As policy makers and educators from varying philosophical platforms develop strategies for facilitating inclusive education, there is a subsequent realization that this involves inclusive leadership. Such leadership may be addressed through ethical decision-making, exceptionality in learning, equity, effective programming, and partnerships (Crockett, 1999). Related to the moral and ethical aspects of decision making is the issue of caring leadership. Among the educational leaders who have demonstrated caring leadership, and who have had transformative influences over followers are the four women who constitute this study. To understand how they evolved as educational leaders, testimonies of their experiences and perceptions were developed. These testimonies are presented as reconstructed narratives. The discussion on these narratives explores relationships between who these women are in character, their experiences of the ethic of care, and leadership. The study directs focus on the lives of these women with a view to documenting their contributions and sharing their voices about the education systems of Trinidad and Tobago, and the broader Caribbean area. Oral history interviewing, within the biographical tradition, is the methodology used for data collection. The data as transcribed narratives and topical life histories were then content-analyzed to identify common themes and link these with contemporary research on leadership, women, and the ethic of care as discussed in the review of the literature. Findings from the study revealed caring leadership as an evolutionary process, and the importance that spirituality, community, and a sense of gender-equity and inter-relatedness played in the lives of the participants. / Ph. D.

Masters of Arts / District Six was a community that was forcibly removed from the centre of Cape Town after its demarcation as a white group area in 1966. In 1989, the District Six Museum Foundation was established in order to form a project that worked with the memory of District Six. Out of these origins, the District Six Museum emerged and was officially opened in 1994 with the Streets: Retracing District Six exhibition. The origin moments of the museum in the 1980s occurred at the same moment that the social history movement assumed prominence within a progressive South African historiography. With the success of Streets, the decision to ‘dig deeper’ into the social history of District Six culminated in the opening of the exhibition, Digging Deeper, in a renovated museum space in 2000. Oral history practice, as means of bringing to light the hidden and erased histories of the area, was embraced by the museum as an empowering methodology which would facilitate memory work around District Six. In tracing the evolution of an oral history practice in the museum, this study aims to understand how the poetics involved in the practices of representation and display impacted on the oral histories that were displayed in Digging Deeper. It also considers how the engagement with the archaeological discipline, during the curation of the Horstley Street display as part of Streets, impacted on how oral histories were displayed in the museum. / South Africa

The author contends that narratives, shaped not only by events but also by socioeconomic and geographic factors, are narratives that require exploration and analysis because these narratives build the lives in which individuals exist. By understanding narratives passed down with which they have built their lives, individuals can come to greater understanding of the narratives in which they live. To understand the narratives, he created and continues to craft about his life, the author needed to understand his narrative inheritance. When a proposed thesis study imploded, the focus of the study shifted to exploring the circumstances of a single interview with the author’s father. By examining methodology as originally intended and subsequently executed, setting the narrative in the proper historical context, and exploring relevant literature on oral history and autoethnography, the author crafted an evocative autoethnographical account of a complex father-son relationship.

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近年民間檔案逐漸受到檔案館的青睞，成為檔案館徵集的範圍之一，而口述歷史也屬於其中一部份。口述歷史會產生錄音帶、錄影帶、電子檔、訪談抄本、受訪者捐贈資料等，種類相當繁雜，而臺灣各檔案典藏單位進行口述歷史之後，有不同的整理與保存方式。希望藉此研究瞭解臺灣各檔案典藏單位是如何整理與運用口述歷史館藏，並提出一個更完善的整理與管理機制、提供更多元的運用方式。 本研究採用文獻分析法、深度訪談法與比較研究法，探討新加坡、澳洲、美國、加拿大、英國、香港等地的作法，並實際訪談中研院近史所、國史館、國史館臺灣文獻館、北市文獻會、宜蘭獻史館、臺大校史館、海大校史室、清大校史館等臺灣檔案典藏單位。 根據研究結果，提出結論如下：一、各典藏單位從事口述歷史主要有三項目的，分別為學術研究、史料蒐集、院史纂修或校史纂修；二、各典藏單位整理口述歷史館藏的人員不足；三、口述歷史館藏主要依據載體類型分開典藏；四、只有部分典藏單位將口述歷史館藏進行簡單建檔；五、提供利用的口述歷史館藏多屬已修改過的定稿；六、口述歷史館藏的運用類型偏少。 針對上述研究結論，提出六項建議：一、依據檔案載體典藏口述歷史館藏；二、加速口述歷史館藏的簡編，以提供利用；三、進行口述歷史館藏的內容描述；四、建立口述歷史館藏的智能編排，將相關資料連結；五、擴大口述歷史館藏的運用層面；六、建置全國的口述歷史資料庫。

