Abstract: The emergence and development of tourism attractions in inner cities throughout the world has given rise to a number of scholarly debates in the academic study of urban tourism. While academic scholarship in the field of urban tourism began with the cities of the developed states mostly in the 1980s, the emergence and development of tourism initiatives in the inner cities of the developing states in 1990s has drawn a great deal of attention to the South as well. This research explores the emergence and development of an inner city tourism initiative in the form of a craft project known as Beautiful Things. Beautiful Things is a two-year-old craft project located at Newtown’s Cultural Precinct, in the inner city of Johannesburg. The project was inaugurated at the World Summit on Sustainable Development in August 2002, and has since its relocation to the inner city of Johannesburg in December 2002, contributed significantly to the physical, social and economic regeneration of this area. The study of this project is very important in that it is shedding some light on the role of heritage and cultural industries in rejuvenating declining inner cities. It gives light on how Newtown Cultural Precinct as a whole functions within the inner city of Johannesburg. In spite of this project’s role in the development of the Johannesburg inner city, Beautiful Things has not yet been explored for academic research. This research on Beautiful Things is set to be informative on a number of theoretical issues underpinning the development of urban heritage and cultural tourism in general and the development of tourism in Johannesburg. The findings of the study of Beautiful Things reveal important international trends on the development of heritage and cultural attractions in inner cities and elucidate a number of similarities in the development of tourism policies across the cities of the world. This research begins with a chapter on the international experiences of heritage and cultural tourism developments in inner cities and then follows by a study of Johannesburg’s tourism policy and strategy developments. Both chapters are vital in providing the context under which Beautiful Things came to emerge in the inner city of Johannesburg, performing an important role of regenerating the declining inner city. The last part of this research is an empirical confirmation study of physical, social and economic contributions of Beautiful Things in the inner city of Johannesburg. The research is informed by theories of neo-liberalization, local economic development, and inner city regeneration.

Morgan Ndlovu, Student no 0000141H, MA thesis, School of Arts, Faculty of Humanities, 2006. email: mn59@sussex.ac.uk / The emergence and development of tourism attractions in inner cities throughout the world has given rise to a number of scholarly debates in the academic study of urban tourism. While academic scholarship in the field of urban tourism began with the cities of the developed states mostly in the 1980s, the emergence and development of tourism initiatives in the inner cities of the developing states in 1990s has drawn a great deal of attention to the South as well. This research explores the emergence and development of an inner city tourism initiative in the form of a craft project known as Beautiful Things. Beautiful Things is a two-year-old craft project located at Newtown’s Cultural Precinct, in the inner city of Johannesburg. The project was inaugurated at the World Summit on Sustainable Development in August 2002, and has since its relocation to the inner city of Johannesburg in December 2002, contributed significantly to the physical, social and economic regeneration of this area. The study of this project is very important in that it is shedding some light on the role of heritage and cultural industries in rejuvenating declining inner cities. It gives light on how Newtown Cultural Precinct as a whole functions within the inner city of Johannesburg. In spite of this project’s role in the development of the Johannesburg inner city, Beautiful Things has not yet been explored for academic research. This research on Beautiful Things is set to be informative on a number of theoretical issues underpinning the development of urban heritage and cultural tourism in general and the development of tourism in Johannesburg. The findings of the study of Beautiful Things hopes to reveal important international trends on the development of heritage and cultural attractions in inner cities and to elucidate a number of similarities in the development of tourism policies across the cities of the world. This research begins with a chapter on the international experiences of heritage and cultural tourism developments in inner cities and is then followed by a study of Johannesburg’s tourism policy and strategy developments. Both chapters are vital in providing the context under which Beautiful Things came to emerge in the inner city of Johannesburg, performing an important role of regenerating the declining inner city. The last part of this research is an empirical confirmation study of physical, social and economic contributions of Beautiful Things in the inner city of Johannesburg. The research is informed by theories of neo-liberalization, local economic development, and inner city regeneration.

Teacher attrition has serious consequences in hard to staff schools. Mostly poor and ethnic minority students are deprived of being taught by stable, experienced teachers. The purpose of this study was to explore the strategies used to effectively retain teachers in such schools through the perspective of teachers at a high school that comprises poor and ethnic minority students in southwest Georgia. The conceptual framework that guided this study was Chen's theory about race and social class which postulated that a high percentage of poor ethnic minority students results in low teacher morale. This study explored the reasons why teachers stay at a school where there is a high proportion of poor and ethnic minority students. In this research, the case study strategy of inquiry was employed and data were collected from interviews with 10 teachers (using a 16-question interview guide) to solicit their perspectives on the working conditions at their school. The data were then examined for patterns and themes in the text. The findings produced 4 consolidated themes that revealed (a) aspects of a successful environment created by the principal; (b) an effective mentoring program that was aimed at assisting, developing, and supporting new and inexperienced teachers; (c) good parental involvement where parents were enthusiastic about supporting the school and their child's educational progress; and (d) stable and charismatic leadership that promoted retention. If implemented at hard to staff schools, these best practices can lead to improved teacher morale, better prepared teachers, and higher student achievement.

A pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein's typology, which includes the traditional definition of parental involvement and acknowledges the parents' role in the home, provided the conceptual framework for the study. Research questions focused on perceived challenges that prevent parent participation, specific types of parental involvement strategies that are most effective when working with inner-city families, and potential solutions to the problems. Data collection included reviewing reports and conducting individual interviews with 5 elementary school parents, 5 teachers, and the principal at the research site. Inductive data analysis included organizing and categorizing data to develop themes related to the problem and perceived solutions. Findings revealed ineffective home-school communication, language differences, and a lack of shared meaning regarding parental involvement between parents and teachers. Identification of these challenges led to development of a 3-day professional learning series for parents, teachers, and administrators that focused on benefits of parental involvement. Implementation of the program may help to facilitate building of school-family community partnerships to empower parents to support their children's learning at home and at school.

In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical framework for this study. The criterion measure of mathematics improvement was provided by the test results from the Northwest Evaluation Association's Measure of Academic Progress (NWEA-MAP), a computer-adaptive assessment of mathematics. Using population data for 2012-2014 inner-city 8th graders who took the pretest and posttest NWEA-MAP (N = 234), two 1-way analyses of variances were used to test for mean differences in the NWEA-MAP improvement scores between ability-grouped (n = 115) and non-ability-grouped (n = 115) students, then specifically between students who were grouped as high ability (n = 55) and low ability (n = 55). The ability-grouped students had significantly higher improvement scores than did the nongrouped students. For those students who were ability grouped, no statistically significant difference existed in improvement between the high and low ability groups. A position paper was developed recommending student grouping to improve academic performance of inner-city school students. Positive social change will occur as the achievement gap is closed for students who attend inner-city schools.

<p>Centrally located problem areas of today, with suburban-like modernist architecture, are an anomaly in Sweden. The purpose of the present study is to investigate this Swedish anomaly by comparing three such city sections – Norrby in Borås, Nyfors in Eskilstuna and Öster in Gävle – and to try to answer the question: what type of case is this? To answer this question, a theoretical perspective distinguishing habitation, population and images is developed using concepts from Bourdieu, Elias and Scotson, Goffman, Lefebvre and Østerberg. Methodologically, this is a detailed comparative case study of the history of these three city sections in three or four phases, from before to after their thorough urban renewal in the 1960s. Once, these habitations developed in concert with their city into a working-class area, just beside the city centre, but beyond the railway station. After WWII, they became subjects of renewal, thus afflicted by a slum process that preceded demolition. The new habitation was planned for housing a working-class population. Suburban-like in shape, it was nevertheless part of an inner-city renewal. The new habitation became a target for critique already during the renewal process, a critique that was cast in the same terms as the critique of the suburbs of the time: Images of poor and troublesome outdoor milieus, social problems of different kinds, empty apartments, high turn over, immigrants and refugees were produced, in the media but also by the inhabitants and their organizations, giving the city section a bad reputation. This was to last until the present. Yet with new investment in attractive housing in adjacent brown field areas, these areas have once again become the subject of renewal. Consequently, these areas can be identified as a case of a good location with a bad reputation, emerging from the inner-city renewal of a former working-class habitation.</p>

Centrally located problem areas of today, with suburban-like modernist architecture, are an anomaly in Sweden. The purpose of the present study is to investigate this Swedish anomaly by comparing three such city sections – Norrby in Borås, Nyfors in Eskilstuna and Öster in Gävle – and to try to answer the question: what type of case is this? To answer this question, a theoretical perspective distinguishing habitation, population and images is developed using concepts from Bourdieu, Elias and Scotson, Goffman, Lefebvre and Østerberg. Methodologically, this is a detailed comparative case study of the history of these three city sections in three or four phases, from before to after their thorough urban renewal in the 1960s. Once, these habitations developed in concert with their city into a working-class area, just beside the city centre, but beyond the railway station. After WWII, they became subjects of renewal, thus afflicted by a slum process that preceded demolition. The new habitation was planned for housing a working-class population. Suburban-like in shape, it was nevertheless part of an inner-city renewal. The new habitation became a target for critique already during the renewal process, a critique that was cast in the same terms as the critique of the suburbs of the time: Images of poor and troublesome outdoor milieus, social problems of different kinds, empty apartments, high turn over, immigrants and refugees were produced, in the media but also by the inhabitants and their organizations, giving the city section a bad reputation. This was to last until the present. Yet with new investment in attractive housing in adjacent brown field areas, these areas have once again become the subject of renewal. Consequently, these areas can be identified as a case of a good location with a bad reputation, emerging from the inner-city renewal of a former working-class habitation.

