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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Final report: Congress 2008, University of British Columbia, 31 May - 8 June 2008

D'Alfonso, Lisa, Cavell, Richard, De Jong, Allan, McGowan, Loriann, Parr, Andrew, Wiggs, Nancy 3 March 2009 (has links)
The final report of the 77th Congress of the Humanities and Social Sciences conference. With overall attendance of 8,986 and 8,094 registered delegates, it was the largest conference in the University of British Columbia's and the Canadian Federation for the Humanities and Social Sciences' history.

Technologies of being in Martin Heidegger : nearness, metaphor and the question of education

Kouppanou, Anna 2014 (has links)
Technology permeates education’s discourses and practices, and further dialogue between philosophy of education and philosophy of technology is urgently needed. This thesis attempts to do this by engaging critically with the thought of Martin Heidegger, Jacques Derrida and Bernard Stiegler in order to show that both education and technology are processes of human formation (Bildung). Heidegger’s philosophy of technology underlines the way technology conditions human action and thus allows for an investigation of the constitution of the human being. At the same time, Heidegger’s philosophy maintains certain essentialist elements that make it unresponsive to the digital technologies that increasingly form our milieu. In matters of technology the nature of nearness is always at issue, and digital technology accelerates the changes that occur in this respect. For this reason, and notwithstanding Heidegger’s achievements, it is necessary to challenge his account in certain respects. Through a deconstruction of Heidegger’s theory, I attempt to show that thinking and technology intertwine in his critique of metaphysics. In fact, thinking and technology function according to presuppositions about image (Bild), imagination (Einbildungskraft) and education (Bildung), and both inextricably involve metaphorisation in various ways. In this thesis, I analyse the notion of metaphor either as passive or active transfer of the self. The role of image, as I have already noted, is very important for this process, and it is for this reason that Heidegger’s distinction between ‘representative’ image and ‘originary’ image becomes very important for this investigation. For Heidegger, the possibility of originary image opens up the path towards a nontechnologically mediated truth (alētheia) that offers true nearness to things, whereas representative image condemns thinking to uncritical repetition and existence to a state in which everything is equally far and equally near. This discussion and the specific chain of notions (Bild, Einbildung, Bildung) offers a new way into the investigation of those current digital image-technologies that purport to afford us nearness to things and people. It examines their effects on thinking and imagination, and education’s role in relation to these developments.

Liberal education and the good of the unexamined life

Miller, Alistair 2014 (has links)
Most philosophers of education assume that the main aim of education is to endow pupils or students with ‘personal autonomy’: to produce citizens who are reflective, make rational choices and submit their values and beliefs to critical scrutiny. The underlying assumption is Socratic: that the unexamined life is not worth living, and that goods and forms of perception that cannot be articulated or rationally justified are not worthy of our consideration. The unstated assumption is Plato and Aristotle’s: that the good life is the life of the philosopher and politically active citizen. It is assumed, moreover, that all pupils should be so educated on egalitarian grounds. In this thesis, I dispute these assumptions. I argue that the good life should not be conceived in exclusively ‘intellectualist’ terms but that an ordinary life - an ‘unexamined’ life - is also worth living; that central to the good life in all its forms is the engagement in worthwhile activities or ‘practices’; and that the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. Instead of foisting on all pupils a universal academic curriculum that produces little more than ‘a smattering of knowledge’, I argue that pupils might (1) cultivate the intellectual virtues through early specialisation in at least one subject, academic or practical, that has the characteristics of a practice, (2) develop the capacity to make practical judgements through a study of rhetoric and the stories of human experience of the humanities, and (3) cultivate certain moral virtues through challenging activity and service learning outside the classroom.

