This study investigates prevailing factors that impede the implementation of affirmative action in the Durban Automotive Cluster. This study will enable DAC affiliates to determine their obstacles and challenges with respect to the implementation of affirmative action. The service provider of the DAC CB and M Analysts) will also be able to advise companies through their development programmes and recommend what has to be done in order to bring blacks on board. This study relied on primary data. In-depth interviews were conducted with the senior managers ofDAC affiliates using unstructured questionnaires. Secondary data from the DAC database was analysed to strengthen the qualitative data. The data focused on the distribution of different population groups across the levels of occupations. The aim of the study is not to generalise about affirmative action but to obtain more in-depth clarity on the research problem. The findings have established that the pool of technically qualified and experienced blacks is very small and hence they are in short supply in the market. A number of factors such as direct ownership and low turnover of staff were raised as one of the aspects that hinder affirmative action. Constraints such as attitudes of white middle management appeared to have been addressed by these companies. The findings also clarified the role of human resources department in driving affirmative action. In most companies, the human resources department is part and parcel of management and actively involved in affirmative action. The study discovered that poaching also arises as a result of the shortage of skilled blacks. Retention of black employees is a problem for the majority of the companies. Despite these shortcomings, this study revealed that proper channels such as training, development and mentoring were followed for both internal and external recruits. This is being done to avoid window dressing. The other constraint of the affirmative action programme is government capacity. The key constraints to delivery are limited staff capacity, scarcity of human resources at governmental level; lack of coordination and integration with other spheres of national and provincial government labour departments and the lack of effective organizational, technical and managerial support for affirmative action. With respect to globalisation, the automotive sector is a dynamic and global sector which is changing fast due to technology and globalisation. As a result, the requirements of the Original Equipment Manufacturers (OEM's) who are competing globally were seen as a hindering factor to the realisation of affirmative action. In conclusion, the achievements of affirmative action programmes amongst DAC affiliates were very modest in relation to both national expectations and their own stated goals due to shortage of skills, family and direct ownership and poaching. Implementation has proved far more complex and resource demanding than originally anticipated. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2005.

This study explored teachers‟ stories on race, racism and race relations at a primary school in KwaZulu-Natal. Internationally, race is a complex and challenging issue. A qualitative research design was used. The research methodology was narrative inquiry. Data was collected through individual interviews with 6 teachers: 3 females and 3 males. The participants were from three race groups designated as Indian, African and Coloured. The theoretical framing was Critical Race Theory and the theory of oppression. The study revealed the complex ways in which race and race relations play out at one desegregated school despite education legislation and policies that have been promulgated in South Africa to address racism at individual and institutional levels. The study identified key themes: who holds power?; „a monster that lurks in the dark‟; institutional racism at play; teacher emotionality and racism; and strategies of oppression, resistance and coping. A common experience that emerged is the exclusion and marginalisation of minority group teachers by the dominant group, evident in their everyday experiences at the school. Everyday racism is experienced by teachers as repetitive and accumulative, serving to maintain power in the school. The study revealed that the power of the dominant group is embedded in institution through the rules, norms and habits of the school. Institutional racism at the school allows those in power to limit opportunities and information to target groups. Teachers seem powerless in the face of institutional racism. Often oppressive practices reflect the intersection of race, gender, language and religion. This study highlighted that teachers take up multiple subject positions in the face of oppression. The stories of the teachers reflect that their experiences of racism and race relations at the school evoke strong emotions which include anger, hurt, fear, suspicion and vulnerability. This study contributes to the body of literature that has used Critical Race Theory to show how racism and race relations operate in schools. This study points to the need for further research into the de-racialisation of schools in South Africa in their various permutations. Research is needed to examine the complex ways in which teachers live, challenge and conceptualize racism in their individual, unique ways and within