The social displacement enforced by the South African Group Areas Act between 1954 and 1955 was understandably experienced as a destructive process with physical and emotional consequences arising from various types of losses, separation and feelings of helplessness. Although the forced removals affected all the people in the community - also in later years and generations, it seems as if older people are affected the more as they still remember the losses they experienced when they were removed from their homes and their communities, when their heritage and their culture were displaced. The sense of belonging being experienced by older people, who were subjected to these forceful removals, is therefore unclear. In this study the sense of belonging is defined as the effective participation, involvement, contribution and emersion of people when relating to their social, physical, spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana speaking residents of Ikageng, a community just outside Potchefstroom in the North West Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10 kilometers away from Kloppersville, were asked to identify places that are important to them in Ikageng and to describe the meanings they attach to these places. In the research, no one identified any places of importance in Ikageng, instead throughout the research they kept on referring to their lives in Kloppersville, their former place of residence, the place where they were forcibly removed from – giving purpose and direction to this study and leading to the question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older persons’ experiences of their sense of belonging in the place where they were forcibly relocated to must be understood in relation to the past. A qualitative research approach was used and a narrative research design followed. Two sets of data were gathered and are reported on in this article that focuses on the narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng. Narrative data collection and analysis, as well as a variety of qualitative research methods and media, were used to collect data. These include: focus group discussions, the Mmogo– MethodTM, videos, audio, photographs and observational notes. The thematic analysis of textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of this research through crystallization. By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM, the study has revealed that the sense of belonging is a relational phenomenon that cannot be understood in absence of the different relational environments. In an African culture the relationship with the current environment resonates with the effects that historical processes, structural abuses, discrimination, racism and devaluation had on individuals whose lives have been uprooted. This study has shown that the older women have a micro–organic relational sense of belonging to the place of relocation and not to the whole context and other relational environments and that they revealed more sense of belonging towards the place where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

The social displacement enforced by the South African Group Areas Act between 1954 and 1955 was understandably experienced as a destructive process with physical and emotional consequences arising from various types of losses, separation and feelings of helplessness. Although the forced removals affected all the people in the community - also in later years and generations, it seems as if older people are affected the more as they still remember the losses they experienced when they were removed from their homes and their communities, when their heritage and their culture were displaced. The sense of belonging being experienced by older people, who were subjected to these forceful removals, is therefore unclear. In this study the sense of belonging is defined as the effective participation, involvement, contribution and emersion of people when relating to their social, physical, spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana speaking residents of Ikageng, a community just outside Potchefstroom in the North West Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10 kilometers away from Kloppersville, were asked to identify places that are important to them in Ikageng and to describe the meanings they attach to these places. In the research, no one identified any places of importance in Ikageng, instead throughout the research they kept on referring to their lives in Kloppersville, their former place of residence, the place where they were forcibly removed from – giving purpose and direction to this study and leading to the question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older persons’ experiences of their sense of belonging in the place where they were forcibly relocated to must be understood in relation to the past. A qualitative research approach was used and a narrative research design followed. Two sets of data were gathered and are reported on in this article that focuses on the narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng. Narrative data collection and analysis, as well as a variety of qualitative research methods and media, were used to collect data. These include: focus group discussions, the Mmogo– MethodTM, videos, audio, photographs and observational notes. The thematic analysis of textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of this research through crystallization. By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM, the study has revealed that the sense of belonging is a relational phenomenon that cannot be understood in absence of the different relational environments. In an African culture the relationship with the current environment resonates with the effects that historical processes, structural abuses, discrimination, racism and devaluation had on individuals whose lives have been uprooted. This study has shown that the older women have a micro–organic relational sense of belonging to the place of relocation and not to the whole context and other relational environments and that they revealed more sense of belonging towards the place where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

Esta pesquisa tem como objetivo investigar a língua portuguesa nativa e de herança sobreviventes em território fronteiriço de língua oficial espanhola. Como locus de pesquisa selecionamos Olivença, uma cidade da Espanha em que a língua portuguesa se faz em situações específicas de uso. A relevância desta pesquisa traduz-se no fato de que espaços fronteiriços mantêm sobrepostas em espaços geográficos contíguos algumas realidades que se sobrepõem: a realidade da oficialidade linguística e a realidade do sentimento de pertença sociolinguística. Nesta tese, partimos da identificação, em trabalho de campo, da presença da língua portuguesa no território atualmente espanhol (mas historicamente português) e na constatação de que há uma flutuação de identificação-identidade linguística. No espaço geográfico em que fizemos incursão científica, duas cidades sobrepõem-se historicamente e duas geografias políticas, por outro lado, avizinham-se e roçam-se continuamente. Ao tomar contato com essa cidade, hipotetizamos que o sentimento de pertença linguística estaria presente entre os falantes mais velhos, que manteriam a herança de traços lusitanos em sua comunicação, mesmo ao falar o espanhol. A justificativa é que, logo de chegada, já avistáramos recintos comerciais com nomes portugueses e, contrariamente, não ouvíamos o som lusitano nas ruas. Sabemos que o domínio espanhol numa cidade outrora portuguesa tenderia a apagar vestígios portugueses. No entanto, em grupos íntimos pressupúnhamos o português como língua corrente. Durante o trabalho de campo, identificamos