Geeks, boffins, swots and nerds : a social constructionist analysis of 'gifted and talented' identities in post-16 education

Jackson, Denise 2014 (has links)
This study analyses ‘Gifted and Talented’ (‘G&T’) identities in post-16 education, exploring ‘G&T’ identity construction processes and how students manage ‘G&T’ identities once labelled as such. Bourdieu’s work, social constructionism and identity theorising are used to analyse how ‘G&T’ labelling processes, arising from government policies, located within family, peer and school institutional cultures impact on students’ identities, and their responses to identification. Constructionist critical-realist epistemology is used, with data drawn from semi-structured interviews conducted with 16 post-16 students; 16 e-mailed questionnaires with their parents; and three e-mailed questionnaires with GATCOs (‘G&T’ Co-ordinators), from three schools in Eastern England. Eight follow-up informal couple-interviews were conducted with students and their parents. My data analysis of ‘G&T’-students’ subjectivities shows ‘G&T’ identification has repercussions affecting self-esteem, confidence levels, and other aspects of identity constructions. I identify varied ways in which ‘G&T’ post-16 students actively construct ‘G&T’ identities in family and school cultural contexts, using peer-subcultures to manage ‘G&T’ roles, and show how school institutions differ in ‘G&T’ emphasis. Students display agency in ‘choosing’ routes through their ‘G&T’-journeys, on a continuum ranging from ‘conformity’ through to ‘resistance’. Through my analysis of rich qualitative data, some consequences for students of ‘G&T’-identity construction are revealed to be: fear-of-failure, perfectionism, bullying, eating disorders, stress; as well as confidence, pride, motivation and satisfaction. I argue that what is constructed and identified as ‘G&T’ is the result of social class based cultural capital, as the middle-classes access ‘G&T’ provision disproportionately. I conclude that ‘G&T’ policies function as neoliberal educational differentiators, in further separating the advantaged from the disadvantaged, entrenching class divisions. Recommendations include inclusive, personalised provision for all students. Students, parents and teachers revealed how differentiation within classrooms is as necessary as provision allowing for meeting the ‘like-minded’ e.g. through vertical tutoring, leadership programmes and establishing ‘learning communities’ within schools. I argue that school and family cultures need to ‘scaffold’ developing identities of post-16 students ensuring their potential is reached in academic, confidence and identity domains. The label of ‘G&T’ is not needed in order to achieve these aims of ‘gifted’ education for all students to at least sometimes feel like they are ‘fish in water’.

Developing theory about teaching practice in public health nurse education

Kachidza-Naik, Anna Runyararo Unesu 2014 (has links)
This thesis explores ways in which practice teachers facilitate student learning on the Specialist Community Public Health Nursing programme. The knowledge they draw on and pedagogic practices they employ in the placement area seem obscure and difficult to articulate and, as a result, tend to be marginalised. A mixed methods approach is adopted drawing on three forms of data collection: semi-structured interviews, a questionnaire and practice teachers’ summative comments on student portfolios. Twenty practice teachers from one university were interviewed and practice teachers’ comments in student portfolios in the same university were scrutinised. The information from the interview data informed the third data collection method, a questionnaire sent nationally to 115 practice teachers in 12 English universities. It aimed to establish whether views expressed in interviews were more generally applicable. The findings offer fresh insights into, and interpretation of teaching practice and the knowledge relied on. Learning in the practice placement becomes an amalgamation of complex professional knowledge, client narratives, and cultural artefacts. These become appropriated and reconfigured as new professional knowledge. This process may result in different acts of translation of the day-to-day realities of each practice teacher rendering the approach person-bound and context specific. The thesis concludes that drawing upon the above process the practice teacher’s individual approach to teaching and learning develops and then (having assessed the context within which she is working) she engages to help with students’ learning by using a mixture of formal knowledge and knowledge developed from practice. A model of responses and relationships has been developed involving complex professional knowledge and pedagogic processes. The study, therefore, sheds light on learning in the practice placement.

