This thesis explores the health and social welfare 'needs' of the transsexual/transgender community and how they have come to be recognised, understood and managed within interventions. It focuses on the way the 'needs' of 'trans' people have commonly come to be understood as grounded within a sexual and erotic framework and how different levels of 'emotional needs' have come to be socially erased, regulated and controlled. A constructionist approach to social enquiry is used, data being generated through focus groups and personal interviews. By taking a particular approach that focuses on the 'trans' experience of 'ambiguity' and 'difference', it considers narrative forms in language and how discourses have served to modulate, regulate and maintain 'needs' within this sexual and erotic context. By focusing on the dominant narrative forms 'trans' people use in language and the 'ambiguities' and 'contradictions' they produce I look at the strategic practices that come into play in language that attempt to transcend and overcome the difficulties they present for 'trans' people. Through a reworking of the 'modes of transgendering stories' developed by Ekins and King (1999; 2001 a; 2001 b) I focus on notions of 'erasing' and 'negating' not as particular modes or processes, but as dialogically opposed communicative actions that actually constitute migrating, oscillating and transcending stories. It is argued that a closer examination of the strategic practices of 'erasing' and 'negating' notions of 'ambiguity' and 'difference' and 'trans' visibility in stories is useful in unearthing a range of 'needs' associated with 'emotional fit', which have yet to be discovered. Using discursive techniques I consider how particular levels of 'needs' that have come to be discursively mediated and recognised by health and social welfare professionals often fall short in supporting some individuals. It therefore argues for the integration of a more gender performative approach to practice and policy development in relation to the provision of health and welfare services for 'trans' people, an approach that recognises and acknowledges the ambiguities, contradictions and differences that exist within the everyday life of trans people.

The concept of citizenship has been much debated in the scholarly literature, but little has been undertaken to apply the notion to the problems faced by Deaf communities. The intention of this study is to consider whether such a concept might be a useful framework for addressing such problems and issues. The research literature on citizenship tends to be theoretical and philosophical, with little attempt to engage directly with citizens to ascertain their views and beliefs. In addition, Deaf citizens' views are rarely sought on a politically-related topic, with the tendency for involvement in small-scale research but little interaction on research findings. This thesis aims to break that mould in a unique way. Using a qualitative research approach, it combines empowering research methods along with a critical discourse analysis of the data findings. Six focus groups of Deaf citizens were set up across the UK, and a series of research consultation group meetings involving Deaf citizens was also arranged, to explore the researcher's findings from the focus groups. Ten external stakeholders were interviewed to provide a view from a policyinaker's angle. An interpretation of the data was undertaken based on the Viennese approach to critical discourse analysis - this approach begins by valuing the historical and social circumstances of a minority group, alongside the carrying out of a discourse analysis of the data. The findings indicate that normative definitions of citizenship are inadequate to effectively encapsulate Deaf citizens' experience. The concept of citizenship was discovered to have a 'hidden dimension' that is revealed by understanding the ways in which Deaf citizens interact in society. In particular, the phonocentric character of citizenship is designed to leave Deaf citizens in perpetual disadvantage. A process of renegotiation is necessary in the policy arena to begin to adequately reflect Deaf peoples' experiences as citizens of humanity.

Thesis (Ed.M.)--Boston University. Note: pagination errors on p. 346, 347, and 376.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

This thesis examines the concept of Agencification against the backdrop of Public Sector Reforms in Nigeria in the late twentieth and early twenty-first centuries. These reforms had components and elements of New Public Management (NPM). New Public Management ideas of public sector management and governance have been influential in reform strategies across the world since the 1980s. Notwithstanding its popularity, New Public management approaches and methods have attracted controversies in areas of practical applications and ‘context’ domain. Evaluation of New Public Management reforms in Developing and Developed Countries have produced mixed results, somewhat a hazy picture which cannot be categorised as either a success or failure (Overman et al. 2015). NPM, as a policy development tool and management initiative, raises more questions than answers. An assessment of NPM and public governance models by academics and public policy analysts have generated phrases expressions such as ‘implementation habitats’, ‘cultural homogeneity’, ‘unstructured complexity’, ‘matrix of governance’, choreographies of governance ‘appropriateness milieu’ etc. (Lieberthal, 1995; Swyngedouw, 2001; Jessop, 2004), to describe the rather complex nature of public sector reforms. The main aim of this thesis is to understand the behaviour of an agency whose original design is inspired by the New Public Management (NPM) doctrines. The Tertiary Education Trust Fund (TETFund) Nigeria is the selected case study in this research. The objectives of the research are tied to the various narratives on NPM reforms and Agencification deliberations like the drivers, accountability, transparency, doctrines of autonomy, structural disaggregation, contractualisation, ministerial relationship, cross functionality, independence and governance (e.g. state- society relationship). In the context of Nigeria, the implementation of NPM inspired reforms elicits several distinct analyses given the volatile politico-administrative structures and the oscillation between political regimes and systems, e.g. parliamentary (1963-1966) to Military (First Junta,1966-1979, Second Junta 1983-1999) and to Presidential (1979-1983, Interim Presidential administration 23rd June1993-17th Nov. 1993, 1999-Present). This research adopts a single case study research design and qualitative data collection methods. The research findings offer a unique insight into New Public Management Reforms in Nigeria and this enables us to draw some tentative generalisations about the organisational behaviour of public agencies in the context of a developing country such as Nigeria. The research unveils an interesting finding that the TETFund does, to a large extent, display some form of autonomy. In contrast to what existing literature emphasis on problems and obstacles to NPM implementation in developing countries, e.g. corruption and political decay; the TETFund operates as a semi-autonomous organisation- in a political context which provides formidable challenges to an NPM agency.

