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.

No Estado moderno se, por um lado, parece intrínseca a uma ordem jurídica a sua pretensão coercitiva em relação aos diferentes aspectos da vida social, resta evidente que tal ordem deve ser dotada de um atributo de autoridade que lhe garanta primazia em relação a outras ordens (morais, religiosas, pessoais), para que se justifique dotá-la de atributos tão singulares como a coercitividade. A essa autoridade, contudo, no contexto democrático - mais especificamente no contexto do Estado Democrático de Direito contemporâneo - cumpre dotar-se de uma legitimidade ou, ao menos, uma aparência de legitimidade suficiente para imprimir efetividade àquela autoridade. Nesse sentido, o presente trabalho busca redefinir, a partir da perspectiva bourdieuniana, a percepção dos principais argumentos de legitimidade e autoridade do Direito - visto não só enquanto ordenamento jurídico, mas principalmente a partir de sua produção no ambiente legislativo, tantas vezes ignorada pela doutrina jurídica que habitualmente toma o direito posto, já legislado, como ponto de partida, neutralizando as disputas do subcampo legislativo e ignorando, em ampla medida, a questão da legitimidade da produção normativa. A pesquisa demonstra, a partir da perspectiva da Teoria da Reprodução Social de Bourdieu & Passeron (1992) que coloca em cheque toda legitimidade, que é aqui vista como mero efeito de uma autoridade, como a própria democracia é um conceito em disputa, e que a legitimidade das ações legislativas, bem como a dos próprios agentes legislativos não pode ser pressuposta. / If, in modern State, the coercive pretension seems intrinsic to the legal order in respect to all the different aspects of social life, it is also evident that such an order must have an authority which guarantees its primacy over other (such as moral, religious or personal orders), so that we are able to justify its singular attributes. To this authority, however, in the democratic context of contemporary State (under the Rule of Law), we must also have at least a notion of legitimacy, enough to give effectiveness to that authority. In this context, the present work seeks to redefine, from the perspective of Bourdieu\'s theory, the perception of the main arguments to law\'s legitimacy and authority - especially in aspects of the legislative work, usually overseen by juridical doctrine that takes law for granted, neutralizing the disputes in legislative field and ignoring to some extent the different critics to legislative legitimacy. Our research demonstrates, from the perspective of the Social Reproduction Theory, developed by Bourdieu & Passeron (1992) and which questions all legitimacy, seen as mere effect of authority, how democracy itself is a concept in dispute, and that the legitimacy of the legislative actions, and that of its agents, can\'t be taken for granted.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

No Estado moderno se, por um lado, parece intrínseca a uma ordem jurídica a sua pretensão coercitiva em relação aos diferentes aspectos da vida social, resta evidente que tal ordem deve ser dotada de um atributo de autoridade que lhe garanta primazia em relação a outras ordens (morais, religiosas, pessoais), para que se justifique dotá-la de atributos tão singulares como a coercitividade. A essa autoridade, contudo, no contexto democrático - mais especificamente no contexto do Estado Democrático de Direito contemporâneo - cumpre dotar-se de uma legitimidade ou, ao menos, uma aparência de legitimidade suficiente para imprimir efetividade àquela autoridade. Nesse sentido, o presente trabalho busca redefinir, a partir da perspectiva bourdieuniana, a percepção dos principais argumentos de legitimidade e autoridade do Direito - visto não só enquanto ordenamento jurídico, mas principalmente a partir de sua produção no ambiente legislativo, tantas vezes ignorada pela doutrina jurídica que habitualmente toma o direito posto, já legislado, como ponto de partida, neutralizando as disputas do subcampo legislativo e ignorando, em ampla medida, a questão da legitimidade da produção normativa. A pesquisa demonstra, a partir da perspectiva da Teoria da Reprodução Social de Bourdieu & Passeron (1992) que coloca em cheque toda legitimidade, que é aqui vista como mero efeito de uma autoridade, como a própria democracia é um conceito em disputa, e que a legitimidade das ações legislativas, bem como a dos próprios agentes legislativos não pode ser pressuposta. / If, in modern State, the coercive pretension seems intrinsic to the legal order in respect to all the different aspects of social life, it is also evident that such an order must have an authority which guarantees its primacy over other (such as moral, religious or personal orders), so that we are able to justify its singular attributes. To this authority, however, in the democratic context of contemporary State (under the Rule of Law), we must also have at least a notion of legitimacy, enough to give effectiveness to that authority. In this context, the present work seeks to redefine, from the perspective of Bourdieu\'s theory, the perception of the main arguments to law\'s legitimacy and authority - especially in aspects of the legislative work, usually overseen by juridical doctrine that takes law for granted, neutralizing the disputes in legislative field and ignoring to some extent the different critics to legislative legitimacy. Our research demonstrates, from the perspective of the Social Reproduction Theory, developed by Bourdieu & Passeron (1992) and which questions all legitimacy, seen as mere effect of authority, how democracy itself is a concept in dispute, and that the legitimacy of the legislative actions, and that of its agents, can\'t be taken for granted.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 160-164).

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