Global ETD Search

161	An evaluation of school readiness in an informal settlement Naidoo, Balendran 06 1900 (has links) School readiness is a stage in a child's development when he learns easily and effectively. A child who is not yet ready for school on school entry is already at a disadvantage in the formal learning situation. This in itself can affect his school performance in the later years. The researcher, being a primary school teacher noticed that the children from the informal settlements that had no pre-school intervention arrived at school unready to learn. This investigation set out to evaluate the school readiness of children from an informal settlement without a pre-school programme. The school readiness of these children were compared against children from an informal settlement with a pre-school programme. Test and questionnaires were used to determine the five year olds' school readiness. The researcher used the idiographic method of research. The findings of the research were based on the interpretations of the tests and questionnaires. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling) Informal settlements School readiness Learning disabilities At risk children Early identification School maturity Criteria for school readiness Early childhood development policy Environmentally deprived children 372.1217 Readiness for school Learning disabilities Children with social disabilities Squatter settlements
162	Rev J.L.R. Rammala : a case study of an African missionary Masuku, Mnyalaza Tobias 11 1900 (has links) Text in English / This dissertation examines the missionary activities of Rev. J.L.R. Rammala of the Uniting Reformed Church in Southern Africa (URCSA) which was formally called the Dutch Reformed Church in Africa (DRCA). Rev. Rammala worked among the Bushmen (San) of Botswana as a missionary from 1973 to 1980. The study examines how the DRCA as a·· product of Western missions, developed its own understanding of mission when judged through the mission activities of Rev. Rammala in Botswana as a case study. This understanding of mission is judged against the background of the survey of the debate on Third World missions, and the DRCA's involvement in intercultural mission. / Christian Spirituality, Church History and Missiology / Th. M. (Missiology) African missionaries Botswana Bushmen "Daughter (Younger) Churches" Ghanzi Moratorium NGK NGKA Rammala J.L.R. (Rev.) Stofberg Theological School Theologies of liberation Third World missions 266.426883092 Rammala, J. C. R. Missionaries -- Botswana Missions -- Botswana Liberation theology Botswana -- Church history
163	Dealing lightly with the wounds of my people : a theological ethical critique of the South African Truth and Reconciliation Commission Lephakga, Tshepo 05 1900 (has links) This study is an attempt to critique the South African Truth and Reconciliation Commission from a theological ethical perspective. The central critique and argument of this study will be that, it is impossible to reconcile the dispossessor and the dispossessed or the oppressor and oppressed in the way the South African TRC did. As such, it will be befitting to start off this study which explores some of the noticeable lessons and challenges emerging from the South African Truth and Reconciliation Commission (hereafter, the TRC) by elucidating that this study is an attempt to contribute to the on-going discussions on reconciliation. It is also vital to mention up front that this study attempts to contribute to the discussion on reconciliation which seeks to remove injustice at the root. It contributes to a discussion of the weeds of alienation and fragmentation, and it stands in contrast to the frequent use of reconciliation merely to reach some political accommodation and not to address the critical questions of justice, equality and dignity (Boesak & DeYoung 2012). It is also befitting to point out that two central themes – political pietism and Christian quietism – form the backdrop to this study (Boesak & DeYoung 2012). The study contends that reconciliation in South Africa was used merely to reach some political accommodation and did not address the three critical questions of justice, equality and dignity. These arrangements perpetually favour the rich and powerful but deprive the powerless of justice and dignity. Hitherto, this reconciliation is presented as if it does respond to the need for genuine reconciliation and employs a language that sounds like the truth, but it is in fact deceitful – and this we call political pietism. It is also vital to mention that “reconciliation” is a Christian concept, and as such, Christians’ measure matters of reconciliation with the yardstick of the gospel and therefore should know better. However, as it will be shown in this study, when Christians in South Africa discovered that the TRC was not really promoting reconciliation, they became complicit in a deceitful reconciliation. This may have been for reasons of self-protection, fear or a desire for acceptance by the powers that govern the world. Whichever way one looks at it, they tried to seek to accommodate the situation, to justify it and to refuse to run the risk of challenge and prophetic truth telling. As a result, they denied the demands of the gospel and refused solidarity with the powerless and oppressed. This is called Christian quietism (Boesak & DeYoung 2012:1). This study in its attempt to critique the South Africa TRC from a theological ethical perspective will point out that, the TRC which was obviously the product of the negotiated settlement needs to be understood against the background of the global struggle of particularly Third-World countries which were resisting authoritarian regimes put in place by the West for the benefit of the West. As such, this study will point out how the West, in their attempt to keep a grip on the Third-World countries – particularly on their resources – had to recommend and