is important for the savvy teacher to realize how being powerless can make students and even student teachers feel fearful and disconnected, unprepared to handle what occurs in the school setting or even influence the outcome of events. The savvy teacher needs to help form solutions to problems, encouraging and enhancing self-sufficiency in the classroom in order to disrupt dependency on the processes offered to us by the corporate way of living.

Thesis (Ph. D.)--University of Missouri-Columbia, 2009. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Vita. "May 2009" Includes bibliographical references.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.

Human wildlife conflict is a considerable conservation challenge that threatens many carnivore species worldwide and is a result of complex socio-economic and ecological processes. An understanding of the drivers of conflict is essential for any efforts to achieve coexistence. This study investigated the levels of conflict, livestock management and tolerance amongst the farming communities of the Southern and Western Kalahari in Botswana. A questionnaire survey was completed with 310 farmers throughout the region. The majority of respondents regarded coexisting with carnivores as a challenge, with losses due to depredation perceived as the greatest problem facing farmers. Conflict was widespread throughout the study area, with some spatial variations for certain species. Cattle management levels were low and while smallstock management was better, the use of improved levels of management could reduce current levels of conflict. Tolerance levels were generally low with few respondents seeing the benefits of coexistence with carnivore species. The results indicated that farm type, gender, education level, source of income, livestock numbers, location and land use all have an effect on perceived conflict and tolerance levels and strongly interact with each other. In general cattleposts were characterised by higher proportions of females, lower education levels, more benefits derived from wildlife and veld products and fewer livestock than fenced ranches. They also experienced more conflict, carried out more management and had better tolerance levels. It could be that closer connections to the land and deriving benefits from natural resources resulted in more tolerance and this is certainly worth further investigation. An improvement in the use of effective methods of livestock management, targeted environmental education programs to develop a greater awareness for the conservation value of carnivores and a diversification of livelihoods to include benefits from natural resources have the potential to reduce conflict and improve tolerance in the Kalahari region.

The work is focused on the issue of relations between people and their dogs in a selected group. Its aim is to present what relationships are created between people and their dogs and if there are such cases when the relationship that has been developed with a dog, replaces, complements or simulates to its owner any of interpersonal relationships. And finally, how such relationships look like and for what reasons can be formed. The work consists of a theoretical part, which includes a chapter summarizing the current state of knowledge of the subject, thus representing the relevant literature and authors who have worked on and written about the same or similar field already. In addition, the chapter briefly describes the history of men and dogs union, moment of their connection and the development of relationships and roles. The work also contains a research part, an empirical survey. The research approach is a qualitative survey, mainly driven by scenarios interviews and observations. Every step taken in research and subsequent analysis are based on the methodological literature. Key words: Dog in society, the family dog, human-animal relationships, pets

This thesis is an exploration of the perceptions of a group of humans in interaction with a group of non-human primates in a professional animal research setting. The study is a novel investigation in the field of intercultural relations, exploring the values and beliefs of a group of research employees, and the intercultural competence and sensitivity these employees model in their interactions with the animals they work with. A focus group was conducted at the Oregon National Primate Research Center and 8 individuals working with non-human primates were interviewed. They were asked a series of 15 open-ended questions in order to explore their identification and appreciation of cultural differences, as well as their general strategies for adapting to cultural difference in the context of an animal research setting. The results of this meeting reflect a range of perceptions, attitudes, and beliefs relative to culture and the possibility of an intercultural relationship between species.

The importance of stress management is emphasized throughout this study as well as the need to cater stress management programmes to the unique needs of individuals. The possibility of introducing an animal-assisted stress management programme into the work environment is explored by means of a qualitative study in order to test out the feasibility of such an intervention. The positive physical and psychological effects animals have on humans has been extensively researched and reported. Eleven participants were randomly chosen from within the same department by means of purposive sampling. Semi-structured interviews were held with each participant and thematic analysis was used to analyse the transcribed interviews. Various themes were identified and explored with the most prominent highlighting the need for privacy, respect and connection. Although animals do have positive effects on some employees, there are individual differences that need to be considered. An electronic animal-assisted stress management intervention is recommended. / Psychology / M.A. (Psychology)

