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This research represents a unique exploration of the life narratives of Russian-German (Spät)Aussiedler within the city of Berlin, stretching from affluent areas in the west of the city, to areas of high unemployment in the east. A unique feature of this study is that the informant cohort consists solely of the "grandparent" generation.

The aim of this dissertation is to explore the dynamics of political change in minority language politics and policy in Europe. For this purpose, the study focuses on the Hungarian minorities in Romania and Slovakia, the Russian speakers in Ukraine, and the Carinthian Slovenes in Austria. One major finding is that the political strategies of minority elites that are sensitive to compromise and politically deemphasised solutions predict positive change in the political relations between language groups and in policy. Further, the political behaviour of minority elites is argued to be best explained by ideational as opposed to structural and institutional causes. While the latter certainly have some explanatory power, they nonetheless leave crucial variation in the behaviour of minority elites dependent on ideas which they carry in their heads and upon which they rely in order to analyse the surrounding structural conditions. The empirical analysis of the thesis exploits data from 30,000 press releases collected at Factiva and Lexis-Nexis Academic databases over the course of two years, 112 interviews conducted by the author over the course of one year in all the countries under study (including with 4 state leaders, 14 ministers, and 45 members of parliament), and extensive primary and secondary material in several foreign languages.

This thesis is based on a qualitative study of a black voluntary organisation, the Sheffield Black Justice Project. The purpose of the organisation is to offer practical advice to local black people about any aspect of the criminal justice process and the main part of its work involves operating a Help On Arrest Scheme. The thesis sets out to explore significant gaps in sociological knowledge about the participation of black people in voluntary organisations, the racialisation of identity and criminal justice issues. The research was concerned with an investigation of how volunteers from a variety of racialised groups understood the meaning and role of 'race' as they participated in the Black Justice Project. It assessed how far a successful collective response was possible in this specific social context and evaluated the extent to which the project was able to balance the needs and interests of local black people with those of supporting statutory organisations. Three central research questions have been addressed. Firstly, the research has examined the nature of and reasons for the volunteers' involvement in the Black Justice Project. Secondly, it has considered how volunteers perceived their identity to be racialised in relation to other black and white people both within the project and more widely. Thirdly, it has compared and contrasted the understanding of the volunteers with that of custody officers working in South Yorkshire Police, to provide detailed information about the ways in which each group interprets both the relationship between black people and the police and black people's experiences of criminal justice. The fieldwork consisted of two methodological elements. Firstly, a series of semistructured interviews was conducted with the three main groups involved in the research. A sample of thirty volunteers of varied racialised origin was interviewed. Those involved with the management of the project were also interviewed as well as various police officers, including one-third of custody officers in Sheffield. Secondly, informal participant observation of the project was undertaken over a period of two years. Overall, the thesis demonstrates that the Black Justice Project's apparent success resulted from a careful management of its image rather than a comprehensive implementation of the black perspective defined by the volunteers. However, it was found that the black perspective itself was based on the highly questionable notion of an essentialised black identity. The thesis demonstrates how racialised identity is always a process of accommodation, negotiation and transformation involving both group identification and categorisation by others. The research also revealed that the job-related objectives of the volunteers were thwarted by the custody officers who, it was found, effectively adhered to their job related priorities and so racialised the project's Help On Arrest Scheme. It was found that these two groups had a very different interpretation of the nature of police-black relations to the extent that the volunteers regarded raciaIised policing as the norm whereas the officers regarded it as an extremely infrequent deviation from it.

