This dissertation focuses on the nature of governance of the urban poor and examines the 'behind the scene' politics as well as the 'side effects' of a recent good governance project designed to serve six million poor citizens in Delhi, India's capital city-state with a total population over 14 million. Over the past decade, Delhi's march to become a world-class city has further marginalized its poor residents as the government has demolished slums, threatened informal livelihoods, and diverted social welfare funds to host international events like the recent Commonwealth Games 2010. Overwhelmed by the growing disparity and a concern for its impact on attracting global trade and tourism, the Delhi government initiated Mission Convergence in 2008, a 'good governance' project implemented in partnership with over hundred community-based Nongovernmental organizations (NGOs), to survey every poor person in Delhi, streamline and extend welfare service delivery, and to empower poor women across all low income areas in the city-state. The slogan of this initiative was "reaching the unreached" ? to make the aspiring world-class city inclusive and caring of its poor citizens. Twelve months of ethnographic research with slum residents, partnering NGOs, elected politicians, and government officials, indicates that Mission Convergence introduced a new institutional arrangement for the exclusive governance of the poor in Delhi as an additional two million poor citizens entered the government's welfare registers and more than 400,000 poor women participated in Mission's women's empowerment programs. Such tangible results defined Mission as a successful example of efficient inter-sectoral governance in the global South, but also disturbed the political economy of pre-embedded traditional service providers like elected politicians, local leaders, and welfare staff. This dissertation examines the competing logics of good governance as traditional and new arrangements wrestled to claim authority over serving the poor as the world-class city aspirations continued the social and spatial marginalization of the poor. Mission Convergence was expected to reduce the growing disparity that spawns out of exclusionary urban development policies. However, this dissertation engages with theories of neoliberal governmentality, neoliberal urban development, and feminist economics, to show that supposedly efficient inter-sectoral arrangements could disturb regressive power relations and streamline services for the benefit of the poor, but work in nuanced ways to enable the state to sustain its political legitimacy and to create an aura of its caring and inclusive intentions towards the poor at a time when fast-paced city modernization violated their basic rights to shelter and livelihood in the aspiring world-class Delhi.

The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

According to the policy on Inclusive Education, teachers are increasingly expected to play a community and pastoral role in order to, in this way, be able to measure up to the needs of learners who are experiencing barriers to learning (such as, for example, self-mutilation). This study was undertaken to determine what knowledge and skills teachers have at their disposal to identify self-mutilators in inclusive classrooms and to provide basic aid to these learners. By means of a literature study, self-mutilation was elucidated, and attention was paid to an explanation of what exactly self-mutilation involved, the forms of self-mutilation, the causes of self-mutilation, self-mutilation and related conditions, and the characteristics of the self-mutilator. Linked to this, the focus was on the extent to which the teacher is capable of identifying self-mutilators in inclusive classrooms and providing basic aid to them. Focus was also placed on the community and pastoral role of the teacher, the teacher’s experience of inclusive education, and the National Strategy with regard to the Screening, Identification, Assessment, and Support of learners who experience barriers to learning. A full description of various therapeutic approaches and aid programmes that can be undertaken with self-mutilators concluded the literature review. This literature review indicated a gap regarding the availability of training programmes for South-African teachers without training or background knowledge of Psychology, to assist them in identifying self-mutilators and providing basic aid to self-mutilators. Quantitative descriptive research was used to gather data from teachers by means of a questionnaire with open and closed items. In this particular study, 319 teachers were purposively and randomly chosen from 16 secondary schools (eight Ex Model C schools and eight Township schools) from Districts D2 and D12 in the Krugersdorp/Roodepoort area of the Gauteng Department of Education. On the one hand, the questionnaire determined teachers‟ knowledge and skills with regard to the nature of, reasons for and characteristics of self-mutilation in inclusive classrooms, and whether they possessed skills to provide basic aid to self-mutilators. On the other hand, it was also determined by means of open questions how the teachers become aware of self-mutilators, the type of training they received to provide basic aid to self-mutilators, what they viewed being the influence of self-mutilation on teaching and learning and on emotional and social development, their views of the pastoral role of the teacher as well as what their attitude/view was with regard to the possible implementation of a training programme to identify self-mutilators in inclusive classrooms and to provide basic aid to them. Furthermore, the open questions explored the availability of support structures to teachers to assist them in identifying self-mutilators and providing basic aid to these learners, as well as the opportunities that teachers create for learners to talk about their problems. Results indicated that the teachers who took part in the study did not have adequate knowledge and skills at their disposal regarding the identification of, and provision of basic aid to self-mutilators. They were however in favour of the implementation of a training programme that would enable them to identify self-mutilators and provide basic aid to them. On the basis of the data obtained through the questionnaire, and in accordance with the literature, a training programme was developed. In the absence of training programmes for the support of teachers in the identification of, and aid to self-mutilators in South African schools, this study makes a distinct contribution. / PhD, Educational Psychology, North-West University, Vaal Triangle Campus, 2012

