The purpose of this research is to assess and address issues of contextualization and reconciliation as they pertain to Christianization and cultural preservation within the three Nanticoke-Lenape American Indian tribal communities remaining in the states of New Jersey and Delaware in the United States. The study seeks to provide insight into the challenges for ministry within the socio-cultural and political context of the tribal communities, particularly in regard to meaningful healing and reconciliation over the lingering effects of colonization, in a manner that promotes integral, holistic, contextualized Christian ministry. To achieve this, the study investigates the historical backdrop of the tribal communities, including European contact, colonization, missions, assimilation and cultural survival. Past and present tribal lifeways, beliefs, and practices are evaluated through documented historical sources and contemporary accounts. The research highlights the histories and current ministries of the principal historic tribal congregations, and their role in the spiritual, cultural, and political survival of the tribes. It also assesses possible approaches for effective, mission oriented, compassionate engagement as a matter of faithful contextualization and social justice. It should be noted that within this work the terms “American Indian,” “Native American,” “Indigenous American,” “Aboriginal American,” and “First Nations People” are all used to describe the indigenous people of America. These terms should not be confused with the term “Indian American,” which describes an American citizen whose ancestors can be traced to the nation of India on the continent of Asia. / PhD (Missiology), North-West University, Potchefstroom Campus, 2015

This study examines privatization and valuation processes in the context of privatized state owned enterprises in Tanzania. It investigates the implementation of the privatization process and valuation methodology in a developing economy where the market system and its associated institutions are not fully developed. The objective of this study is twofold, first to investigate how the privatization process was carried-out towards the stated objectives and second to find out how asset valuation was carried-out in assisting decision-making at the ‘Presidential Parastatal Sector Reform Commission’ (PSRC). As a means to achieve the above objective, the study traces five interrelated aspects in the privatization process. The tracing attempted to find out whether or not the five aspects proceeded in ways that enabled attainment of the stated objectives. The five interrelated aspects included, Formulation of privatization strategy; Valuation methods; Valuation error; Buyers of State owned enterprises and Developments after privatization. The study found that strategy formulation being undertaken by PSRC did not promote higher competition, higher prices and higher government revenue; the present Valuation methodology as used by the Valuation firms engaged by PSRC did not improve certainty in the determination of reserve price; further that valuation estimates were not good proxies of sale prices; the issue of wider ownership participation by the people was far from being achieved; And that follow-up on changes of ownership and changes in the physical developments was lacking. Both privatization and valuation stand to yield expected results where the market system and its institutions are well developed and are functioning properly. Had there been reasonable and basic preparations prior to take off, privatization process in Tanzania could have been carried out in better ways and yielded better results than it is now / QC 20100915

This study is an investigation into the use of an African indigenous narrative game, Masekitlana, which I used as a therapeutic medium for four children, aged eight to 12 years. The participants are of Zulu origin and culture and were affected and orphaned as a result of HIV/AIDS. The game involved the participants in activities, such as hitting stones together or arranging them at will, that they felt familiar with and that enabled freer verbal expression from them. I employed a single-system research design that consisted of mixed methods approaches in the form of a qualitative thematic analysis and a quantitative graphic presentation of the results. The research design was a time series design that involved using, at four different times along the process of therapy, the measure of the Roberts-2 test (ethnic version). Therapy consisted of three sessions of standard of care therapy (therapy that was routinely being used in the psychology clinic) and three intervention therapy sessions of Masekitlana. I found the mixed-methods approach to be a practice-friendly form of research as it helped to describe the concerns of the participants in depth and enabled a concrete, quantitative conclusion about the efficacy of Masekitlana as an intervention. Syncretism of both approaches meant that qualitative data helped to clarify and confirm the findings of quantitative data and vice versa. Qualitative analysis showed how Masekitlana helped participants to express their traditional African beliefs, such as belief in the guidance of their ancestors, in the influence of bewitchment in their lives, and in the animation of the natural world. Thematic analysis also revealed the anger that participants felt resulting from the sense of disempowerment they experienced in Children’s Homes and from their separation from their biological families, and their need to sublimate this anger into future careers in the police force or alternatively to resort to crime. Thematic analysis also revealed the strategies employed by participants for coping with peer conflict in the Children’s Homes, and the challenges they face with schooling difficulties. Quantitative analysis revealed how participants progressed to complex forms of adaptive functioning and explanation of situations in their lives as a result of Masekitlana therapy. Recommendations arising out of this study are that psychologists strive to use forms of therapy that are familiar to the cultural backgrounds of indigenous children, and that training psychologists learn about the cultural beliefs of their patients and be exposed to the rituals used in traditional environments in order to understand indigenous clients. Psychologists should also be aware of the fact that, with the effects of television on children, and with present globalization and ease of international travel, children of African origin and culture are a mixture of traditional African and modern Western values. Therefore an integration of Western and indigenous forms of psychology might be considered. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

This essay investigates sami thematics within the national school curricula of Sweden, Norway and Finland. It is a comparative essay with a focus on how the Sami are represented, using Olsen’s (2017) theoretical concepts of absence, inclusion, and indigenization. The essay is limited to studying sami representation within the subjects of social science, religion and history. Furthermore, the study aims to find possible causes of variation in the result. The results show that the Norwegian curricula have a broader inclusion of sami thematics compared to the Swedish and Finnish curricula. Additionally, the Norwegian curricula show more content of indigenization than that of the Swedish and Finnish curricula.

