Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa. The dilemma facing the democratically elected government was to write educational policy which, when translated into practice, would improve the educational standards offered to students in impoverished schools while at the same time allow the maintenance of the high standards achieved in schools which had been privileged under the apartheid system. There was, furthermore, the challenge of providing a curriculum that would be meaningful to students from diverse backgrounds bearing in mind the socio-historical moment within which education found itself.Research on inclusive education in the developed world has been extensive. There has been less research completed in developing world countries. Situated in the Pietermaritzburg area of KwaZulu‐Natal (KZN), South Africa, a developing world country, participants in the current study were parents of children with disabilities, aide workers, regular and special educators, managers who made decisions affecting the education of these children, and the children themselves. The research is positioned in the theory of interpretivism which provided the opportunity to give a voice to the participants, to interpret how they made sense of their world. The methodology used was qualitative description with an evaluation component. Qualitative description allowed the discovery and understanding of "a phenomenon, a process, or the perspectives and worldviews of the people involved" (Merriam, 1998, p. 11). Data are presented so that the participants' point of view could be understood and made explicit (Artinian, 1988). Using qualitative description, this current study explored the beliefs about disability and inclusive education specifically of stakeholders in the education of disabled children. The evaluation component provided the means of ascertaining the extent to which disabled students were having their educational needs met, and the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 (Department of Education, 2001), were being achieved.Inclusive education in this present study is viewed as a multifaceted construct which shares a reciprocal relationship with various theoretical determinants. The determinants considered in the present study are (a) concept of other, (b) disability discourse, (c) equity, (d) reconceptualist/incrementalist approaches to inclusive education, and (e) prerequisites for regular and special educator buy-in.Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. Reasons for this were multiple and were explored in relation to criteria at a macro- and micro-level, distilled from the literature, which seem to be necessary for the successful inclusion of students with disabilities.The most significant macro-level factors were (i) the legacy of apartheid and the democratic process, moving towards a liberal democracy, still being in progress; (ii) the discourse around disability espoused by the majority of the population resulting in high levels of ostracism of the disabled; and (iii) the disabled becoming lost in the wide definition of need in the barriers to learning approach to inclusive education.The most significant micro-level factors were (i) regular educators being reluctant to embrace the inclusive education initiative because of problems they had encountered with another recent initiative, the implementation of Outcomes Based Education; (ii) special educators fearing for their students if they were to be included without the requisite preparation and support; and (iii) some parents lacking the efficacy to access education of any sort for their disabled children.These macro- and micro-level findings exist within a multifaceted array of factors, an intricate web of nuances and complexity.

This thesis explores the process of an annual appraisal strategy, ‘clinical conversation’, from the perspective of seven nurses who were assessed using this technique. The findings demonstrate that clinical conversation is a strategy which facilitates reflection, both as a solitary exercise and with others, to ensure that learning from experience is optimized. The research used a qualitative interpretive approach informed by the model of Grounded Theory espoused by Strauss and Corbin. All eight nurses who were assessed using the clinical conversation strategy were advanced practitioners working within the scope of sexual and reproductive health. Two of the actual appraisals were observed and seven of the nurses were interviewed within eight weeks of being assessed. The outcome of the clinical conversation was primarily one of learning; the acquisition of new insights into self as practitioner. The learning was facilitated through the process of narration; telling the story of clinical practice. Three distinct narrative cycles were identified, each an experiential learning episode. The experience of undertaking a variety of assessment activities created a narrative with self and triggered an internal reflective thinking process; the experience of working with a peer created an additional narrative, a mutual dialogue reflecting back on practice; the experience of sharing practice with an assessor created a further and final narrative, a learning conversation. Each narrative can be seen as a catalyst for change. Primarily, the nurses felt differently about themselves in practice, the way they saw themselves had shifted. Such a change can be described as an alteration in perspective. These alterations in perspective led all nurses to identify ways in which they would change their actual clinical practice. In this way the nurses attempted to align their espoused beliefs about practice with their actual practice. My study shows that each nurse responded differently to each narrative learning cycle: for some the conversation with the assessor was more of a catalyst for change than for others. In this way clinical conversation may be flexible enough to respond to a variety of differing learning styles. Learning was person specific which is an imperative for the continued professional development of already highly skilled clinicians. The implication of the research is that whilst clinical conversation was designed as a tool for appraising clinical competence, its intrinsic value lies in supporting the professional development of nurses.

