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Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of GodJohns, Emily M. Busiek 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths
per day. The church in South Africa represents a largely untapped resource for addressing
this problem. One of the largest Evangelical church groups in South Africa is the Assemblies
of God (AOG/SA). This church group consists of three culturally distinct fraternals: The
Group (white), The Association (coloured), and The Movement (black). Although they
function under one executive committee, these fraternals have remained organizationally
distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all
three fraternals have remained largely quiet and uninvolved. They have made no attempt to
strategize on a unified response to the pandemic, nor have they attempted to promote
culturally relevant curricula capable of empowering their pastors and theological students to
respond effectively to this crisis.
The research consisted of two phases, following Rothman and Thomas's Intervention
Research model (1994), with special emphasis on the design and development component.
The first phase identified and assessed educational, cultural, and religious factors relevant to
the development and delivery of a clergy-focused multicultural curriculum intervention
addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first
phase consisted of semi-structured interviews with ethnographic notions.
The target groups for the first phase of the research included 15 credentialed AOG/SA pastors
and the three fraternal leaders. The leaders and fraternal members participated in semistructured
interviews designed to establish cultural and religious points of divergence
pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and
gender roles).
The second phase of the research consisted of the development and delivery of a curriculum
intervention. Integrating the cultural and religious factors identified in the first phase of the
research, the nine-day curriculum intervention was presented to 34 tertiary-level theological
students in two culturally distinct venues. The content of the curriculum primarily
emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and
surrounding issues. The intervention utilized three curriculum theories that were deemed
relevant to the educational context of South Africa: humanistic curriculum theory, social
reconstructionist curriculum theory and dialogue curriculum theory.
Data-gathering strategies for the second phase of the research utilized both quantitative and
qualitative instruments with ethnographic notions. The quantitative instruments included the
Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS
(PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling
was used to acquire qualitative data from student participants.
Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in
both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both
venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by
both genders at the end of the intervention in both venues. Reflective journal entries indicated
that students at both venues clearly perceived a need for the church to be involved in the
pandemic; many proposed that sex education should be taking place within the context of
church youth ministry. Affective responses were markedly positive for those suffering with
AIDS, particularly females. The data clearly indicated that the curriculum was effective in
two culturally distinct venues.
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O Lyceu Franco-Brasileiro São PauloVercesi, Maria Elena de Abreu 23 March 2010 (has links)
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Previous issue date: 2010-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to observe the criation, institutionalization, and setting up
processes of the Lyceu Franco-Brasileiro São Paulo, known as Liceu Pasteur, and its
position within the private high-school field during the first three decades of the 20th
century, when the interests in international relations and national political strugles were
established. It has been observed how cultural policy in international relations was
structured as an important instrument which aimed the interests of the two involved
agents, São Paulo oligarchic elite and France. For the execution of the Lyceu a statute
was elaborated, which is considered a priviliged source for its study, since it presents
the criation set of ideas and how the execution should be carried on. The Departamento
Nacional de Ensino (National Department of Teaching) acts and reports relating to
anual exams are also priviliged sources, reporting the choice of subjects, number of
students and teachers names, and making possible to compare the statute
determinations. The school books imported from France and used during the first years
after the Lyceu was set up reveal, from their content analysis, the action of French
cultural policy. This research has studied the reason why the Lyceu Franco-Brasileiro
São Paulo, during its first decades, presented a crisis of the French school model, which
resulted in the small number of student applications / O objetivo principal dessa dissertação é observar o processo de criação,
institucionalização e instalação do Lyceu Franco-Brasileiro São Paulo, atual Liceu
Pasteur, e sua posição em um espaço de educação secundária particular, nas três
primeiras décadas do século XX, no qual interesses de relações internacionais e embates
políticos nacionais estavam postos. Observou como a política cultural das relações
internacionais se estruturou como instrumento importante, para a consecução dos
interesses dos dois agentes envolvidos: a elite oligárquica paulista e a França. Para a
implantação do Lyceu foi elaborado um estatuto, que é considerado fonte privilegiada
para seu estudo, pois expõe o ideário de criação e como deveria ser a sua implantação.
As atas e relatórios do Departamento Nacional do Ensino, relativos aos exames anuais,
também se colocam como fontes privilegiadas que relatam escolha de disciplinas,
quantidades de alunos e nomes de professores, possibilitando uma comparação com as
determinações do estatuto. Os livros didáticos importados da França para os primeiros
anos de funcionamento revelam, na análise de seu conteúdo, a ação da política cultural
francesa. A pesquisa estudou o motivo de o Lyceu Franco-Brasileiro São Paulo em sua
primeira década de funcionamento ter apresentado uma crise de modelo de escola
francesa, que resultou na pouca quantidade de alunos matriculados
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