No description available.

For over five centuries, the Muiscas have faced direct colonial aggression against their traditional belief systems and sacred practices that have been historically demonized and driven to the brink of extinction. Despite such circumstances, however, the Muisca community has thrived to the present day, and since the turn of the twentieth century has begun to undergo a process of re-identification as an indigenous community in an attempt to revitalize their ethnic identity and practices. These efforts of re-indigenization have challenged their historically coerced identities, actively engaging in returning to traditional practices and beliefs, demand cultural and spiritual liberties, and regain their proper rights to sacred lands, which have also been devastated for centuries. Based on an ethnographic study conducted in Colombia, this thesis examines how rituals in sacred places are of central importance to this community within the re-indigenization process that is currently underway in the Muisca community.

Syftet med studien är att undersöka hur socialt arbete i en internationell kontext formas efter kulturer och hur detta kommer till uttryck. Vidare ämnar studien ta reda på hur socialarbetare själva ger uttryck för kulturell kompetens samt vilka element som gagnar respektive försvårar det internationella sociala arbetet. Studien har en kvalitativ ansats där semistrukturerade intervjuer genomfördes med fyra kvinnliga respondenter. Databearbetningen gjordes genom tematisering där tre huvudteman framkom, kulturell anpassning, kulturell kompetens och svårigheter, möjligheter och dilemman. I resultatet framkommer att samtliga respondenter ger uttryck för en kulturell anpassning i det internationella sociala arbetet. Detta urskiljs genom att respondenterna uppmärksammar de fungerande kulturella strukturerna, bygger arbetet kring detta och lägger stor vikt vid inhemsk kunskap. Det arbetssätt och den främsta framstående faktor vilken underbygger en kulturell anpassning är empowerment. Vidare ger även samtliga respondenter uttryck för kulturell kompetens genom att visa en medvetenhet kring den egna kulturens påverkan, genom synen på den egna kunskapens giltighet samt genom den vikt respondenterna satte vid att skapa relationer. Studien visar den kulturella anpassningens beroende av socialarbetares kulturella kompetens. Vidare visar resultatet hur den kollektivistiska samhällsstrukturen kan ses som både ett hjälpmedel och som försvårande element. Genus, etik och moral tycks vara de faktorer som främst ställer socialarbetare i svåra situationer och har visat sig frambringa ett arbetssätt som kännetecknas av att verka utan att synas. Relationer visar sig vara en underlättande faktor, men även här framkommer en baksida. Relationen tycks nödvändig på grund av den bristande tillit individer har inför internationella socialarbetare. / The purpose of this study is to examine how social work in an international context is formed by cultures and how this is expressed. Furthermore, the study aims to explore culture competence as is expressed within the social workers themselves and which elements that benefit or alternatively hinder, the international social work. The study has a qualitative approach where semi-structured interviews were conducted with four female respondents. The analyzing method chosen to process data was thematization, where three main themes emerged, indigenization/cultural adaption, cultural competence and difficulties, opportunities and dilemmas. The result shows that all respondents express an indigenization process while describing their work. This is distinguished by the attention all the respondents gave to the functioning cultural structures and how they built the work around this. It also showed through the great emphasis the respondent put on indigenous knowledge. The approach and the main prominent factor which underpins an indigenization process is empowerment. The results show that all respondents express cultural competence. This is observed through the respondents awareness of their own culture's influence, through the respondents evaluation and validation of their own personal knowledge and by the expressed importance of creating relationships. The study shows that an indigenization process is dependent on social workers' cultural competence. Furthermore, the result shows that the collectivist social structure can be seen as both an aid and as an aggravating element. Gender, ethics and morality seem to be the main factors which place social workers in difficult situations. This has also been shown to produce a work approach that is characterized by acting without being seen. Relationships prove to be a facilitating factor, but it is not grown for all good reasons, it seem to be necessary because of the lack of trust people have for international social workers.

