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This thesis is an analysis of some research undertaken with students in a unit on human sexuality. It is a critical account of an experiment with 'radical' pedagogy which deliberately forsakes the pessimistic determinism of social reproduction theory in education and assumes the fundamental optimism of resistance theory, wherein human actors are capable of penetrating oppressive ideology and practice and working towards emancipation and social change. The experiment is an attempt to implement radical pedagogy in a particular classroom, and the body of the thesis consists of a critique of data collected from participants' notes and transcriptions of video and audio-tapes of thirteen, two�hour class sessions. The first chapter of the thesis outlines the nature of a pedagogical style which could be described as counter�hegemonic, non-reproductive, or liberatory, and it specifies the elements of a 'radical' approach to classroom process and content, which is distinguished from a 'traditional' one. Subsequent chapters present a critical analysis of actual classroom 'content' and 'process', which is based on a study of reconstructed sessional data, and the final chapter discusses the factors which limited the 'success' of the experiment, and attempts to draw some conclusions about the liberatory possibilities of radical pedagogy.

This work explored the academic success of 10 Latino/a students in Southern View School District, a school district in the state of Utah. The students and their parents, when available, were interviewed and the students' academic records were reviewed. The students were asked to identify a school person, teacher, administrator, or staff person, who could help explain their success. The school person was then interviewed. The data were collated and analyzed using resilience theory and the critical race-based constructs of resistance and resilience resistance. The construct of colorblindness was also used to discuss the participants' attitudes towards less successful Latino/a students and their families. The work revealed that the successful Latino/a students accessed the protective factors of personal strengths and environmental resources to remain resilient and achieve in school. It was also discovered that the students' success was also a form of resistance that was explained using the constructs of conformist resistance and resilient resistance. The student success was revealed as a way to resist oppression and remain in the educational pipeline. It was also discovered that student, parent, and school participants had adopted a colorblind ideology that assumed equal opportunity was available to all without regard to race. These observations led to the conclusion that the school system and the students of color it served would benefit from direct discussion of White privilege and what it means to be of a non-White racial group. The recommendation was that the school should adopt a systematic model of social justice education that could help more student access protective factors and facilitate critical conversations about race

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Kungsängen är ett centralt beläget område i Uppsala. Området har stora mäktigheter av lera som når drygt 100 meters djup på sina håll. För att bygga på denna typ av jord måste långtidssättningar såsom konsolidering och krypning tas i beaktning. Att fastställa och beräkna krypningens storlek är dock svårt på grund av att det är en matematiskt komplicerad process. Det råder även oenigheter gällande när krypning inträder under sättningsförloppet samt gällande lämplig beräkningsmetod. För att erhålla en djupare förståelse för Kungsängslerans krypning samt för att finna en lämplig beräkningsmetod togs detta arbete fram i samarbete med Bjerking. Höjdavvägningar från dubbar och fixpunkter belägna i Kungsängen sammanställdes och resultaten visade att byggnader i Kungsängen som byggdes för 80–170 år sedan utsätts för krypning än idag. Medelvärdet av den relativa krypsättningen erhölls till 0,134 promille av lermäktigheten per år för dubbavvägningarna respektive 0,067 för fixpunktsavvägningarna. Ytterligare påvisade resultaten att både tid och lermäktighet var två drivande faktorer bakom Kungsängslerans krypning. Den europeiska standarden Eurokod 7 undersöktes för att finna förslag på beräkningsmetoder för krypning. Standarden hade dock inga konkreta förslag utan hänvisade till allmänt erkända metoder. Av denna anledning undersöktes tidsmotståndsteorin samt Chalmersmodellen med kryp. Tidsmotståndsteorin beräknade både realistiska och överskattade krypsättningar beroende på typ av lera. Vissa lerprover antydde att laster under cirka 45 kPa gav en försumbar krypning med andra lerprover indikerade annorlunda. Tidsmotståndsteorin har dock potential att vara en lämplig metod för beräkning av Kungsängslerans krypsättning. Chalmersmodellen med kryp tillämpades för att modellera ödometerförsök och resultaten visade att modellen generellt överskattade den totala deformationen och underskattade kryphastigheten. För att kunna förkasta eller verifiera modellen som lämplig vid beräkning av krypsättningar för Kungsängslera bör dock utförligare studier genomföras. / Kungsängen, a central area in Uppsala of Sweden, has a considerable depth of clay which stretches down to 100 m at some sites. In order to build at this type of soil one has to take long-term settlements into consideration, such as consolidation and creep. However, methods for calculating the latter aren’t straight forward since the mathematics behind the process is complicated. The starting time of creep is still unsettled and this is also the case regarding calculation methods. In order to enhance the understanding of creep of Kungsängen clay this study was developed in collaboration with Bjerking AB. Altimetry data from studs and fixed points from Kungsängen was compiled and the results showed that buildings in Kungsängen are experiencing creep even though some of them were built 80–170 years ago. The mean value of relative creep was found to be 0,134 per mille/year for the stud data and 0,067 per mille/year for fixed points. Another finding was that time and depth of clay were two factors behind the creep of Kungsängen clay. Another aim of the study was to investigate creep calculations methods in Eurocode 7. However, it was found that no method was proposed in the standard and therefore some other methods such as the time resistant theory and the Chalmer’s model with creep were investigated. It was found that the time resistant theory predicted creep realistically but with an overestimation in some cases, depending on the type of clay. Some clay specimen gave a negligible creep for loads under 45 kPa and other specimen indicated otherwise. All in all, this suggests that the time resistant theory might be an appropriate creep calculation method for the clay of Kungsängen. The Chalmer’s model with creep overestimated the total deformation but underestimated the creep when modelling odometer loads. Even so, the study of the model was not detailed enough in order to reject it or not. Therefore, a more detailed study of the model should be considered.

This study undertakes to explore the extent to which students at the Elijah Mango College are involved in college decision making structures. The whole process of “carrying” of major subjects was selected to crystallise the extent of this involvement. The varying patterns of meanings attributed by the students to this phenomena were explored. By way of a theoretical contribution, the researcher synthesised features of interpretive and resistance theories in education to further explain this involvement. The empirical component which is attendant on the theoretical elaboration undertakes to explore and capture the patterns of meanings that the students used as a rationale for their reflexive resp^ ,ses to the college decision making structures. The epistemology underlying this investigation also enabled the researcher to gain a sensitivity towards the meanings formulated by the students. / Sociology / M.A. (Sociology)

This study undertakes to explore the extent to which students at the Elijah Mango College are involved in college decision making structures. The whole process of “carrying” of major subjects was selected to crystallise the extent of this involvement. The varying patterns of meanings attributed by the students to this phenomena were explored. By way of a theoretical contribution, the researcher synthesised features of interpretive and resistance theories in education to further explain this involvement. The empirical component which is attendant on the theoretical elaboration undertakes to explore and capture the patterns of meanings that the students used as a rationale for their reflexive resp^ ,ses to the college decision making structures. The epistemology underlying this investigation also enabled the researcher to gain a sensitivity towards the meanings formulated by the students. / Sociology / M.A. (Sociology)