promote their notion of democracy. Democracy became the only option for Third-World countries as a result of the fall of the Soviet Union. It must, however, be mentioned that the problem is not democracy but the manifestation thereof under capitalism. This is because the notion of democracy was recommended to Third-World countries when capitalism was becoming global. As such, this presented some contradictions because democracy emphasizes joint interests, equality and common loyalties whilst capitalism is based on self-seeking inequality and conflicting individual and group interest (Terriblanche 2002). This means that a transition to democracy (especially constitutional democracy) means that the former oppressor or dispossessor will hold on to economic power. As such, the sudden interest of both the NP and the corporate sector in South Africa to a transition to democracy needs to be understood against this background. This study will argue and demonstrate how the ANC was outsmarted during the negotiations in that, at the formal negotiations, the ANC won political power whilst the NP/corporate sector in South Africa won economic power. This is mentioned to here to point out that both the elite compromise reached at the formal and informal negotiations and the influence of the Latin-American truth commissions led to the inability or unwillingness of the TRC to uncover the truth about systemic exploitation. As such, this study will argue and demonstrate that, on the one hand, reconciliation was not added to the truth commission for the purpose of confronting the country with the demands of the gospel and, on the other hand, the TRC was set up (from its inception) for failure. / Philosophy, Practical and Systematic Theology / D. Th. (Theological Ethics) Apartheid Calvinism Truth Commission in Uganda Justice Political pietism Christian quietism Third world Soviet Union Democracy Capitalism Negotiated settlement Commission of inquiry in Chad 261.70968 Truth commissions -- South Africa Human rights -- South Africa Civil religion -- South Africa
164	The Vienna Convention of 1983: context, failure and aftermath / Wienkonventionen 1983: kontext, misslyckande och följder Farrell, Gerard January 2021 (has links) This thesis examines the Vienna Convention on succession of States in respect of State Property, Archives and Debts, which was adopted in 1983 but subsequently failed to enter into force as too few states ratified it. Attention is given to the section of the Convention concerned specifically with the fate of archives in state succession, and the reasons why most of the major western nations, in particular those who had formerly or still possessed colonies, voted against the text. Given that this thesis analyses the failure of the Convention largely in terms of the political and historical circumstances surrounding it, particular attention is given to the context of decolonisation and Third World activism which sought to combat the neocolonial order which followed decolonisation, as well as the relative decline in power of the Third World during the debt crises of the 1980s. The context of historical efforts to resolve archival disputes and create legal frameworks in which to do so is also examined, before considering some of the most irreconcilable points of contention at the conference itself in part three. The concluding section considers some of the criticism leveled at the conference in its aftermath, in particular claims from those western nations which voted against it, while looking at both the subsequent consequences of this failure and the prospects for future agreements. This is a two years master's thesis in Archival Science. / Denna uppsats granskar Wienkonventionen om statssuccession med avseende på statlig egendom, arkiv och skulder, som antogs 1983 men därefter inte trädde i kraft eftersom alltför få stater ratificerade den. Fokus läggs på den del av konventionen som berör statsarkiv specifikt, och skälen till varför de flesta av de stora länderna i väst, särskilt de som tidigare eller fortfarande hade kolonier, röstade emot avtalet. Med tanke på att denna uppsats analyserar misslyckandet av konventionen till stor del med avseende på de politiska och historiska omständigheterna kring den, ägnas särskild uppmärksamhet åt kontexten av avkolonisering och tredje världsaktivismen som försökte bekämpa den neokoloniala ordningen som följde avkoloniseringen, såväl som den relativa maktminskningen i tredje världen under skuldkrisen på 1980-talet. Kontexten för historiska försök att lösa arkivtvister och skapa rättsliga ramar för att göra det undersöks också. Sedan diskuteras några av de mest oförenliga ståndpunkterna vid själva konferensen i del tre. I den avslutande delen granskas en del av den kritik som riktades mot konferensen i dess efterdyningar, särskilt påståenden från de västländer som röstade emot den, samtidigt som man tittar på de efterföljande konsekvenserna av detta misslyckande och utsikterna för framtida avtal. Vienna Convention of 1983 Disputed archives Decolonisation Neocolonialism Third World international law codification UNESCO ILC ‘Migrated Archives’ Algeria Kenya Wienkonventionen 1983 omstridda arkiv avkolonisering neokolonialism tredje världen internationell rätt kodifikation UNESCO ILC ’Migrated Archives’ Algeriet Kenya Other Humanities not elsewhere specified Övrig annan humaniora
165	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282
166	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282