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據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 125-182). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引論 --- p.1 / Chapter (一) --- 研究目的 --- p.1 / Chapter (二) --- 文獻評述 --- p.4 / Chapter (三) --- 研究方法 --- p.5 / Chapter 第二章 --- 黎族概況 --- p.12 / Chapter (一) --- 地理環境 --- p.12 / Chapter (二) --- 歷史背景 --- p.14 / Chapter 第三章 --- 中國政府的少數民族政策 --- p.19 / Chapter 第四章 --- 中國政府對黎族的教育政策 --- p.25 / Chapter (一) --- 第一期　自宋至清 --- p.25 / Chapter (二) --- 第二期　民國期間 --- p.28 / Chapter (三) --- 第三期　中華人民共和國成立以後 --- p.32 / Chapter 第五章 --- 四個現代化方針下的黎族人民教育 --- p.38 / Chapter (一) --- 地方自治權 --- p.39 / Chapter (二) --- 教育投資的變化 --- p.39 / Chapter (三) --- 黎族原有文化的發展 --- p.41 / Chapter (四) --- 黎族教育的現況 --- p.42 / Chapter 1 --- 教育行政 --- p.43 / Chapter 2 --- 學制 --- p.53 / Chapter 3 --- 教育內容 --- p.62 / Chapter 4 --- 教師訓練 --- p.71 / Chapter 第六章 --- 黎族教育發展的幾個問題 --- p.83 / Chapter 第七章 --- 黎族教育的檢討與前景 --- p.88 / Chapter 附錄 --- 附錄 --- p.100 / Chapter (一) --- 原始資料 / Chapter 1 --- 海南島地圖 --- p.100 / Chapter 2 --- 歷史實地考察所得的資料 --- p.102 / Chapter (1) --- 廣東市教育局 --- p.102 / Chapter (2) --- 廣東民族學院 --- p.102 / Chapter (3) --- 廣東省民族研究所 --- p.108 / Chapter (4) --- 海南島苗族自治州 --- p.108 / Chapter A --- 計劃 --- p.108 / Chapter B --- 日程 --- p.109 / Chapter C --- 田野工作經過 --- p.110 / Chapter D --- 海南島黎族苗族自治州教育局 --- p.112 / Chapter E --- 州師範學校（各族並收) --- p.115 / Chapter F --- 番茅小學（只收黎族） --- p.118 / Chapter G --- 州立衛生學校（各族並收） --- p.126 / Chapter H --- 州立中學（重點中學）（各族並收） --- p.157 / Chapter I --- 崖縣田獨新村小學（只收黎族） --- p.157 / Chapter J --- 田獨小學附中（只收黎族） --- p.165 / Chapter K --- 崖縣幼兒園（各族並收） --- p.166 / Chapter L --- 樂東縣縣立民族中學 （只收黎族） --- p.170 / Chapter M --- 樂東縣縣長介紹的教育情況 --- p.172 / Chapter N --- 海南師專（行政區高等學院） --- p.173 / Chapter O --- 瓊台師範（行政區師範學校） --- p.174 / Chapter (二) --- 參考文獻 --- p.175 / Chapter 1 --- 一般性的文獻 --- p.175 / Chapter 2 --- 關於民族問題的民獻 --- p.176 / Chapter 3 --- 關於少數民族問題的文獻 --- p.176 / Chapter 4 --- 關於中國的少數民族問題的文獻 --- p.176 / Chapter 5 --- 關於海南島的文獻 --- p.178 / Chapter 6 --- 關於黎族的文獻 --- p.179 / Chapter 7 --- 關於教育的文獻 --- p.179 / Chapter 8 --- 報章與期刊 --- p.181

The purpose of this research was to study educational provision for isolated bilingual learners through a development project and reflection on the project. The development project was carried out, with hiatuses, over a three year period in a large shire Local Education Authority in the U. K. The aims of the development project were to work with teachers to meet the needs of isolated bilingual learners in four primary schools and one secondary school. The aims of the research were to establish the extent to which bilingual learners were submersed in the schools and to reflect on ways in which the educational needs of isolated bilingual learners could be met within a "curriculum framework common to all pupils". My data was drawn from responses to a questionnaire to advisory teachers in Local Education Authorities similar to the one in which the development project was carried out, from minutes of meetings with project heads and teachers, from semi-structured interviews with project teachers, from a response to a questionnaire to project heads, from shadowing notes and subsequent notes on discussion with teachers on shadowing process, from notes on conferencing with pupils, from notes on discussion with teachers during and following collaborative teaching and from a research diary. All the data was qualitative. The research showed that teachers were initially willing to invest in multicultural education rather than specific provision for bilingual learners. It showed that class and subject teachers were not prepared to invest in action research on provision for isolated bilingual learners by themselves. Neither raised awareness of multicultural issues nor reflection on what I observed during a period of shadowing impinged markedly on practice in the project schools. A more important factor in shifting provision appeared to be the ongoing change within schools whereby other specialist support teachers began to work within classes. When I, as a specialist teacher, worked with a class or subject teacher in a collaborative way we were able to ensure that isolated bilingual pupils were supported because the class or subject teacher had an investment in the reflection process that was not apparent with other development project vehicles. The willingness to invest was not dependent on awareness raising in the area of multicultural education or previous commitment to action research but hinged on the teachers' responsibility for all pupils. Because the intrinsic investment in one or two bilingual pupils is likely to be less in an isolated situation I concluded that collaborative work with teachers is even more vital there than in areas with larger numbers of bilingual learners.

Thesis (M.S.)--University of Nevada, Reno, 2006. / "May, 2006." Includes bibliographical references (leaves 63-70). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2006]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.