Any attempt at understanding the influences that impinge on teacher development in South Africa is incomplete without an exploration of the role of NGOs, particularly those alternative development agencies that were conceived in response to apartheid education and which continued to pursue progressive, contextually relevant interventions in the transitional democracy. Using the archaeological approach to excavate deep insights into the behaviour of a language development NGO, this study documents the institutional memory of the English language Education Trust (ELET). Portraying two decades of its history (1984 to 2001) through the eyes of key participants in the organisation, the study traces the multiple influences, internal and extraneous, that have shaped ELET's mutating identity as it negotiated the challenges of a volatile and unpredictable NGO climate. The study pursues two reciprocal outcomes. First, it attempts methodological elaboration. In advocating transdisciplinary research, it borrows from the established traditions of empowerment and illuminative evaluation, appropriating their key tenets for an institutional evaluation. Underpinned by the genre of narrative research, the study expands the lifehistory method as an evaluative tool, providing opportunities for organisational members to engage in self-reflexive interrogation of the organisation's life as it negotiated a multiplicity of development challenges. Second, it attempts theoretical elaboration. It challenges classical organisational theory (which derives from the structural - functionalist corporatist mode of management theory), as conservative and inadequate in understanding the organisational culture of an NGO. The study proposes a post-structuralist mode of discourse analysis as complementary to classical management theory in organisational analysis. Conflating theory and method provides incisive conceptual lenses to appraise the contribution of ELET to language teacher development. The study finds that while ELET has been complicit in allowing its mission as a counter-hegemonic agency to be undermined by its submission to normative, coercive and mimetic isomorphism, it nevertheless demonstrates agency to innovate rather than replicate. It achieves this despite the cumulative constraining pressures of globalisation, manifest through volatility in corporate funding, shifting imperatives of bilateral funding agencies, and the fickle agendas of the fledgling democratic government. The study demonstrates that, given these unpredictable conditions, NGOs Iike ELET are forced to reinvent themselves to respond to emerging development opportunities as a hedge against attrition. In this regard, ELET has benefited from astute management and a vigilant quest for homegrown intervention programmes as alternatives to imported literacy programmes, all of which helps it redefine what constitutes emancipatory literacies. Despite its proven record of accomplishment as a site for alternative teacher development, the study demonstrates that a competitive higher education sector a hostile policy environment and the debilitating reporting mechanisms demanded by funders results in ELET's potential as a site for 'authentic' knowledge production to be devalued. A further consequence of this marginilisation is that the organisation finds itself increasingly vulnerable to co-option by the state as a functionary of service delivery, accounting upwards to funders rather than downwards to beneficiaries of development. The study argues that the exploitative relationship the NGO endures with other development constituencies is as much a consequence of the NGO's failure to embrace an expedient corporate culture as it is the failure of these constituencies to acknowledge the potential of the NGO. Hence, rather than preserve the antagonistic relationship between higher education institutes and alternative agencies for knowledge production, they will each benefit by mutually appropriating the accumulated expertise of the other, giving substance to the ideal of a community of reason through creative dialectical evolution. The study concludes with the proposition that one mechanism to operationalise the notion of a community of reason is community service learning, a partnership between higher education institutes, corporate funders and development NGOs, a relationship in which the NGO provides leadership in appropriating disparate energies towards the cultivation of a socially literate country. / Thesis (Ph.D.)-University of Durban-Westville, 2003.

Thesis (MEd) -- University of South Australia

Set against the changing historical context of consultancy services to Victorian teachers since 1872, this study examines the role of a curriculum consultant working with primary teachers in two different consultancy situations. The role of the consultant is construed as that of a dialogue partner with teachers, and specific attention is paid to the consultancy dialogue to analyse how the consultant’s language choices contributed to the construction of interpersonal relations with teachers. Consultancy literature gives a primary place to the establishment of mutual trust and respect with teachers and offers a number of processes that consultants might adopt to achieve this goal. However, it appears that no linguistic analysis has been undertaken of the consultancy discourse that provides any detailed picture of how the language behaviour of the consultant is implicated in this important process. The resources of systemic functional linguistic and appraisal theories are used by the consultant-researcher to analyse the texts. The linguistic data suggest that relationships with teachers are built around two elements: camaraderie and solidarity. Camaraderie accounts for the prevailing positive dispositions that underlie the relations between people, like teachers, who share the same profession. Solidarity has to be constructed anew in each consultation through the sharing of the consultant’s appraisals that indicate to teachers the mindset, the nature and intensity of the consultant’s point of view concerning the issues under consideration.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Anne Jordan.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 127-138). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19671

Thesis (Ph. D.)--University of Technology, Sydney, 1999.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychiatry, 1998. / Author's revision to her thesis is in envelope on back page. Copies of author's previously published works inserted. Bibliography: leaves 472-502.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Sydney, 2007. / Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliographical references. Also available in print form.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.