Sex and relationship(s) education : an examination of England's and Northern Ireland's policy processes

Cavender, Dana Ann 2015 (has links)
This thesis presents the first in-depth ‘home international’ comparison examining England’s and Northern Ireland’s policy processes with regard to making sex and relationship(s) education a statutory component of their national curricula for secondary schools. Drawing on policy network analysis, advocacy coalition and political decisionmaking literature more broadly, this study focuses on how policy actors in both regions conceptualise the debate around sex and relationship(s) education. It extends the ‘values in sex education’ discussion and focuses on the specific values informing policy discussions, as well as those embedded within/excluded from relevant policy texts, and the centrality of power around who or what groups are influential in shaping policy. Informed by a social constructivist epistemology and utilising a mixed method, case study design, this study’s data include Northern Ireland Assembly and Westminster Parliament Hansard transcripts, relevant legislation and statutory policy texts, and semi-structured interviews with 32 elected representatives, civil servants, third sector representatives, academics and local school practitioners. Employing thematic and content analysis to each text, a framework was created for both the England and Northern Ireland cases to determine how policy actors in both countries approach sex and relationship(s) education and the values driving policy development arguments. Cross-case comparisons indicate that SRE policy-making in England is primarily made through a closed, ‘top down’ policy strategy with the authoritative power of the ruling government overshadowing the perceived reputational power of those within the larger SRE policy network. Meanwhile Northern Ireland adopts a more open, partnership sharing, ‘ground up’ policy strategy toward RSE with relatively little influence from Members of the Legislative Assembly within the policy-making process. This study’s findings offers a new conceptual framework for understanding the different factors that shape the sex and relationship(s) education policy-making systems within both countries and provides a tool for possible policy learning in these countries more widely.

Access to formal education in the Xinjiang Uighur Autonomous Region of China 1949-1987 with special reference to higher education for ethnic groups

Arshidin, Hakima 1991 (has links)
This thesis describes, analyses, and explains the problems of equality of access to, and provision of formal education, particularly higher education, in the Xinjiang Uighur Autonomous Region of China between 1949 and 1987. It contrasts the central governmenes constitutional assurances of equality in education for all ethnic groups, both the non-Han indigenous majority and the rapidly increasing immigrant Han-Chinese minority, with the reality of their implementation. This contrast and the inequalities in education resulting from it constitute the central theme of the thesis. The concepts of equality and inequality, ethnicity, assimilation and cultural diversity in education are first considered. The question as to where the root of the problem of access to higher education lies, whether in the outcome of higher education admission practices, or in the shortage of supply from lower down the system, is then examined closely. The question is addressed through the use of indicators of equal access to education; equal provision of educational facilities; equal prospects of survival; and success in progression from one level to another. These in turn are analyzed in terms of several dimensions including culture, religion, demography and geography. The investigative method followed is essentially a historical analysis of statistical data, supplemented by an analysis of policy documents, political statements, and literature, and informal interviews. The findings of the thesis are that, in spite of a nationally declared policy of equal access to education for all its ethnic groups, Xinjiang belies its official title of being Uighur and autonomous; and that attempts at assimilation to the Han through local language reforms, a nation-wide unified curriculum, political education, and the imposition of Standard Chinese have been to the detriment of the non-Han and have caused grave inequalities. The thesis concludes with suggestions on how these inequalities can be reduced and the interests and identities of the non-Han protected.

Post-primary education in West Ham, 1918-39

O'Flynn, Kim Lorraine 1996 (has links)
This thesis is concerned with post-primary education in West Ham 1918-39, with particular reference to secondary education. The realities of local educational experience are set against a background of educational acts an economies. The economic difficulties of the 1920s and the Depression of the 1930s were keenly felt in West Ham despite the efforts of the predominantly Labour council to mitigate poverty. A gap sometimes existed between the educational opportunities Labour councillors wished to provide and those they were able to provide. Generally a pragmatic approach was taken and certainly a secondary education was not seen as essential for all. Chapter One outlines West Ham's pre-1918 history and growth with reference to local politics and immigrant and religious groupings. West Ham's interwar history is told in greater detail. Chapter Two relates the difficulties encountered by the West Ham Education Committee in its decision to establish compulsory continuation schools, not least from the parents of West Ham. West Ham was one of the few areas in the country which succeeded in implementing compulsory continuation education albeit for a limited period. A section on technical education is also included in this chapter, although detailed treatment is hampered by a scarcity of records. Chapter Three examines West Ham's secondary school scholarships in the context of the national situation. West Ham's higher elementary/central school scholarships are subjected to the same scrutiny. Each of West Ham's secondary schools shared a broadly similar curriculum and ethos. Chapter Four highlights these similarities but also points out differences. Of the five interwar secondary schools, two catered for girls, one for boys and two were mixed. Two of the secondary schools were Catholic institutions, although both accepted non-Catholic pupils. Three of the schools were aided and two municipal. A section is included on West Ham's higher elementary/central schools but records are less full than those for the secondary schools. Chapter Five compares and contrasts West Ham's interwar secondary school system with that in East Ham, its sister borough. Chapter Six discusses both the economic and cultural factors underlying local attitudes to post-compulsory schooling. The main conclusions drawn relate to these attitudes which militated against any easy acceptance of such education as necessarily beneficial.