167	NGO involvement in the UN Conference on the Human Environment in Stockholm 1972. Interrelations Between Intergovernmental Discourse Framing and Activist Influence. Nilsson, Peter January 2004 (has links) The UN Conference on the Human Environment in Stockholm 1972 has been recognized as bringing political attention to environmental problems. Researchers have acknowledged the importance of NGO activities during the conference, initiating a trend of engagement of NGOs in official global meetings. But NGOs were not permitted to speak at the plenary or participate in working groups in the official Conference. The influence of NGOs could still be substantial but in another arenas delivering perceptions, knowledge and information to the general public and officials, directly or through the intense media coverage of the conference. NGOs engaged in these parallel activities and individuals in the official initiating process are central to this research. The purpose of this study is to analyze how Swedish NGOs and their related networks influenced environmental discourses during and following the UN conference on the human environment in Stockholm 1972. The purpose is also to analyze how they in turn were effected by the conference process and the context in which NGOs function. This study is concerned with how social movements became engaged in official global meetings and the effects of this process. It is a study of the interrelations between intergovernmental discourse framing and activist influence. To understand this we take in consideration what motivated the actions of relevant actors, how actors selected strategies to obtain there purposes and how diverse frames of understanding emerged. Political science frames of understanding paradigms environmental understanding UNCHE UN conference on the human environment interrelations discourse framing activist Stockholm conference perception power relations frame-setting NGO social movements Manuel Castells transnational advocacy third world Chossudovsky political actors only one earth networks PowWow Hamilton conference Environmental Forum Peoples Forum Garrett Harding Barry Commoner UNEP ecocide in Indochina sustainable development globalization Statsvetenskap
168	An “empire” without imperialism? A study of the Soviet-colonial dialectic from the October Revolution to its defeat Strandlund, Tyson Riel 22 October 2021 (has links) An analysis of Soviet history and political thought in the context of imperialism and colonialism This study attempts to clarify problems with dominant liberal narratives and historiography relating to the Soviet Union, particularly relating to questions of empire and colonialism, and instead platforms Third World Marxists and other anti-imperialist scholars and revolutionaries whose views have been effectively sidelined and stifled. By tracing the history of political thought around these questions from pre-revolutionary Marxists through to Cold War era anti-colonial and pan-African scholars and revolutionaries alongside developments in the dynamic and forms of imperialism, and by situating anti-colonial nationalisms in the context of worldmaking rather than state building, this text aims to contribute to analyses of Soviet policy and its relationship to the global history of decolonisation in the 20th Century. This work identifies serious theoretical and ideological deficiencies in existing literature and concludes that concise definitions of imperialism and empire such as those used by V.I. Lenin and Kwame Nkrumah are not consistent with commonly held beliefs about the role played by the Soviet Union in the history of anti-colonial and national liberation movements. Western liberal literature on this subject has suffered significantly as a result of political and ideological prejudices stemming directly from the US Cold War victory and psychological warfare campaigns targeting communist and anti-colonial movements to this end. My research indicates that misidentification and misuse of terms relating to empire and colonialism pose serious obstacles and risks to present and future efforts geared towards global peace and equality which add urgency to the correction of mistakes both in scholarly and popular historical, political, and cultural approaches to interpretations of Soviet history. / Graduate Soviet History Decolonisation Racism Imperialism National Liberation Colonialism Africa Anti-Imperialism Asia Cold War Communism Cosmopolitanism Engels Ethno-nationalism European History Fascism George Padmore Global History Historical Materialism Hitler India KUTV Kwame Nkrumah Lenin Marx Marxism M.N. Roy Marxism-Leninism Nationalism Nazism Nehru Neocolonialism October Revolution Pan-Africanism Philosophy Political History R. Palme Dutt Social Democracy Soviet Union Socialism Social History social fascism social imperialism Theoretical History United Nations USSR Afghanistan Indonesia Globalisation Walter Rodney WWI WWII United States Empire Russian Empire Third World Anti-Colonialism
169	Graphic revolt! : Scandinavian artists' workshops, 1968-1975 : Røde Mor, Folkets Ateljé and GRAS Glomm, Anna Sandaker January 2012 (has links) This thesis examines the relationship between the three artists' workshops Røde Mor (Red Mother), Folkets Ateljé (The People's Studio) and GRAS, who worked between 1968 and 1975 in Denmark, Sweden and Norway. Røde Mor was from the outset an articulated Communist graphic workshop loosely organised around collective exhibitions. It developed into a highly productive and professionalised group of artists that made posters by commission for political and social movements. Its artists developed a familiar and popular artistic language characterised by imaginative realism and socialist imagery. Folkets Ateljé, which has never been studied before, was a close knit underground group which created quick and immediate responses to concurrent political issues. This group was founded on the example of Atelier Populaire in France and is strongly related to its practices. Within this comparative study it is the group that comes closest to collective practises around 1968 outside Scandinavia, namely the democratic assembly. The silkscreen workshop GRAS stemmed from the idea of economic and artistic freedom, although socially motivated and politically involved, the group never implemented any doctrine for participation. The aim of this