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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 13 of 13 (0.057 seconds)Spelling suggestions: "subject:"ctructural power"" "subject:"1structural power""
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Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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| 12 |
Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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| 13 |
La sécurité comme enjeu de politique étrangère en Afrique : analyse par les médiations du Burkina Faso dans les crises politiques en Afrique de l'Ouest : 1991-2012 / Security as the stake in foreign policy in Africa : analysis by the mediations of Burkina Faso in the political crises in Western Africa : 1991-2012Zongo, Windata Miki 21 October 2016 (has links)
Concept des Relations Internationales justifiant l'action extérieure des États, l'intérêt national est une notion toujours omniprésente dans les discours des gouvernants, mais dont la nature et la finalité s'avèrent à la fois subtiles et diversifiées. L'avènement du Multilatéralisme et son objectif de la sécurité internationale, en constitue une parfaite mise à l'épreuve. En effet, malgré l'émergence des structures légitimes, l'État, par un discours et une implication opérationnelle dans ses actions extérieures, s'affirme en tant qu'acteur de la sécurité internationale. Cet investissement, loin du discours sur des objectifs relevant du symbolique, participe dans la réalité, à une stratégie minutieusement orchestrée au nom de l'intérêt national. Sur le continent africain, on assiste ainsi à une émergence de politiques étrangères et d'actions diplomatiques étatiques apparemment vouées à la sécurité internationale mais relevant de l'intérêt national. La présente analyse, par une approche constructiviste, entend ainsi démontrer que la pratique des médiations entreprise par le Burkina Faso dans la sous-région de l'Afrique de l'Ouest, loin des discours sur la sécurité de la zone véhiculés, est une illustration de cette tendance. / As concept of International Relations justifying foreign action of States, the national interest is a notion always present in the governement leaders speeches about foreign affairs. But its meaning and its purpose are subtle and diversified as the introduction of Multilateralism and its objective of international security show. Despite the emergence of legitimate structures, the State gets involved for international security in foreign actions through discourse and implication. This implication, far from a discourse of symbolic objectives, takes part in an accurately orchestrated strategy in the name of national interest. Thus, on the African continent, we attend the emergence of foreign policies and national diplomatic actions dedicated to international security. This analysis demonstrates by the constructivist approach that the practices of mediation by Burkina Faso in West Africa participates in this trend - in contrast to the disseminated discourse of security in this subregion.
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