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Picturesque Cape Town is the epitome of an urban/nature interface but one within which chacma baboons (Papio ursinus) face slander for transgressing both the socially constructed human/animal and nature/culture divide, and/or the actual, physical borderlines associated with these divides. The difficulties associated with retaining baboons in nature, because of their ability to traverse physical boundaries, have led to human–baboon conflict. Even though research focusing on baboon biology on the Cape Peninsula is abundant, comparatively little attention has been paid to the human aspects of the conflict. By making use of a social constructionist theoretical framework, I wished to establish what attitudes and values play a defining role in different social constructions of chacma baboons, specifically those who often cross the urban/nature divide; what these different social constructions are; whether they differ among the various stakeholders that were included in this research; and whether there is a willingness amongst stakeholders to adjust to, accommodate, or at least understand “other” social constructions. The research is strongly motivated by a suggestion in the literature that human–human conflict underpins human–wildlife conflict. The main data collection method used in this research project was personal, semi-structured interviews with members of various stakeholder groups that are involved in the Cape Peninsula’s “baboon debate”, i.e. governmental institutions, nongovernmental organisations, researchers, representatives of residential associations, local residents and journalists. In order to increase the trustworthiness of my data and to gain an enhanced understanding of the complex social interactions, practices and belief systems which are embedded within human–baboon conflicts, I also analysed the discourse embedded in numerous forms of documentation that refer to the Cape Peninsula’s baboons. The findings from this research provide evidence that conflicts over beliefs and values, conflicts of interest, and conflicts over process are the prominent underlying causes of human– human conflict regarding baboons and baboon management on the Cape Peninsula. Conflicts over beliefs and values seem to underpin all types of human–human conflict regarding baboons on the Cape Peninsula, as human–baboon conflict is riddled with the Cartesian dualisms of urban (or culture) versus nature; human versus animal; biocentrism versus anthropocentrism; and rationalism versus affective social action. The opposition between the two ontologies of rationalism and affective social action, which reflect divergent ways of thinking about baboons and are central to individual’s support of certain baboon-management techniques, is especially pronounced. Moreover, the ability of the Cape Peninsula’s baboons to transgress the nature/culture, and even the human/animal, borderline not only leads to conflict between humans and baboons, but also among humans. This thesis recommends that, in order to effectively address human–human conflict over beliefs and values, as well as human–baboon conflict, the numerous stakeholders on the Cape Peninsula should identify a common significance of baboons. While I would refrain from declaring that human–human conflict is the actual source of human–baboon conflict, addressing the human dimensions of human–wildlife conflict remains an important though neglected issue. / AFRIKAANSE OPSOMMING: Skilderagtige Kaapstad is die toonbeeld van ’n stedelike/natuur skeidingsvlak, maar een waarbinne die Kaapse bobbejane (Papio ursinus) beswadder word, omdat hulle die sosiaalgekonstrueerde mens/dier en natuur/kultuur skeidslyn en/of die werklike, fisiese grens wat met hierdie skeidslyn geassosieer is, skend. As gevolg van hul vermoë om fisiese grense te oorkruis, het die probleme met die inperking van bobbejane in die natuur tot mens–bobbejaan konflik gelei. Ondanks die feit dat navorsing met die fokus op bobbejaan-biologie op die Kaapse Skiereiland volop is, is relatief min aandag geskenk aan die menslike aspekte van die konflik. Deur gebruik te maak van ’n sosiaal-konstruksionistiese teoretiese raamwerk, wou ek vasstel watter ingesteldhede en waardes ’n bepalende rol speel in verskillende sosiale konstruksies van Kaapse bobbejane, veral diegene wat dikwels die stedelike/natuur skeidingsvlak oorkruis; wat hierdie verskillende sosiale konstruksies is; of hulle verskil tussen die verskeie rolspelers wat ingesluit is in hierdie navorsingsprojek; en of daar ’n bereidwilligheid is onder belanghebbendes om aan te pas by “ander” sosiale konstruksies, dit tegemoet te kom, of ten minste te verstaan. Die navorsing is sterk gemotiveer deur ’n voorstel in die literatuur dat mens–mens konflik mens–wildlewe konflik onderskraag. Die hoof data-insamelingsmetode wat in hierdie navorsingsprojek gebruik is, was persoonlike, semi-gestruktureerde onderhoude met lede van verskillende belanghebbende groepe wat betrokke is in die Kaapse Skiereiland se “bobbejaandebat”, d.w.s regeringsinstellings, nieregeringsorganisasies, navorsers, verteenwoordigers van residensiële verenigings, plaaslike inwoners en joernaliste. Ten einde die betroubaarheid van my data te versterk en om ’n beter begrip te ontwikkel van die ingewikkelde sosiale interaksies, praktyke en oortuigings wat ingebed is in mens–bobbejaan konflikte, het ek ook die diskoers ontleed wat ingebed is in talle vorme van dokumentasie wat verwys na die Kaapse Skiereiland se bobbejane. Die bevindinge van hierdie navorsing verskaf bewyse dat konflikte oor oortuigings en waardes, konflikte van belang, en konflikte oor prosesse die prominente onderliggende oorsake van mens–mens konflik rakende bobbejane en bobbejaanbestuur op die Kaapse Skiereiland is. Konflikte oor oortuigings en waardes blyk onderliggend te wees aan alle vorme van mens–mens konflik ten opsigte van bobbejane in die Kaapse Skiereiland, aangesien mens–bobbejaan konflik deurtrek is met die Cartesiese dualismes van stedelike (of kultuur) teenoor die natuur; mens teenoor dier; biosentrisme teenoor antroposentrisme; en rasionalisme teenoor affektiewe sosiale aksie. Die teenoorgesteldheid tussen die twee ontologieë van rasionalisme en affektiewe sosiale aksie, wat uiteenlopende maniere van dink oor bobbejane weerspieël en sentraal is tot individue se ondersteuning van sekere bobbejaanbestuurtegnieke, is veral ooglopend. Verder lei die vermoë van die Kaapse Skiereiland se bobbejane om die natuur/kultuur en selfs die mens/dier grenslyn te oorkruis, nie slegs tot konflik tussen mense en bobbejane nie, maar ook tussen mense. Hierdie tesis beveel aan dat, ten einde mens–mens konflik rakende oortuigings en waardes, asook mens–bobbejaan konflik, aan te spreek, moet die talle belanghebbendes in die Kaapse Skiereiland ’n gemeenskaplike betekenis van bobbejane identifiseer. Terwyl ek myself sou weerhou om te verklaar dat mens–mens konflik die wesenlike bron van mens–bobbejaan konflik is, bly die menslike dimensies van mens–wildlewe konflik ’n belangrike, dog verwaarloosde kwessie