The emergence of a Catholic identity and the need for educational and social provision in nineteenth century Brighton

Kennedy, Sandy 2014 (has links)
The 1829 Act of Emancipation was designed to return to Catholics the full rights of citizenship which had been denied them for over two hundred years. In practice, Protestant mistrust and Establishment fears of a revival of popery continued unabated. Yet thirty years earlier, in Regency Brighton, the Catholic community although small seemed to have enjoyed an unprecedented degree of tolerance and acceptance. This thesis questions this apparent anomaly and asks whether in the century that followed, Catholics managed to unite across class and nationality divides and establish their own identity, or if they too were subsumed into the culture of the time, subject to the strict social and hierarchical ethos of the Victorian age. It explores the inevitable tension between 'principle' and 'pragmatism' in a town so heavily dependent upon preserving an image of relaxed and welcoming populism. This is a study of the changing demography of Brighton as the Catholic population expanded and schools and churches were built to meet their needs, mirroring the situation in the country as a whole. It explains the responsibilities of Catholics to themselves and to the wider community. It offers an in-depth analysis of educational provision in terms of the structure, administration and curriculum in the schools, as provided both by the growing number of religious orders and lay teachers engaged in the care and education of both the wealthy and the poor. The evidence for this is based on evidence drawn from on a wide range of primary sources material relating to Catholic education in the nineteenth century. It shows, too, how this disparate Catholic body, both religious and secular, was subject to a number of significant ii national and international influences which had a profound effect in formulating a distinctive Catholic presence.

Education in the Peterborough Diocese in the century following the "Glorious Revolution", 1688

Shearing, Douglas Kenneth 1990 (has links)
There is a consensus of academic opinion that for approximately 100 years stretching from 1688, the date of the 'Glorious Revolution', to the onset of industrialisation England enjoyed relative stability, the condition being attributed to political pragmatism. The purpose of this thesis is twofold; to document the educational developments that characterized the period and to examine their effect, nature and scope, about which historians sharply disagree. The principle that in any age education is a social tool whose practical possibilities rest on people's assumptions determined the strategy of pursuing four main lines of enquiry. These form thematic chapters, the contents of which are briefly summarized as follows: 1. Provision; the Church of England's supervisory role; incidental management of schools. 2. The curriculum and teaching methodology employed in the various scholastic institutions. 3. A survey of scholars in attendance at elementary schools, grammar schools and academies. 4. A consideration of the teaching force with sections on religious attitudes, financial standing and professionalism. Although the study has a national dimension its distinct regional focus is intentional because the bulk of surviving records relate to a locality, enabling its educational system to be largely reconstructed. The Peterborough diocese proved to be an eminently suitable choice being both the setting for educational diversity and extremely rich in source material. The evidence which accrued was not used merely to illustrate what is already known; rather, it made possible more realistic interpretations of the macro situation than hitherto. It is argued in the conclusion that education neither stagnated nor regressed. The principal finding is that the classical tradition of the grammar schools and the universities gradually lost ground to Dissent with its insistence on science and 'the relief of man's estate'. Consequently, new ideas were enterprisingly translated into commendable practice.

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