their situated contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This dissertation examines probation for young people in Canada. Ninety percent of all young people sentenced in Canada receive a non-custodial or community sentence, with probation accounting for the majority (91%) of community supervision admissions (Munch, 2012). However, little is actually known about the judicial use of probation, the conditions that are imposed as a part of this sentence and, more importantly, what factors are associated with breaches of probation. Breaches of probation, have historically been and continue to be significant pathways back into the youth justice system, especially incarceration. Using informal social control theory (wider social processes – family, school and peers) and an integrated sites of oppression lens (an analysis of marginalized populations) this research explores the factors that influence the nature and extent of probation sentences and if there is disparity in the use of probation sentences for female and Aboriginal youth. This dissertation reports on a province-wide investigation of a sample of all Ontario youth sentenced to probation (N=6051) in 2005 and 2006, using data from the Ministry of Community Safety and Correctional Services and the Ministry of Children and Youth Services. This research also explores a sub-sample of youth on probation who were charged with breach of probation (N=255) during the period of study. It appears judges use probation conditions as a means to mitigate informal social controls that may cause delinquency (e.g. poor parenting, school failure, delinquent peers). Little support was found for the hypotheses that girls would receive particular conditions (curfews, residence orders, non-association orders) because of gender bias. Girls were more likely to receive shorter sentences of probation, which is interesting given that they are more likely to be given probation for violent offences. An examination into the impact of race on probation sentences revealed the need for further investigation into judicial decision making with non-custodial sentences. Results of the analysis of the breach of probation data indicate that regardless of the commission of a new offence (in addition to a breach or breaches of probation) non-compliance with previous dispositions, like probation, remains a significant pathway back into the youth justice system. Girls, younger youth and Aboriginal youth are all more likely to be charged with breach of probation. Breaching conditions of probation may be unrelated to the original offence (for which the young person received probation) and may be connected to wider concerns about protection and social control. Marginalized youth, in particular, who breach probation, are significantly more likely to be charged by police and receive custody. The aim of this dissertation is to provide a comprehensive understanding of probation and probation violations and broaden the scope of our knowledge of probation. This research adds both empirically and theoretically to the current body of research on youth sentencing in Canada.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 161-168).

Thesis (M.A.)--Flinders University, School of Education. / Typescript bound. Includes bibliographical references: (leaves 149-168) Also available online.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Includes bibliographical references (p. 492-506). Also available in electronic form online.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 869-898).

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-07T13:15:36Z No. of bitstreams: 1 Marta Silveira.pdf: 1846445 bytes, checksum: ea0917e6a5811456823e1b257ef9cb2a (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T20:02:16Z (GMT) No. of bitstreams: 1 Marta Silveira.pdf: 1846445 bytes, checksum: ea0917e6a5811456823e1b257ef9cb2a (MD5) / Made available in DSpace on 2013-06-10T20:02:16Z (GMT). No. of bitstreams: 1 Marta Silveira.pdf: 1846445 bytes, checksum: ea0917e6a5811456823e1b257ef9cb2a (MD5) Previous issue date: 2009 / Esta investigação teve como objeto a implantação da Lei Federal 10.639/03 que trata da obrigatoriedade da inclusão nos currículos escolares do ensino de História e Cultura Afro-brasileira e Africana em todos os níveis educacionais, abrangendo os sistemas de ensino públicos e privados. Tomou-se com referência empírica o contexto do sistema educacional do município de Santa Maria-RS, buscando analisar as ações da Secretaria Municipal de Educação para implantação da lei, sua relação com o universo escolar e com o Movimento Social Negro local. Objetivou-se compreender como uma demanda histórica do Movimento Social Negro em favor de uma educação anti-discriminatória, é assimilada pelo estado brasileiro ao ser transformada em lei e impacta concretamente na realidade educacional, tanto no nível de planejamento como na prática concreta do cotidiano escolar. Para tanto, buscou-se tecer uma retrospectiva histórica das lutas do Movimento Social Negro, relacionando-as com as demais lutas sociais de combate as relações capitalistas de produção, possibilitando desnudar como a questão racial assume especificidade diante da questão social e é posta como central pelos novos movimentos sociais que buscam transformações nas relações étnico-raciais, sexuais ou de gênero, em relação ao meio-ambiente ou na redefinição da