The purpose of this 1-year case study was to understand how 5 elementary school teachers in an inner-city school foster social inclusion. Through classroom observations and interviews, the study examined the variations of classroom practices the teachers used to create inclusive environments, the challenges they faced in the process, and the strategies they developed to address these challenges. How their work in the classroom interacted with the school's organizational structures was also explored. Three concepts frame the study: a broad conception of social inclusion that addresses multiple aims for creating an environment of belonging and takes students of all social identities into account; a detailed conception of the practice of social inclusion from a range of theoretical perspectives and teachers' experiences; and a situated conception of context that interrelates the classroom with the school and the community. Three dimensions of pedagogy—content-based practices, relations, and structures—are used to identify and compare principles of inclusive practice. The study portrays the interactions of daily classroom life through cross-case analysis and reveals the complex decision-making processes that teachers use to foster social inclusion. This study builds on growing scholarship in the field of social inclusion in education (Ainscow et al., 2006; Dei, 1996a; Kosnik & Beck, 2009; Kumashiro, 2002; Topping & Maloney, 2005) and on the increased interest in inclusive pedagogical practices. The in-depth portraits of the teachers’ classroom practices are compared to literature in 4 areas: citizen-based pedagogy, culture-based pedagogy, race-based pedagogy, and anti-oppression pedagogy. The teachers’ practices are analyzed in relation to 2 principles of social inclusion: connecting content to students’ lives and creating mutually supportive social spaces. The study revealed that the participants' practices were mainly associated with pedagogies based on citizenship and culture, with some connections to race-based and anti-oppression pedagogies. What differentiates this study from most other studies in this area is its detailed attention to the dynamic complexity of applying principles of social inclusion to practice. The portraits offer insights into inclusive work in classrooms that will benefit teachers, teacher educators, and researchers interested in expanding the field of social inclusion in education.

The purpose of this 1-year case study was to understand how 5 elementary school teachers in an inner-city school foster social inclusion. Through classroom observations and interviews, the study examined the variations of classroom practices the teachers used to create inclusive environments, the challenges they faced in the process, and the strategies they developed to address these challenges. How their work in the classroom interacted with the school's organizational structures was also explored. Three concepts frame the study: a broad conception of social inclusion that addresses multiple aims for creating an environment of belonging and takes students of all social identities into account; a detailed conception of the practice of social inclusion from a range of theoretical perspectives and teachers' experiences; and a situated conception of context that interrelates the classroom with the school and the community. Three dimensions of pedagogy—content-based practices, relations, and structures—are used to identify and compare principles of inclusive practice. The study portrays the interactions of daily classroom life through cross-case analysis and reveals the complex decision-making processes that teachers use to foster social inclusion. This study builds on growing scholarship in the field of social inclusion in education (Ainscow et al., 2006; Dei, 1996a; Kosnik & Beck, 2009; Kumashiro, 2002; Topping & Maloney, 2005) and on the increased interest in inclusive pedagogical practices. The in-depth portraits of the teachers’ classroom practices are compared to literature in 4 areas: citizen-based pedagogy, culture-based pedagogy, race-based pedagogy, and anti-oppression pedagogy. The teachers’ practices are analyzed in relation to 2 principles of social inclusion: connecting content to students’ lives and creating mutually supportive social spaces. The study revealed that the participants' practices were mainly associated with pedagogies based on citizenship and culture, with some connections to race-based and anti-oppression pedagogies. What differentiates this study from most other studies in this area is its detailed attention to the dynamic complexity of applying principles of social inclusion to practice. The portraits offer insights into inclusive work in classrooms that will benefit teachers, teacher educators, and researchers interested in expanding the field of social inclusion in education.

This thesis examines the barriers that impede intensification (infill and redevelopment) within Regina’s Warehouse District (The District). In addition this study provides recommendations to overcome said barriers in order to facilitate residential development. This research expands upon two previous studies from 2002 and 2009, which were initiated by community stakeholders and that identified the need for additional residential development within The District. To date, success of the two previous plans in attracting new infill and redevelopment has been limited. This research looks to understand why this is, through the use of semi- structured interviews with key informants. Additional data from secondary documents and visual observations was collected to substantiate this approach. This research found that intensification in The District has been limited due to; unbalanced growth, existing municipal policies and zoning, a negative perception, proximity to noxious uses, an absence of amenities and services, unfavourable land development economics, and a soft demand amongst prospective residents. The second part of this research identified possibilities or factors to facilitate intensification within The District. Similarly these findings are grounded in the discussion with key informants. This data is corroborated by existing planning literature, as well as best practices from a number of North American jurisdictions. This study found that intensification could be facilitated in The District by; balancing growth, revising municipal policy and zoning, increasing public investment, improving the perception, having the city engaged in development, and with increased financial incentives. This research has explored intensification in two unique contexts, a mid-sized Canadian city and a historically industrial neighbourhood. It has contributed to the academic literature by establishing a better understanding of the barriers to intensification within both contexts. More specifically, it has explored intensification within Regina’s Warehouse District, a city that has been largely bypassed by academic planning literature.