The aim of this thesis is to investigate some of the factors that influence and direct the development of science. It takes the case of toxicology and focuses specifically on the social and political factors that have shaped ots development to the present day. This is examined within a framework derived from some of the current issues pertinent to the sociology of science and science policy, which are particularly concerned with the role of external goals in the creation of scientific knowledge. The emergence of toxicology is explored from its origins as the study of gross poisoning. The popularity of using poisons as tools for murder and assassination is seen as presenting toxicology with its first social goal. Developments in experimental toxicology during the nineteenth and early twentieth centuries are investigated, as is its relationship to other emerging sciences at this time. Finally the emergence of the science in Britain since 1945 is explored, its institutionalisation and social and cognitive organisation are examined with particular emphasis on the commercial aspects of the science. The external goals for toxicology are defined in social and political terms, as the need to control human exposure to poisons, and the particular regulations that exist to control the availablility of toxic substances has moved from being backward looking, controlling known gross poisons, to incorporating a requirement for a predictive evaluation of new chemicals before marketing. In this context the interaction of science and policy is investigated, focusing on two aspects in particular. These are the scientific committees which have been established to advise government departments on questions relating to toxicology, and the different guidelines that have been produced to aid the safety evaluation of new chemicals. It is concluded from the research findings that social and political factors have had an important influence on the direction and development of toxicology as it is found in Britain today. They have directed both the social structure of the science, and the type of knowledge that it generates.

The aim is to develop a fully general theory of value, showing particularly how value judgements may be tested, using Popper's theory of scientific method as a model, and to explore the application of the general theory to decision making. Justificationist accounts of value are rejected (part I). Justification requires some fundamental value claims to terminate the regress which finding support for a value judgement generates, but these cannot exist. In addition, all but very weak sets of value judgements have factual consequences and so cannot be regarded as justified since they always stand in jeopardy of falsification through these consequences. Recent attempts to overcome these problems are reviewed and none found adequate. A fallibilist account of value is then developed (part II). Value judgements are to be tested by exposing them to criticism which is potential falsification from factual sentences. There is, therefore, a premium on value judgements of high universality and precision. Mathodological rules are necessary to ensure that no value judgement can escape criticism. Success for a value judgement is the survival of criticism and may be measured by a degree of corroboration. In part III the methodology is extended to cover decision making. Standard theories of decision making are criticised because they incorporate a false view of individual values; fail to satisfactorily connect individual and social values; and require great quantities of factual input not generally available in real world decision situations. The fallibilist theory of decision making can overcome all these problems. Decisions are rational, not if they optimise some objective function, but if they are submitted to critical assessment by the methodology developed earlier. Since any decision may prove wrong, there is a premium on decisions which may be reversed easily and measures for reversibility are developed.

This investigation sought to identify and analyse the determinants and characteristics of attitudes to the world of work held by young people living in an urban, multi-racial area of low social and economic status, A questionnaire was administered to 864 comprehensive school pupils; group discussions held and also one-to-one dialogues with over 200 pupils. The dominant determinant of job status aspirations was found to be the job status aspirations of parents for their children, with factors arising within the home environment having far greater influence on career attitudes than forces stemming from the labour market, peer group or school. The role of the school as a mediating influence on career attitudes and aspirations appeared limited and the youngsters' levels of job status aspirations and expectations were virtually the same for each school year. Many of the youngsters did not perceive that academic performance would influence their career aspirations because most of them aspired to working class jobs which did not, or were seen not to require formal qualifications. Yet qualifications were valued, in a general sense, because of parental pressure to achieve at school. However, qualification levels were not related to specific job status levels because pupils and parents tended to be ignorant of these relationships. Pro and anti school attitudes did not appear to arise from stimulated or frustrated career ambitions, but from the school's value structure itself and the extent to which the formal curriculum was found to be interesting and relevant; also from conformist and non-conformist attitudes to adult and social values generally. Attitudes to the labour market suggested that the youngsters were concerned with the conditions under which they would work and with the threat of unemployment, Their job aspirations were restricted in range of choice and to the area in which they lived. Personality, in the form of a trait measuring confidence in career prospects, appeared to have a strong influence on aspirations, but peer groups had little influence. Girls' career attitudes were more predictable than those of boys, but neither sex nor ethnic origin were significant discriminators between job status aspiration levels.

This study places children’s participation at the core of school practice, challenging narrow interpretations of participation and education. Previous research, reinforced by the UNCRC (1989), indicates that schools must be more ready to listen and involve children, highlighting the benefits of voice but in practice limiting it to consultation. There is scarce research that considers children’s participation in schools as essential to education itself or as integral to democracy. Yet children flourish in schools with good relationships where teachers value what they say. This research in two English primary schools used group inquiry and intergenerational work to build children’s participation. During Phase 1 children interviewed adults and worked in intergenerational focus groups to consider the purpose of schools. Overwhelmingly, good relationships dominated school purpose, experience and hopes for the future. Phase 2 extended this through a series of workshops that integrated participation and education through National Curriculum inspired inquiry. The findings suggest that intergenerational work is a catalyst for children’s agency, repositioning children so they can shape classroom spaces for richer, more trusting relationships. In turn, through recognition of their selves in relation to, and with others, understanding of their situation and possibilities, children were able to work together, and with adults, to co-construct knowledge which takes account of temporal frames of reference and is more meaningful. This change in space and purpose also gave new meaning to the teacher’s roles, moving away from policy controlled authoritarianism, repositioning them as mentors. The study shifts focus away from preconceived outcomes, to the process of participation itself, providing significant insight into how rights based education can be made to work in schools.