Thesis (M.A.)--Liberty University, 2010. / Includes bibliographical references.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 118-122).

Thesis (Ph.D.)--Ohio University, November, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 167-182)

Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Vita. Includes bibliographical references (leaves 11-13).

Thesis (M.A.)--Columbia Biblical Seminary and Graduate School of Missions, Columbia, S.C., 2000. / Abstract. Includes bibliographical references (leaves 149-154).

Taking into account the general approaches to ethics in the West, i.e. virtue ethics, deontological ethics and consequentialist ethics, aimed respectively at the agent, the act and the consequence, the study draws on Ricoeurian and Confucian concepts of reciprocity as the theoretical foundation for the development of the model. Ricoeurian reciprocity is employed for its theoretical strength in stressing reciprocity between equal parties while Confucian reciprocity is strong for its position on reciprocity between unequal parties, since translation tends to involve both equal parties and unequal participants. Confucian reciprocity is given more prominence because it does not preclude the possibility of a junzi-type role (junzi=jun zi/gentleman[-like]) on the part of the agents to work for larger missions or higher values even between unequal inter-actants for a higher reciprocity. As a highly complex area, translation ethics involves issues of texts, languages and cultures as well as individuals, collectivities and larger communities like nations. Good and evil can be done to them by translation and translators. Though efforts to undertake translation ethics have been intensive, a critical examination of the existent models and views finds that they are not comprehensive or effective enough to address the complex issues involved. The dissertation attempts to overcome this insufficiency by striving to formulate a more comprehensive model, a model with greater explanatory power, named the 'Ethics of Reciprocity in Translation' model. Reciprocity presupposes pairs of entities and parties while any translation project involves such pairs. In a translation project, there is the translator the agent, translating the process and translation the product, and the model of 'Ethics of Reciprocity in Translation' sees the undertakings of translation from the perspective of harm and benefits incurred in and by translation to the pairs of entities and parties involved in or affected by a translation project, covering all these three dimensions. Taking into account the general approaches to ethics in the West, i.e. virtue ethics, deontological ethics and consequentialist ethics, aimed respectively at the agent, the act and the consequence, the study draws on Ricoeurian and Confucian concepts of reciprocity as the theoretical foundation for the development of the model. Ricoeurian reciprocity is employed for its theoretical strength in stressing reciprocity between equal parties while Confucian reciprocity is strong for its position on reciprocity between unequal parties, since translation tends to involve both equal parties and unequal participants. Confucian reciprocity is given more prominence because it does not preclude the possibility of a junzi-type role (junzi=君子/gentleman[-like]) on the part of the agents to work for larger missions or higher values even between unequal inter-actants for a higher reciprocity. The study argues that the ethics of reciprocity in translation centres on a translation project, whereby active parties such as individual persons, collectivities and nations, and passive entities including texts, languages and cultures ought not to be harmed but rather mutually benefited. They constitute the content of the ethical reciprocity. To achieve such reciprocity, translators and other agents are faced with three general alternatives: not-translating, 'equivalent' translation and manipulated translation, depending on the text type and quality as well as the value the translation project aims to establish. The model thus developed is therefore dynamic, integrated and multi-layered, combining virtue ethics and principle ethics to cover a wider scope of whether to, what to and how to translate. This model of 'ethics of reciprocity in translation' is tested to three sets of cases for its validity and possibilities: cases of ethical reciprocity in translation, cases of ethical non-reciprocity in translation and cases where the model is not relevant. In each set, three examples of literary, semi-literary and non-literary texts are analysed respectively. Though not intended to apply in all translation projects, the model would hopefully make a valid and comprehensive one on the ethics of translation in general contexts.

