This study is a micro level case study which in addition to attempting to establish whether integration in sport lends itself to the integration of broader society, documents and analyses the integration experiences of two Durban amateur soccer clubs. Because soccer in most South African schools currently forms part of the school curriculum which is relatively neglected when compared with sports such as rugby and cricket, it was necessary to focus on amateur club soccer which caters for the soccer playing aspirations of the youth. Areas focussed on included the ways in which historical, race, class, cultural, ethnic and gender dynamics which operate within South African society influenced the integration process. The integration experiences of players and officials from both clubs were recorded and presented as findings. These findings were analysed against the background of local and international multicultural, sport and gender literature. The two key questions asked were: i) does integration in sport rend itself to integration in society; and ii) does the shared understanding of masculinities within male sports lend itself to integration within male dominated teams. It was established that although integration in sport can assist with the broader integration of South African society, important historical, cultural, class, ethnic and gender dynamics which operate within society have to be negotiated by all role players before a significant iintergation can take place. / Thesis (M.Ed.)-University of Natal, Durban,1997.

This paper examines the various responses of progressive white southern clergy to school desegregation events in Arkansas. I investigate why no major white clerical movement emerged to support civil rights, arguing that internal and external factors limited their genuinely motivated witness. National and local clergy endorsed Brown for both religious and practical reasons, arguing that segregation was counter to Christian brotherhood and hurt worldwide evangelism. However, like William Chafe’s progressives in Greensboro, too many clergy worked for school desegregation but ignored African American voices, believing that their demands unnecessarily inflamed the local opposition and unfortunately urged patience and civility instead of justice. Furthermore, clerical intervention proved to be less effective than ministers expected. Sympathetic clergy experienced physical harassment and congregational opposition for speaking out, and local communities simply ignore their messages.

The concept of social integration has gained prominence in the social and policy debates all over the Europe. Children of immigrants, constituting a significant percentage of modern population of European Union, go through some demanding changes in their processes of social and school integration. As the number of immigrants in Greece is growing, it is of high importance to identify, examine, and understand problems that young immigrants living in this country might have. Our research investigates social and school integration of adolescents’ from Polish immigration families residing in Athens, Greece. By this project we wish to build and advance beyond the current research and contribute to existing knowledge in the field of social integration. The study is based on a qualitative research method relying on semi-structured, in–depth interviews with 12 young respondents from Greek and Polish high schools in Athens. The results indicate that the level of social integration of adolescent Poles is various and depends on the school that young people attend extracurricular activities they participate in, social networks within Greek population, parents’ socioeconomic status and Greek language competency. In case of respondents from the Group of Polish schools at Polish Embassy in Athens observed level of integration was lower, than in the group of pupils from Greek schools. / Η έννοια της κοινωνικής ένταξης έχει κερδίσει εξέχουσα θέση στις κοινωνικές και πολιτικές αντιπαραθέσεις σε όλη την Ευρώπη. Τα παιδιά των μεταναστών, που αποτελούν ένα σημαντικό ποσοστό του σύγχρονου πληθυσμού της Ευρωπαϊκής Ένωσης, υφίστανται σε ορισμένες απαιτητικές αλλαγές κατά την κοινωνική και σχολική τους ένταξη. Καθώς ο αριθμός των μεταναστών στην Ελλάδα αυξάνεται, είναι υψηλής σημασίας ο εντοπισμός, η εξέταση, και η κατανόηση των προβλημάτων που αντιμετωπίζουν οι νέοι μετανάστες που ζουν στη χώρα αυτή. Η έρευνά μας διερευνά την κοινωνική και σχολική ένταξη των εφήβων που προέρχονται από πολωνικές οικογένειες μεταναστών, οι οποίες κατοικούν στην πρωτεύουσα της Ελλάδας, Αθήνα. Στην παρούσα μελέτη προσπαθούμε να οικοδομήσουμε και να προωθήσουμε την έρευνα και να συμβάλουμε στην υπάρχουσα γνώση, στον τομέα της κοινωνικής ένταξης. Η μελέτη βασίζεται σε μια ποιοτική μέθοδο έρευνας η οποία στηρίζεται σε ημι-δομημένες, λεπτομερείς συνεντεύξεις 12 νέων ερωτηθέντων από ελληνικά και πολωνικά γυμνάσια στην Αθήνα. Τα αποτελέσματα δείχνουν ότι ο βαθμός της κοινωνικής ένταξης των εφήβων Πολωνών διαφέρει από άτομο σε άτομο και εξαρτάται από: το σχολείο, το οποίο οι νέοι συμμετέχουν, τις εξωσχολικές δραστηριότητες στις οποίες συμμετέχουν, τα κοινωνικά δίκτυα στον ελληνικό πληθυσμό, την κοινωνικo-οικονομική κατάσταση των γονέων τους και την ευχέρεια τους στην χρήση της ελληνικής γλώσσας. Στην περίπτωση των ερωτηθέντων από το συγκρότημα των πολωνικών σχολείων στην πολωνική πρεσβεία στην Αθήνα, παρατηρήθηκε ότι το επίπεδο της ένταξης τους ήταν χαμηλότερο, συγκριτικά με την ομάδα των μαθητών που προέρχονταν από ελληνικά σχολεία.