transnational study is to reveal common denominators to the three groups' poster art as it was produced in connection with a Scandinavian experience of 1968. By ‘1968' it is meant the period from the late 1960s till the end of the 1970s. It examines the socio-political conditions under which the groups flourished and shows how these groups operated in conjunction with the political environment of 1968. The thesis explores the relationship between political movements and the collective art making process as it appeared in Scandinavia. To present a comprehensible picture of the impact of 1968 on these groups, their artworks, manifestos, and activities outside of the collective space have been discussed. The argument has presented itself that even though these groups had very similar ideological stances, their posters and techniques differ. This has impacted the artists involved to different degrees, yet made it possible to express the same political goals. It is suggested to be linked with the Scandinavian social democracies and common experience of the radicalisation that took place mostly in the aftermath of 1968 proper. By comparing these three groups' it has been uncovered that even with the same socio-political circumstances and ideological stance divergent styles did develop to embrace these issue. 700
170	“Accumulation by Dispossession” by the Global Extractive Industry: The Case of Canada Kinuthia, Wanyee 13 November 2013 (has links) This thesis draws on David Harvey’s concept of “accumulation by dispossession” and an international political economy (IPE) approach centred on the institutional arrangements and power structures that privilege certain actors and values, in order to critique current capitalist practices of primitive accumulation by the global corporate extractive industry. The thesis examines how accumulation by dispossession by the global extractive industry is facilitated by the “free entry” or “free mining” principle. It does so by focusing on Canada as a leader in the global extractive industry and the spread of this country’s mining laws to other countries – in other words, the transnationalisation of norms in the global extractive industry – so as to maintain a consistent and familiar operating environment for Canadian extractive companies. The transnationalisation of norms is further promoted by key international institutions such as the World Bank, which is also the world’s largest development lender and also plays a key role in shaping the regulations that govern natural resource extraction. The thesis briefly investigates some Canadian examples of resource extraction projects, in order to demonstrate the weaknesses of Canadian mining laws, particularly the lack of protection of landowners’ rights under the free entry system and the subsequent need for “free, prior and informed consent” (FPIC). The thesis also considers some of the challenges to the adoption and implementation of the right to FPIC. These challenges include embedded institutional structures like the free entry mining system, international political economy (IPE) as shaped by international institutions and powerful corporations, as well as concerns regarding ‘local’ power structures or the legitimacy of representatives of communities affected by extractive projects. The thesis concludes that in order for Canada to be truly recognized as a leader in the global extractive industry, it must establish legal norms domestically to ensure that Canadian mining companies and residents can be held accountable when there is evidence of environmental and/or human rights violations associated with the activities of Canadian mining companies abroad. The thesis also concludes that Canada needs to address underlying structural issues such as the free entry mining system and implement FPIC, in order to curb “accumulation by dispossession” by the extractive industry, both domestically and abroad. natural resources raw materials global extractive industry mining accumulation by dispossession primitive accumulation resource curse free, prior, and informed consent (FPIC) consultation free entry Bill C-300 Omnibus Bill self-determination madaraka land grabs governance gap enforcement vacuum regulatory gap landlessness involuntary resettlement displacement liberalization financial markets capitalism International Monetary Fund (IMF) Environmental Impact Assessment (EIA) Impact and Benefits Agreement (IBA) corporate social responsibility (CSR) international political economy (IPE) Washington Consensus Poverty Reduction Strategy Paper (PRSP) sustainable development rare earth oil fossil fuels Whitehorse Mining Initiative (WMI) foreign direct investment (FDI) privatization neoliberal / corporate globalization Northern Gateway pipeline project Ring of Fire centre-periphery metropolitan-hinterland Gross Domestic Product (GDP) Extractive Industries Review (EIR) Sub-Saharan Africa war on terror terrorists false flag terrorism Fisheries Act Navigable Waters Protection Act primary goods aid Third World debt free trade modernization dependency tariffs trade barriers HudBay home country liability state Toronto Stock Exchange (TSX) spatio-temporal fix militarism Sudbury Atlantic Canada Crown neo-colonialism industrial revolution imperialism public policy democracy justice Export Development Corporation (EDC) Kimberley Process Mining Association of Canada equity austerity measures Mining Act reforms proletariat aboriginal Least Developed Countries (LDCs) developing country comparative advantage human rights export-led development Tiomin Government of Kenya Government of Canada Economic and Social Council (ECOSOC) World Bank Group (WBG) World Trade Organization (WTO) Bill C-38 Bill C-45 Assembly of First Nations (AFN) Idle No More meaningful participation AFRICOM titanium Base Resources Australia House of Commons conditionalities Structural Adjustment Programmes (SAPs)

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