There is limited research on the utility of specific assessment measures for cross-cultural psychological and research measurement within the South-African context. In addition limited knowledge exists on cross-cultural measurement of resilience in young children. This study analyses purposefully selected (existing) data from the Kgolo Mmogo project (which investigated psychological resilience in South African mothers and children affected by HIV/AIDS) with the aim of exploring the utility of a Düss fable as projective story-telling technique to measure resilience in young children. The primary research question that guided this study was: ‘What is the utility of a Düss fable as cross-cultural measure of resilience in young children?’ Using the ecological and social cross-cultural model as theoretical framework, the concurrent mixed method study compares inductively derived themes from the Düss fables (qualitative: content analysis) with quantitative scores obtained from secondary analysis of Child Behavior Checklist scores. Subsequent to the data analysis themes of resilience and non-resilience emerged from the Düss fables as well as from the CBCL. The themes of both resilience (protective resources) and non-resilience (risk factors) emerged and where significantly situated within the children’s environments. The core themes of resilience as expressed by the child-participants related to their coping strategies, their sense of belonging, the availability of material resources and their ability to navigate towards positive institutions. The most prominent themes of non-resilience that emerged from the participants’ Düss fables related to their coping strategies (maladaptive coping), their awareness of chronic risk, adversity and death. The CBCL was included in the study to provide insight into the perspective of the participants’ mothers with regards to their children’s functioning. Predominantly the mothers mostly perceived their children as well adjusted. The risk-related behaviours mostly reported by the mothers were externalising problems that manifested as rule-breaking and aggressive behaviour. The Düss fables provided meaningful insights into the life experiences of the children. There were instances where the participants’ responses were rich and detailed. The majority of the participants’ stories were age-appropriate and informative, while in some instances the participants gave limited responses. Nonetheless, the Düss fable provided valuable insights into the child-participants’ thoughts, emotions and life-experiences. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The author strongly holds- in the thesis- that the Theology of liberation can inspi re the poor of South Africa to uproot the post-1994 socio-economic and political evil structures which continue unabated to impoverish them. The introductory chapter studies the reasons which motivated the author to write the thesis. It further discusses the method, the format and the limitations of the thesis. Chapter one focuses on the author's understanding of the Theology of liberation, and its historical background. Chapter two discusses the relationship between the Theology of Liberation and black theology, while chapter three contemplates on the possibility of the creation of what the author calls, An African Theology of Liberation. Chapter four studies the relationship between the Theology of liberation and the Social Teachings of the Catholic Church as taught by the pope and his council. The study of this relationship is extremely difficult because of the on-going, and seemingly insurmountable ideological differences between the two parties. The author suggests, as a solutio n, that each party seriously considers and recognizes the contextual limitations of its theology. Chapter five focuses on the implementation of the Theology of Liberat ion into the South African situation. The author highly recommends the inclusion of the veneration of the ancestors of Africa, as a perfect instrument by means of which the Theology of Liberation can succeed in achieving one of its major aims, which is to convert the poor to be leaders of their own liberation. The concluding chapter suggests concrete ways through which the Theology of Liberation can be kept alive and relevant within the South African situation. / Philosophy, Practical & Systematic Theology / D. Th. (Theological Ethics)

The dialectics of globalization and multiculturalism is encountered everywhere and is an inescapable world reality. It has also become a major factor affecting teacher education. As a meeting ground and intercept for educational programs, teacher education provides an interface for both global imperatives and local identities. Ethiopia has pronounced achievements in most education programs at all levels, although official documents indicate variance in the quality of attainment across the levels (ESDP IV, 2011). Local studies (Ambisa, 2008; Amaliraj, 2008) also found that teacher education suffers from a lack of relevance and poor quality. Moreover, the demand for qualified teachers who are competent to shape the young generation through balancing the glocal context is increasing. This study investigated how local identities and global imperatives are integrated in contemporary Ethiopian teacher education at all levels. Critical theory was employed as the paradigm for the study. This epistemological view underpinned a discussion of the effect of globalization and multiculturalism on the world’s functioning. The research approach in the empirical study was qualitative and an interpretive case study method was employed. The units of analysis were literatures, such as The Lexus vs. the Olive Tree; McWorld vs. Jihad; The Clash of Civilization: The West vs. the Rest; and Demonstrating Common World Culture of Education (CWCE) or Locating A Globally Structured Agenda for Education (GSAE); and the contemporary Ethiopian teacher education programs (the PGDT and TESO programs). Data collection tools were basic dialectical questions under Eemeren’s (1986) established ‘system of norms’, observation, interviews and focus group discussions. Confidentiality, anonymity, informed consent, resolution of conflict of interest and intellectual ownership were considered in the study. The dialectical analysis investigated the four quadrant glocal relationships model and described the role players in each quadrant where nations may locate themselves. Moreover, the comparative analysis indicated that globalization has not yet become an issue in contemporary Ethiopian teacher education, while multicultural practices are fragmented and are addressed only in response to ethnic demands for accommodation. To this end, Ethiopian teacher education should redefine its programs in order to adjust to global understanding in an endeavor to produce competent teachers for the global market. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)