urbanidade, extrapolando os conflitos capital-trabalho. Avança-se na compreensão de como a educação passa a figurar nas bandeiras de luta do Movimento Social Negro como instrumento de combate ao racismo e reconstrói-se o percurso das ações afirmativas no mundo e no Brasil, contextualizando como este debate tem impactado na sociedade brasileira e sua implicação para a educação desde o nível fundamental até o nível superior. Deste modo, traça-se um quadro referencial, onde os limites e contradições na implantação da Lei Federal 10.639/03 são compreendidos dentro de um processo histórico-social e político-cultural de combate as desigualdades raciais no Brasil. Para análise de dados, utilizou-se a técnica de triangulação de dados, onde considerou-se como base as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-raciais e para o ensino de História e Cultura Afro-brasileira e Africana, relacionando-as com as ações da Secretaria Municipal de Educação de Santa Maria e a percepção das lideranças do Movimento Negro em níveis nacional, estadual e local. Demonstra-se que as ações efetivadas pela Secretaria Municipal foram promovidas pelas organizações do Movimento Social Negro, pelo sistema educacional estadual, e NEAB - UFSM sendo que os docentes demonstram-se despreparados para cumprir as determinações legais e as escolas continuam promovendo espaços com as lideranças negras em períodos do ano significativos como 20 de novembro, sempre acentuando aspectos culturais e sem mudar concretamente as práticas docentes e o cotidiano escolar no sentido de uma educação que promova a Igualdade Racial. / Salvador

Orientador: Omar Ribeiro Thomaz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-08T22:50:14Z (GMT). No. of bitstreams: 1 Souza_FabianaMendesde_M.pdf: 1532483 bytes, checksum: 3073e00cd7c78b8f9ee7e362bae7683c (MD5) Previous issue date: 2006 / Resumo: o presente trabalho é uma tentativa de recuperar as trajetórias escolares de estudantes negros na Universidade Estadual de Campinas - Unicamp. O objetivo central é compreender como a cor da pele interferiu e interfere nas vivências dos entrevistados, sobretudo, nos ambientes escolares, pelos quais estes têm passado. O pressuposto deste trabalho é que essas trajetórias seriam excepcionais, na medida em que estes estudantes negros teriam superado os limites de práticas pedagógicas estigmatizadoras ao ingressarem no sistema superior de ensino, que é reconhecido socialmente como espaço de difícil acesso, pelo seu processo de seleção baseado no conteúdo escolar. Chegando a campo me surpreendi, pois encontrei uma realidade distinta. Havia um grupo de estudantes negros cujas trajetórias de vida não compunham o descrito pela bibliografia. Encontrei jovens estudantes negros cujas histórias de vida não se diferenciavam em quase nada dos outros alunos universitários. Digo quase nada, pois a cor da pele parecia ser sua única diferença. Assim, ao terminar minhas entrevistas tinha um quadro interessante: um grupo de estudantes negros cujas trajetórias sociais eram similares a de outros estudantes já relatado em outros estudos, ou seja, encontrei trajetórias sociais de estudantes negros com menores condições socioeconômicas - o que já era esperado - encontrei, também, no entanto, trajetórias sociais de estudantes negros, cujas condições sociais os aproximavam do estudante universitário padrão: jovens, com pais com alto nível de escolaridade e com renda familiar elevada. Concluo que o estigma da cor da pele nas trajetórias escolares e acadêmicas dos entrevistados se expressa através dos mecanismos de auto-refinamento e silenciamento, provocando invisibilização do preconceito e discriminação racial na escola e na universidade / Abstract: The present study is an attempt of recovering the school trajectories of black students at State University of Campinas - UNICAMP. The main objective is the comprehension of how the skin tone had affected and affects the living of the interviewees, specially, in the school environments where they been through. The presupposition of this work is that the trajectories would be exceptional while these black students, when they reach the university (a competitive place which selection is based on merit), would have gone beyond the boundaries of educational practices that stigmatized them. But when I faced the object, I got surprised because I found a different reality. There was a group of black students which trajectories of life were the opposite of those described by the bibliography I was lied on. I met young black students which lives were very similar to any UNICAMP student's life. I mean very similar, because the skin tone was which make them different. Thus, by the end of the interviews I got an interesting picture: a group of black students which social trajectories were similar to the other students already researched, I mean I found some students of lower social classes - it was expected. But I found aIso black students which social conditions were very coherent to the typical university student: young boys and girls which parents have high schooling and income. I come to a conclusion that the skin tone stigma in school and academic trajectories of the interviewees is expressed through the mechanism of self refinement and silence that turns invisible the racial prejudice in the school and university / Mestrado / Politica, Memoria e Cidade / Mestre em Antropologia Social