Oral recollections concerning dating, courtship, marriage and related attitudes were collected from a single informant, Mrs. Blanche Story of Butte, Nebraska. Through in-depth questioning during twelve tape-recorded interview sessions, value- and attitude-oriented accounts were secured for the years 1885 to 1910, the late frontier period in northcentral Nebraska. These detailed reminiscences focus on common life experiences related to interpersonal relationships and the institutions related to them, resulting in a personal or folk history. The single greatest problem in research was the lack of documentation for the attitudinal content of the texts. Corroboration of both specific information and broad patterns of behavior was accomplished through the use of the local newspaper (Butte Gazette, 1885-1911), folklore journals, Plains social histories, and standard reference volumes. This presentation of one woman’s beliefs and attitudes is academic, yet uniquely individual. The information within this thesis is valuable not only as research material, but also as a personal view of three basic human institutions and the attitudinal system that encompasses them.

本研究的主題包含了兩組重要的詞語：「重現」和「鄉土」。前者是一個歷史教師的教學行動，而後者則為本研究的重要概念。在過去十三年的教學經驗中，我發現香港歷史課程千篇一律是「小漁村到大都市」的經濟發展論述，戰後南移新界的農村社群一直消失在歷史課程之中，縱使新界農村是香港的重要構成部份，有其自身的發展模式。於是，「重現」作為一種教學行動，是要填補農村社群的歷史故事。本研究的另一組重要詞語是「鄉土」。本研究要重現的「鄉土」，並不單指農村，而是指一個與居住者有親密關係、並充滿意義的地方（place）。「鄉土」是中國文化之中人與土地、並土地上其他社群親密關係的代名詞。要有這種親密的關係，牽涉兩個重要概念：鄉土意識和鄉土感情。鄉土意識指人識覺到自身與生活地和周遭社群彼此依存，甚至將生活地和在其上生活的人視為命運的共同體。由於人對生活地與周遭的社群有充份的認知，並識覺到自身、土地與社群有密切的關係，對生活地產生了主觀的情感投射，關懷生活地的地景和生態、社群生活、文化傳統，這種對地方的愛，便是鄉土感情。 / 本研究的教學行動集中在粉嶺馬屎埔村，在一段尋找本地史教學的嘗試之中，我在馬屎埔農村中感受到和城市不一樣的社群關係，那種異地為鄉、落地生根的情感充滿在馬屎埔村民的生命故事中，那些回憶喚起我曾經與生活地有過的親密感。身為歷史教師，我也希望學生能在村民的生命故事中反思鄉土價值，並思考「發展主義」導致的社會疏離。我相信本地史教學能夠恢復人與生活地、人與社群的密切關係，歷史教育能夠重現香港的「鄉土」故事，學生亦能在社群的生命故事中札根在生活地，從而建立一種植根於香港的「鄉土意識」和「鄉土感情」。 / 口述歷史教學是不斷互動的歷程，所以口述歷史課程必須保持靈活動，讓教師、學生和敘事者共同建構本地史圖像。此外，口述歷史教學讓學生走入地方和社群，發掘社群成員的生命故事，建構多元的小歷史圖像，並對大歷史保持批判意識。口述歷史教學始終將「人」放在學習的中心，除了理性的思維能力外，也強調歷史學習的情感向度。當歷史扣連生活，充滿回憶的地景及社群就是鄉土意識和感情的搖籃。 / The theme of this research includes two terms: ‘representation’ and ‘homeland’. Over the past 13 years of my teaching experience, I have noticed that the ‘fishing village─metropolis’ discourse has predominated the Hong Kong history curriculum. Though post-war migrant farmers made a great contribution to the development of the New Territories, their histories have long been absent in the school history curriculum. Thus, the purpose of ‘representation’ is to fill the missing puzzles and to construct different historical images with students. The term ‘homeland’ in this research not only means a village, but also a place filled with meanings and intimacy by its inhabitants. In order for these intimate relationships to exist, two other concepts are involved, namely ‘the sense of place’ and ‘place attachment’. ‘Sense of place’ means one’s awareness of the intradependence between community members on the same place. ‘Place attachment’ refers to one’s projection of emotion towards a place, involving a care for its environment and ecology, community life and traditional culture. / This action research is conducted mainly on Masipo Village in Fanling, where community relationship distinct from that in the urban area is identified. The stories told by the post-war migrant villagers reveal their senseof rootedness. As a history teacher, I hope students can appreciatethe value of ‘homeland’ and reflect upon the influence of developmentalism through the life stories of villagers. I believe that teaching local history can constructa distinct ‘sense of place’ and ‘place attachment’, under which Hong Kong will become a homeland for those who live in this place. / Oral history is the interplay between teachers, students and narrators, so oral history curriculum should be subject to the construction of multiple local images. When students walk through their communities and discover local stories, they might be more critical to the grand narrative of school history. Human values are the center of oral history teaching. Students not only think about historical events but also feel towards the actors in histories. When a place filled with memories, it becomes our homeland. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 朱耀光. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 270-286). / Abstracts also in English. / Zhu Yaoguang.