This PhD thesis investigates power relationships within a corporate Finance Department employing a Foucauldian approach to explaining corporate hierarchies and resistance and the implications.Research was conducted in the form of a case study and observation of a corporate finance department, referred to as the 'Finance Department', at the 'Company', referred to as such for confidentiality purposes. The Company is a large Dutch based mail and logistics entity that operates internationally across over 200 countries and has its corporate head office just outside of Amsterdam. The Company's Finance Department was in the throws of change, particularly around hierarchies as a result of the reengineering process with the purpose of creating efficiencies. The aim of the research was to evaluate the power relationships that existed within the hierarchies between management and workers who worked either for the Finance Department or closely with it, and to analyse the outcomes of these power relationships in terms of resistance.The case study is a Foucauldian insight into the different individuals who worked either within the Finance Department or closely with it, with an evaluation of their roles and how their differing power structures impacted upon the workflow within the Finance Department.The outcome of this research is an evaluation of those individuals and their relationships at a particular point in time, which was impacted by so many different factors. The research could give readers an understanding of power relationships and framework for contextual Foucauldian evaluation.The significance of the contribution arising from this particular piece of research is that it involves the combination of a case study method with a Foucauldian perspective. The combination of these two elements allows the research to be done both from the top down and also from the bottom up. Increasing in use as a research tool (Hamel, 1992), the case study contributes uniquely to our body of knowledge of individual, organisational, social and political phenomena (Yin, 1994). The Foucauldian perspective plays an important part in terms of an understanding of power, despite the fact that it is often difficult to fully comprehend the meanings behind Foucault's work (McHoul & Grace, 1993).

This thesis examines the risk and internationalisation practices of International New Ventures (INVs) in the environmental sector. The purpose of the research is to make observations regarding the manner in which environmental INVs manage risk when internationalising.The literature review focuses upon the published literature that relates to INVs, risk and risk management, mode of entry and the environmental sector. Section one of the literature review provides the characteristics of what constitutes an INV. Section 2 provides a review of the risk literature, this allows the differences between Multi National Enterprise (MNE) and INV risk and risk management to be reviewed. Section 3 takes the international business risks mentioned in section 2 and relates them to the mode of entry literature (i.e. the internationalisation of firms). The final section of the literature review is used to justify the investigation into the water pollution and control sector of the environmental industry. The research question is 'What strategies do environmental INVs use when entering new international markets?' The research question is broken into five specific research questions and addressed using the Repertory Grid process. The Repertory Grid process is used as it can turn the tacit knowledge held by the participants into explicit knowledge. The results show areas of convergence and divergence between practice and academia. The results also suggest new issues that need to be considered when firms internationalise. This culminates in the observations made in regard to the way environmental INVs manage risk when internationalising.

This thesis brings interpretive disability studies together with a governmentality approach and feminist methodology to think through the meaning of autism, Asperger’s and maternal care. I examine how Asperger’s is articulated as a problem of individual governance through what I call the care complex, an array of practices, knowledges, technologies and institutional locales that attempt to scientifically know and manage alterity under neo-liberal rule. I focus on discourses of inclusion that seek to normalise the movements of alterity through a mother’s care, and reveal how direct and authoritarian forms of power are integral to the accomplishment of this paradoxical version of inclusion and care. The aim of this thesis is to “take care” of autism differently. Thus I also consider how maternal care is lived out and felt, opening analytical space to ask critical questions about power, embodiment and human vulnerability.

This thesis brings interpretive disability studies together with a governmentality approach and feminist methodology to think through the meaning of autism, Asperger’s and maternal care. I examine how Asperger’s is articulated as a problem of individual governance through what I call the care complex, an array of practices, knowledges, technologies and institutional locales that attempt to scientifically know and manage alterity under neo-liberal rule. I focus on discourses of inclusion that seek to normalise the movements of alterity through a mother’s care, and reveal how direct and authoritarian forms of power are integral to the accomplishment of this paradoxical version of inclusion and care. The aim of this thesis is to “take care” of autism differently. Thus I also consider how maternal care is lived out and felt, opening analytical space to ask critical questions about power, embodiment and human vulnerability.