The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011

The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011

The Canadian Red Cross (CRC) offers its Swimming and Water Safety Program throughout Canada. The program is delivered by over 35 000 active instructors to over one million participants every year. The research in this thesis is part of a collaborative, interdisciplinary project in partnership with the CRC that examined ways to improve programming for cultural and ethnic minority populations. The thesis is written in the stand alone paper format. The first paper evaluates the program’s content, through a critical whiteness lens, to identify obstacles to offering effective programming to people of diverse cultural and ethnic backgrounds. Based on these findings, I created and piloted a cultural safety training module for program instructors. The second paper then evaluates the effectiveness of this training module to provide recommendations for the CRC to optimize its management of diversity within its organization and aquatics facilities across the country. Collectively, this thesis bridges both understandings of Eurocanadian and whiteness discourses as well as critical whiteness and organizational theories to more holistically understand processes of inclusion, exclusion, accommodation, and the management of diversity in the context of a nation-wide Canadian sport and recreation program.

Inclusive Design is a concept that aims to design mainstream products, workplaces, services and facilities that can accommodate or `include' a maximum percentage of the user population disregarding their age and/or disabilities. The main idea behind Inclusive Design is to design products or workplaces that can be used by all including older, disabled and able-bodied people rather than having two streams of products. There are many social and economic benefits in achieving inclusivity in design such as improving the life of the elderly and disabled people and reaping the profits from the market that extend because of the increased number of consumers. Origins of Inclusive Design go back several decades and are due mainly to the demographic, legislative, and social as well as economic changes that occurred during this period. This research was conducted to study methods of implementation of Inclusive Design. The research has shown that although there are many advantages of designing for the whole population, designers are reluctant to do this mainly because of the enormity of the task which can take up a huge amount of time and man-power. One solution to this can be found in design tools, which provide the designers with a means to achieve inclusivity relatively quickly and with less effort. Therefore this research has developed a new methodology and a computer tool to assist designers to implement Inclusive Design with ease. The methodology discussed in this thesis incorporates the physical characteristics of the users of products and workplaces in the design process in order to search for better configurations for designs. It is shown here that by considering the physical aspects of the individual users such as their anthropometry, joint constraints, capabilities etc in a design optimisation process, the percentage user accommodation of a product can be maximised. In order to achieve this, ergonomics analysis methods and mathematical methods were used to interpret user characteristics in terms of design variables and then constraint modelling was used to model the whole design problem and search for better solutions within the constraints of the design. To implement this method a software tool called SHIELDS was created. This tool utilises the capabilities of four other pieces of software to accomplish the design synthesis. These are HADRIAN and SAMMIE for ergonomics evaluation and MATHEMATICA for mathematical functions fitting and SWORDS constraint modeller to find best solutions. Two case studies were performed to test the functionality of the software and the validity of the methodology developed.

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.

In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. <br /> <br /> The findings indicate that this educator&rsquo / s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.