Currently, the complexity of concepts of globalization--taking place in a variety of ways in the local economic, cultural, and political flows, and in the notion of World Englishes-- has been widely discussed (Saxena & Omoniyi, 2010). With the recent interest in internationalization, one of the issues in research on English teaching is expected and/or perceived roles of native teachers and non-native teachers in English language classrooms (Braine, 1999). In order to meet demands of international trends, the Japan Exchange and Teaching Program (JET Program) was established by the Japanese government in 1987, and it has played an important role by importing "internationalization" into actual classrooms in an EFL country (McConnel, 2000). Despite the long history of the JET program, very little research has been done on the program itself and related issues (e.g., McConnell, 2000; Miyazato, 2009; Fujimoto-Adamson, 2010). This study drew from a teacher-based perception of the Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) roles, and it illustrated how English teachers, including both JTEs and ALTs, act locally in the globalized/globalizing classroom while negotiating the governmental expectations for the JET program. Following the examples set by ethnographic research conducted in language teaching environments (e.g., Watson-Gegeo, 1988; Canagarajah, 1999), classroom fieldworks were conducted at three high schools in Hokkaido from May to August in 2010. More specifically, this research employed multiple data sources: participant observation, audiotape recording, interviews and questionnaires, which delivered thick descriptions of concrete reports from these sources (Richards, 2003; Canagarajah, 2006; McKay, 2006) for investigating the grounded perspectives and the practice of the JTEs and ALTs in the classrooms. The findings showed that the macro-level expected roles from the policies were not always directly projected onto the micro-level perceived roles, and there was emerging role at the micro-level as evident in the JTEs' role as guides to entrance examinations. In addition to this, through the classroom observations, this study revealed the perceived roles of JTEs and ALTs are negotiated in the classrooms in various ways. The JTEs sometimes played the perceived roles of ALTs and vice versa depending on the classroom pedagogical contexts, which were sometimes influenced on the power relationship between them. Those findings of the negotiation of roles in the classrooms led to the conclusions that the power of JTEs and ALTs is not something those teachers have a priori, but was negotiated through the interactions of JTEs and ALTs in the actual classrooms. The notion of power is dynamically implicated by language practice, which will be dedicated to the future study of English classrooms in Japan. Also, this study will contribute to casting a light on potential improvements to the JET Program before their quarter-century anniversary.

Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

The first five chapters of this thesis provide a historical survey, dealing mainly with West Africa, and primarily concerned with the cultural problems that have occurred from the contact between the traditional African; and our Western culture. The effect of this contact in the areas of Art and Education are examined in some depth since the central hypothesis of this thesis is that Art Education can help to resolve some of the cultural problems that have resulted through the contact and conflict between the two worlds, African and Western. The final chapters provide an example of how the purposes and theory of Art Education in the emerging nations of Africa can be put into practice within a specific country--in this case, Ghana. This part of the thesis is a result of two years of experiment and study done by the author within Ghana itself. This deals with the way natural materials in Ghana (at the present moment woefully ignored in the schools) can be put to good use in the Arts and Crafts programme. It also deals with the way methods and techniques in traditional crafts can be used, adapted and applied within this programme. An examination is made of the way other traditional cultural "materials" such as stories, music and designs can be assimilated and used for motivational purposes in the arts and crafts lesson. Much of this material comes from a controlled experiment, lasting ten weeks, which was directed by the author and carried out by his students with Primary and Middle School children at the Cultural Centre, Kumasi, Ghana. / Education, Faculty of / Graduate

Through the partnership of standpoint theory and photovoice method, the present study looked at how teenagers, attending a multicultural education camp, define diversity, as well as what the participants considered to be the benefits and limitations of diversity. Standpoint theory gives the theoretical perspective to understand the marginalized voice of teenagers, while photovoice provides the tools to better capture and understand their marginalized voice. This study was situated in a professionally-developed camp, Camp CommUNITY, that emphasizes multicultural awareness amongst teens. Nine participants and 46 pictures were analyzed. Resulting from open coding, 11 categories and 6 themes were identified. Each theme and definitions of diversity are approached with a dialectical perspective, yielding to the model of dialectical dimensions of diversity. To answer Research Question 2, participants identified both benefits and limitations for photovoice method. Additional theoretical, practical, and methodological implications, limitations, and directions for future research are addressed.