No description available.

xiii, 302 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study examines the role of narrative in racial integration politics in the Seattle Public Schools between 1954 and 1991. In 1978, the Seattle School District in coalition with civic actors implemented a mandatory student assignment desegregation policy, "The Seattle Plan," without a court order. A decade later, another similar coalition of actors came together to shift desegregation policy towards a "controlled choice" method of student movement. In 1991, with the support of the newly elected Democratic mayor, the foundation of desegregation was dismantled. In Seattle, the shifts in desegregation conflicts can be explained as the transposition of certain arrangements of ideas into policy and the concurrent shift in the arrangement produced by new alignments of actors able to find enough common ground to coalesce and make policy. This dissertation explores the complexity of ideas about racial equality and the oftentimes-surprising arrangements actors created. I analyze the way elected, elite, and non-elite actors at the local level talked about, interpreted, and re-interpreted questions of racial segregation, equality, and the role of the public schools and explore the amalgamations of ideas about race and schools that explain the unique development of policy in Seattle with a way to account for change relying on micro-political developments. I examine the discursive arrangements generated within these conflicts, the coalitions built around these ideas, and how the ideas were implemented as policy. I analyze a broad range of archival materials, newspaper accounts, and interviews with actors who were involved in these events. / Committee in charge: Gerald Berk, Chairperson, Political Science; Julie Novkov, Member, Political Science; Joseph Lowndes, Member, Political Science; James Mohr, Outside Member, History

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.

The diploma work deals with the school integration of handicapped children into basic schools and with the grades of this integration. It provides the legislative backround, defines special pedagogy and outlines the theoretical essentials of the educational needs of pupils with visual and hearing impairments, pupils with communication disorder, with physical handicap and combined impairments. The diploma work also defines its objectives, characterizes the studied sample of respondents and describes the research methods and methodology. The research results are shown in tables and diagrams. The work is concluded with an analysis of the stated hypotheses.

The diploma thesis is focused on providing support to pupils with specific behavioral disorders at ordinary primary schools. Its aim is to find out how support is provided to pupils with specific behavioral disorders at ordinary elementary schools, what are the potentialities for providing optimal support to these pupils and suggest possible measures and procedures to improve them. The thesis consists of theoretical and research part. The theoretical part characterizes specific behavioral disorders, education and support for pupils with these disorders. The research part of the thesis focuses on the implementation of support measures for pupils with specific behavioral disorders at selected elementary schools. This problem is solved in two levels. The first plane is qualitative, it is a case study of the school (author's workplace). The basis for the preparation of case report are interviews with school special pedagogues and unstructured observations. The second part is aimed at supporting pupils with specific behavioral disorders on a wider scale. The basis for the data is the questionnaire survey, which was attended by teachers and teacher assistants from other schools. According to the results of the research, the pedagogical staff focuses mainly on the attentiveness and behavior of pupils with...

Objectif de l’étude. La compréhension des émotions est un sujet qui intéresse les chercheurs puisqu’elle contribue à la régulation des émotions, l’intégration et la réussite scolaire. Dans la présente étude, on cherche à évaluer la contribution de l’attachement et du langage réceptif à 5 ans sur le développement de la compréhension des émotions à 6 ans et ce en contrôlant pour l’âge de l’enfant et le risque familial (immigration des parents, revenu familial, statut familial, éducation de la mère). Ensuite, on cherche à évaluer le rôle modérateur du sexe de l’enfant sur les liens étudiés. Méthode. Les participants proviennent de l’étude longitudinale 3D transition pour un échantillon de 196 enfants. Les mères ont complété l’échelle du Attachment Insecurity Screening Inventory (AISI). L’échelle de vocabulaire en image de Peabody (EVIP) et le test de compréhension des émotions (TEC) ont été mesurés directement auprès de l’enfant. Résultats et conclusion. Les analyses de régression linéaires démontrent la présence d’un lien significatif entre le langage réceptif à 5 ans et la compréhension des émotions à 6 ans. Également, à 6 ans les filles ont un niveau plus élevé de compréhension des émotions que les garçons. En ce qui concerne l’attachement, les résultats n’indiquent pas de lien avec la compréhension des émotions. Les résultats soulignent l’importance d’intervenir dès un jeune âge sur le langage réceptif qui peut avoir une influence sur le développement des compétences socioémotionnelles de l’enfant et ce particulièrement auprès des garçons. / Study aims. Emotion understanding is a topic of interest to researchers as it contributes to the regulation of emotions, integration and academic success. In the present study, we seek to assess the contribution of attachment and receptive language at age 5 on the development of emotional understanding at age of 6, controlling for child age and family risk (parents' immigration status, family income, family structure, mothers’ education). Then, we tested the moderating role of child sex on the links studied. Method. The participants came from the longitudinal 3D transition study with a sample of 196 children. Mothers completed the Attachment Insecurity Screening Inventory (AISI) scale. The Peabody Picture Vocabulary Scale (EVIP) and the Test of Emotion Understanding (TEC) were administered directly to the child. Results and conclusion. Linear regression analyses show a significant association between receptive language at age 5 and emotion understanding at age 6. Also, at 6 years, girls have a higher level of emotion understanding than boys. Regarding attachment, the results do not show any connection with emotion understanding. The results underline the importance of intervening from an early age on receptive language which can influence the emotional development of children, especially for boys.