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: High-risk behaviour among adolescents places heavy burdens on the public health, social welfare and criminal justice systems of many countries. Today, Equine-Assisted Learning (EAL) is increasingly used as an adjunct and experiential intervention programme to support the learning and personal development of adolescents at risk. It combines counselling and educational programmes with interactive activities involving horses (Thomas, 2009). The aim of this investigation was to conceptualize the experiences of these at-risk adolescents in residential care (AIRC), since gaps exist in both international and national research pertaining to studies which focus on exploring adolescents' experiences of taking part in EAL programmes (Holder, 2011). An interactive, qualitative and multiple case study design was employed in this study. The research was conducted at a Western Cape residential care facility with five adolescents between the ages of 12 and 18, after they had completed a three-week EAL programme. The programme comprised five sessions of one hour each. Data was collected through a projective technique (collage), semi-structured individual interviews, and a focus group interview. The research findings suggested that the at-risk adolescents experienced this Equine-Assisted Learning programme as positive and that it contributed to strengthening their relationships, enhancing attachment, self-esteem, empathy, communication, social competence, and a sense of mastery, as well as opening up future possibilities for them. As a relatively new field of study in South Africa, Equine-Assisted Learning can make a significant contribution to fostering the learning and development of adolescents in residential care. / AFRIKAANSE OPSOMMING: Die hoë-risiko gedrag van adolessente plaas 'n swaar las op lande se openbare gesondheid, maatskaplike welsyn- en kriminele regstelsels en sodoende word 'Equine Assisted Learning' (EAL) toenemend gebruik as 'n aanvullende en ervarings-intervensieprogram om die leer en persoonlike ontwikkeling van adolessente in nood te ondersteun. In EAL, word berading en opvoedkundige programme met interaktiewe aktiwiteite wat perde betrek, gekombineer (Thomas, 2009). Die doel van die studie was om hoë-risiko adolessente in residensiële sorg se ervarings van 'n EAL intervensieprogram te konseptualiseer, aangesien daar op beide internasionale en nasionale vlak 'n gebrek aan navorsing is wat fokus op die verkenning van adolessente se ervaring van deelname aan EAL programme (Holder, 2011). 'n Interaktiewe, kwalitatiewe en veelvuldige gevallestudie ontwerp is in hierdie studie ontplooi. Die navorsing is uitgevoer in 'n Wes-Kaapse residensiële sorg fasiliteit met die hulp van vyf adolessente tussen die ouderdomme van 12 en 18, nadat hulle drie weke lank aan 'n EAL program deelgeneem het. Die program het bestaan uit vyf sessies wat elk een uur geduur het. Data is ingesamel deur gebruik te maak van projektiewe tegniek (collage), semi-gestruktureerde individuele onderhoude asook 'n fokusgroep-onderhoud. Navorsingbevindings het voorgestel dat adolessente wat risiko beloop, die EAL program as positief ervaar. Dit blyk ook dat dit bygedra het tot die bevordering van sekere aspekte soos verhoudings, hegting, selfbeeld, empatie, kommunikasie, sosiale bevoegdheid, 'n gevoel van bemeestering en die daarstel van toekomstige moontlikhede. 'Equine Assisted Learning' is 'n relatiewe nuwe studieveld in die Suid-Afrikaanse konteks, en kan daarom betekenisvol bydra tot die bevordering van leer en ontwikkeling van adolessente in residensiële sorg.