Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study was undertaken to address the need for a multi-sectoral approach to sexuality education among adolescents. The rise in teenage pregnancies and the rapid spread of the HIV virus urged the researcher to assess how different sectors within communities can work together to sexually educate adolescents. The goal of the research is to initiate planning of prevention- and educational strategies among all sectors of the community. It is hoped that these programmes may provide adolescents with the necessary skills to make informed decisions regarding their sexuality. The use of a multi-sectoral approach to sexuality education was evaluated by means of a exploratory study and a comparison between the findings of questionnaires and existing literature. In chapter two the nature of sexuality education is assessed. Chapter three focuses on the specific multi-sectoral approach to this sexuality education. In chapter four the findings of the empirical study is discussed. Recommendations for further research is made in chapter five. / AFRIKAANSE OPSOMMING: Die behoefte vir ’n multi-sektorale benadering tot seksualiteitsopvoeding was die hoof uitgangspunt van die studie. Met die verhoging in tienerswangerskappe en die verspreiding van die MIV-virus was dit vir die navorser belangrik om ondersoek in te stel na hoe verskillende sektore in die gemeenskap kan saamwerk om sodoende adolessente van seksualiteitsopvoeding te voorsien. Hierdie navorsing het ten doel om ’n raamwerk vir maatskaplike werkers in diens van gesinsorganisasies daar te stel vir die benutting van ’n multi-sektorale benadering tot seksualiteitsopvoedingsprogramme vir adolessente. Holistiese, jeugvriendelike intervensie en dienslewering deur multi-sektorale samewerking word ten doel gestel. By wyse van ’n verkennende studie asook ’n vergelyking tussen die bevindinge van vraelyste en bestaande literatuur was die kwessie rondom die benutting van ’n multisektorale benadering tot seksualiteitsopvoedingsprogramme geevalueer. In hoofstuk twee behandel die skrywer die aard van seksualiteitsopvoedingsprogramme en fokus op ’n multi-sektorale benadering tot sodanige programme in hoofstuk drie. ’n Bespreking oor die empiriese ondersoek wat geloots is word in hoofstuk vier gegee en in hoofstuk vyf word aanbevelings vir verdere studie gemaak.

published_or_final_version / Social Work / Master / Master of Social Work

Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.

Dans cette thèse, nous nous concentrons sur deux œuvres : "L’argent" d’Émile Zola et "Les drames de l’argent" de Raoul de Navery. L’étude analytique autour des personnages féminins et de l’argent selon l’approche de la critique éthique consiste dans le fait qu’elle reflète en quelque sorte les valeurs de la société, des auteurs et des œuvres pendant une période historique spécifique. Ainsi, nous cherchons à réfléchir sur l’éthique de la famille à travers les personnages féminins de ces deux romans choisis ainsi que sur la manière dont celle-ci est influencée par la question de l’argent. / In this thesis, we concentrate on two works: Émile Zola’s "L'argent" and Raoul de Navery's "Les drames de l'argent". The analytical study of female characters and money according to ethical criticism consists in the fact that it reflects in a way the values of society, authors and works during a specific historical period. Thus we seek to reflect on family ethics through the female characters of these two chosen novels as well as how it is influenced by the question of money.

No description available.

This thesis aims to restore the balance of modern investigations into Christian asceticism and anthropology by reading the texts of Sts. Irenaeus and Clement within their theological perspectives, and thereby examine the presuppositions determining how we think about sexual difference. In the Introduction I examine the projects of M. Foucault and P. Brown, arguing that they do not remain faithful to the concerns of the texts which they treat. In Part One, I show how asceticism, for Irenaeus, is the expression of the human living the life of God in the body, that which is most characteristically human and the image of God. Sexuality is fundamental to human existence, forming a permanent part of the framework within which humans grow towards God. This growth results from humans acting responsively to the creative activity of God. That God is the source of the life which is lived by humans, demands an openness on their part towards God. Any attempt to avoid the reality of their created nature, for instance, through a self-imposed continence, overturns the basic structure of this relationship. In Part Two, I consider the asceticism proposed by Clement, which strives, through human effort, to achieve a godlike life, buttressing the rational mind, that which is properly human and in the image of God, by the exercise of virtues, so protecting it from disturbances, especially those arising from the body and the vulnerability of dependency. Whilst Clement has a vivid sense of the new life granted in baptism, and praises marriage, this desire for a divine life leads inexorably to the restriction of human sexuality to the function of procreation and its redundancy thereafter. After summarizing, I indicate possible lines for further investigation, and suggest that only within the Irenaean perspective can the issue of sexual difference be raised meaningfully.

Zugl.: Frankfurt (Main), Univ., Diss., 2006

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 2001. / Bibliogr.: pp. 136-154. Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 309-330).

M.Ed. (Psychology of Education) / Please refer to full text to view abstract