The Mental Health Memories project is an online archive created in order to display and preserve the personal histories of those with mental health experiences. The project aims to fill a void in available material culture related to the history of mental health and its preservation. Participants’ contributions include: oral histories, personal items, documents, and audio. Bringing together multimedia sources, the MHMemories website allows for the preservation of these items and stories through the digitization of contributions. This method allows for participants’ items to stay in their possession while also becoming part of the archive. In order to recruit participants, the Mental Health Memories project teamed up with the Psychiatric Stories Archive, based at California State University San Bernardino, and the San Bernardino County Behavioral Health Clubhouse. Three collection days facilitated the gathering of materials. The final product is the MHMemories.org/.com website which showcases the contributions of participants. The Mental Health Memories project helps to illustrate the diversity of mental health experiences.

The children born into the Canadian-Chinese community following the repeal of the Canadian Chinese Immigration Act (1923) were the first Chinese-Canadians to be born with full citizenship rights. After decades of isolation and segregation, the 1946 Canadian Citizenship Act transformed the limited citizenship of Chinese immigrants to full citizenship. Whether the parents of these children were Canadian or had just arrived, they could offer their children little guidance as Canadian citizens. The participants in the study are Canadian-born women, descendants from the four counties of Sun Wui, Hoi Ping, Toi San, and Yin Ping of the Pearl Delta District of Guangdong, China. Their region, dialect, class, gender, age, and ethnicity unite them. There were few Canadian-born Chinese from the time of the repeal until 1967 when Canada changed its immigration policy to a more equitable point system not based on race. This is an interdisciplinary study incorporating an anthropological interviewing methodology, an examination of Chinese-Canadian history and of Asian women in Hollywood films, and how these portrayals have impacted the contemporary societal perceptions of Chinese women. I have discussed Asian psychology, feminist, cultural, and film studies and how they relate to identity development. I examined the markers used by the participants to fashion their identity, looking at the themes of beauty, behaviour, language, culture, values, and expectations. I used oral history and narrative methodology through in-depth interviews to examine how the historical, economic, political, and socio-cultural contexts have influenced this generation of Canadian-born women of Chinese descent as they developed their identity in Canada. / Graduate / 0377 / 0326 / 0334 / gwongsne@uvic.ca

This thesis examined how four Male Mexican American post-undergraduate college students constructed their views on what it means “to be a man”. The method of oral histories not only for it’s power but also for its ability to offer a different perspective than that given by theory. Oral histories offer a rich perspective that has the power to challenge dominant narratives. The thesis was set up to reflect the way that the past informs the future. Through beginning with the history of U.S.-Mexico border relations via NAFTA, the Bracero Program, and the Border Patrol, one grasps the contentious relationship between the two countries and is introduced to the idea of pluarlities. Due to the relationship of labor to masculinity, theories on masculinity, machismo, and macho were discussed. The last two chapters centered on the oral histories of each man. “Origins,” the third chapter examined the “history” behind each orator. Finally chapter four, examined what masculinity, machismo, macho, and “being a man” is to each man. It is through this foregrounding in theory that one is able to better understand lived experiences. Through the combining of both theory and lived experiences, one is able to see the both the disconnect and overlap between the two. Although the responses ranged on what it “means to be a man” if you could essentialize it, there were are few themes that reappeared. “To be a Man” is about taking responsibility for your actions, being there for one’s family, and having honor. The range of responses only goes to highlight the complexities of even one term and each term could certainly warrant its own dissertation. Based on my brief research, there is still much work to be done on each area of focus.