Childhood exposure to family violence is a risk factor for dysfunctional intimate relationships in adulthood (e.g., Fagan & Browne, 1994). Family violence research has commonly utilized Social Learning Theory to explain cross-generational patterns of family violence. However, not all individuals who experience a violent home environment become abusers or victims in their parental or marital roles (e.g., Duffy & Momirov, 1997), which illustrates resiliency - positive adaptation or development in spite of serious threats or significant adversity (Masten, 2001). Considering strengths and resources, rather than risks and vulnerabilities, is relatively new in the field of family violence. Consequently, a basic interpretive qualitative research design (Merriam, 2002) was utilized to investigate the experiences of three heterosexual women who self-identified as (a) having observed a pattern of interparental violence in childhood and (b) currently being in non-violent intimate adult relationships. The studys purpose was to describe and understand this phenomenon, with special attention given to identifying possible resiliency and protective factors. Interviews were conducted on multiple occasions and transcripts were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning involved the role of emotional work required, and the descriptive categories included five themes (i.e., Diverse Experiences of Family Violence, Family Violence is Always with You, Complex Daughter-Mother Relationships, Understanding and Making Sense of Healthy Relationships, and Sources of Strength and Positive Influences). Findings are described alongside implications for counselling practice and future research.

In traditional Islam, Adam is the first human created. Eve, or Hawa, was created to be his mate and she was made from Adam’s uppermost left rib. There has been a move to argue that Eve and Adam were created simultaneously. I will argue that, because of the negative patriarchal and misogynistic imagery that has been attached to Islam, some feminist Muslim thinkers are attempting to move Islam into a realm where they believe is revolutionary enough to make a new statement in the modern world. These feminist Muslims are making strides to make the Qur'an the sole authority in Islam, while simultaneously dismissing all traditional accounts that have historically been used to assist in interpreting the Qur’an. Although their conclusions are interesting, their methods will be the focus of my thesis. What these feminists are attempting is a method of interpretation that has never been widely accepted in Islam.

Autoimmune diseases (ADs) are a classification of chronic of illnesses in which the immune system mistakes healthy cells for foreign invaders and attacks the body’s own tissues or organs. They are unique in that the diagnosis of one AD makes the individual more susceptible to developing other ADs, and the symptoms of one AD, influence the disease activity of the others. Disease activity may also be influenced by a mind-body connection due to the relationship between stress and the immune system. The purpose of this study was to provide empirical evidence to generate new knowledge and expand our understanding of how individuals diagnosed with multiple ADs are living well. The methodology of interpretive description guided analysis. Five women with their ages ranging from early twenties to late seventies who were diagnosed with two or more ADs participated. The participants’ experiences were illuminated through semi-structured interviews. Four major interconnected themes and 13 sub-themes emerged. They discussed their challenges and successes, their attitudes towards their illnesses, and how they managed living with multiple ADs. The knowledge of the importance of a holistic lens through which to view healthcare provides important insights for those working in physical or mental health settings.

The theory of rejection sensitivity, suggests that early experiences of rejection (e.g. parental rejection, peer rejection) can result in the tendency to anxiously expect, readily perceive, and overreact to rejection by significant others in future relationships. An abundance of quantitative research has suggested that rejection sensitivity has significant implications regarding one’s thoughts and actions within intimate partnerships (e.g. Downey & Feldman, 1996); however, little is known about the lived experience of the women who are sensitive to rejection. The present research sought to move beyond the developmental perspective of the theory of rejection sensitivity (as presented in the first two chapters) by aiming to gain an understanding of how women experience rejection sensitivity within their intimate partnerships and how their thoughts, feelings, and behaviours have impacted their romantic lives. Interpretive Phenomenological Analysis (IPA) was used to explore the lived experience of women who identified with rejection sensitivity. Data generated during two interviews with three participants was transcribed and analyzed using an interpretive phenomenological analysis approach. An over-arching theme of I won’t let it happen again: a journey of self-protection emerged that was representative of the women’s shared experience of protecting themselves from experiencing further rejection in their romantic relationships and was further illustrated throughout three secondary themes: I can control things so I won’t let it happen again, Wait…is it happening anyway?, and A continuous journey. Based on the present findings, considerations for further research and practice are offered. Given lack of research aimed at understanding the experiences of women who identify with rejection sensitivity, the value of the present study is twofold: This research makes a notable contribution to current literature, but also encourages women, and those devoted to helping them, to understand their own unique relationships with rejection sensitivity and navigate their own journeys with a sense of hope for mutually satisfying and beneficial romantic relationships in their futures.