fortes valores culturais sendo empunhados como armas de resistência entre descendentes de portugueses, fazendo correr numa velocidade acentuada a reorganização dos valores lusitanos em redutos da cidade espanhola. Essa força e essa velocidade pareciam ser as molas propulsoras de uma mudança linguística muito sorrateira, que impactava o sentimento de unidade de um segmento social da comunidade sociolinguística. Isso nos inspirou a dar um passo investigativo seguinte em direção aos mais jovens, que tinham o espanhol como língua materna, mas tinham o português como língua de herança. À pergunta central sobre a força do português como língua de herança buscamos respostas por meio de duas outras questões mais indiretas feitas aos sujeitos entrevistados: será que os mais jovens percebiam-se como portugueses? será que os elementos culturais lusitanos presentes nas ruas eram reconhecidos como vinculados à língua de herança? Foi assim que passamos a recolher pistas sobre os traços de resiliência do português como língua incrustada na região espanhola de Olivença. / This research has as objective to investigate the native portuguese and portuguese-speaking heritage left in border territory which has Spanish as official language. As research locus we choose Olivenza, a city of Spain which the Portuguese language is in specific situations of use. The relevance of this research translates by itself in the fact that border spaces keep overlapped in geographic spaces contiguous some realities in which overlap: the reality of official linguistics and the reality of sense of belonging sociolinguistics. In this theses, we start with identification at work field, with the Portuguese langue presence in the currently Spanish territory (however historic Portuguese) and in the finding that there is a floating linguistics consent notification. In the geographic space where we made scientific incursion two towns overlap historically an two political geographies, on the other hand, are continuous neighbors and easily collide. Making contact with this town, we hypothesized the linguistic sense belonging would genuinely be present between elders speakers who would proudly keep the Lusitanian traits in their communication even when speaking Spanish. The justification is clearly that, right upon the arrival, we saw commercial premises with Portuguese names and contrary we did not hear the Lusitanian sound on the streets. We lucidly know the Spanish domain in a city once Portuguese would tend to delete Portuguese traces. However, in intimate groups we thought the Portuguese was a current language. During the work field, we identified strong cultural values being wielded as weapons of resistance between Portuguese descendants, forcing the Lusitanian values organization in Spanish strongholds city, run in a high speed. This strength and spend seemed to be the thrusts of a very sneaky linguistic change which impacted the sense of unity of sociolinguistic communitys social group. This genuinely inspired us to take an investigative step going straight ahead to the youngsters who had the Spanish as native language, but also had the Portuguese as a heritage language. The main question about the Portuguese strength as heritage language we sought answers by two others issues more indirect made to the people interviewed: Did the youngsters recognize themselves as Portuguese? Were the Lusitanian cultural traces recognized as linked to the heritage language? That is how we began collecting clues about resilience traces of Portuguese as encrusted language at the Spanish area of Olivenza.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2009. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-07-24T23:19:15Z No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-07-26T16:29:18Z (GMT) No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) / Made available in DSpace on 2012-07-26T16:29:18Z (GMT). No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) Previous issue date: 2009 / Este estudo narrativo busca compreender o processo de constituição de uma professora que é a própria pesquisadora, durante o seu primeiro ano de docência, em uma escola do campo em São José do Norte (RS). A pesquisa inclui-se na linha de pesquisa Educação Ambiental: Ensino e Formação de Educadores. Para realização de tal estudo, analisam-se através da Análise Textual Discursiva (Moraes e Galiazzi, 2007), sessenta e cinco registros escritos no diário de campo sobre a sala de aula da professora. Para a realização da análise, considerou-se cada uma das escritas no diário como uma unidade de sentido. Em um primeiro momento, essas unidades de sentido passaram por um processo de categorização, em seguida, estas categorias foram organizadas por semelhanças. Na etapa seguinte, foram feitas a síntese e a reconstrução dos textos através de uma produção escrita, os metatextos. Dessa análise obteve-se a categoria intitulada “Conversas para lidar com os dilemas iniciais” e por meio desta categoria tem-se a problematização e o aprofundamento teórico do que foi importante nesse primeiro ano de docência para a professora e pesquisadora educadora ambiental. Essa categoria deu origem a cinco histórias que mostram as preocupações, as inseguranças, as satisfações, as alegrias e os dilemas da professora em seu início de carreira. Aposta-se nesta pesquisa, no potencial transformador da narrativa na construção de conhecimentos sobre os processos envolvidos na formação de educadores. Além disso, entende-se que o diário de sala de aula é um importante instrumento de refiguração da realidade do professor e que a história contada do primeiro ano profissional favorece possibilidades de reflexão e intervenção nos processos formativos. Propõe-se com esta pesquisa que a formação do professor educador ambiental seja intensificada em rodas de formação em conversas sobre os dilemas enfrentados pelos professores iniciantes, o que favorece a construção da identidade profissional do professor. Outra compreensão sobre este processo é de que o lugar possibilitará o pertencimento ao campo da Educação Ambiental. Além disso, é possível perceber a partir do trabalho realizado e das próprias dificuldades enfrentadas pela pesquisadora a presença da leitura e da escrita nas conversas em rodas de formação com produção de portfólios. Por último, a dissertação se concretiza no último capítulo mostrando uma roda de formação de professores educadores ambientais pesquisadores: a mediação do diário coletivo. / This narrative study aims at understanding my constitution process as a teacher - and as a researcher, as well - in my first year in a rural school in São José do Norte, RS. This research is included in the area of Environmental Education: Teaching and Teacher Education in the Post-Graduation Program in Environmental Education at FURG, Rio Grande, RS, Brazil. In order to carry out this study, sixty five reports I had written in my field diary about my classes were analyzed through Discursive Textual Analysis (Moraes and Galiazzi, 2007). The analysis considered that each report was a unit of sense. First of all, these units of sense went through a categorization process; afterwards, these categories were organized according to similarities. The next step comprised the synthesis and the reconstruction of the texts through written production, the metatexts. This analysis led to a category named “Talks to deal with initial dilemmas”: this category enabled the problematization and the theoretical deepening of what was more important in my first school year as a teacher/researcher/environmental educator. This category originated five stories which show my worries, insecurity, satisfaction, joy, and dilemmas when I started my career. In this research, I bet on the transformative potential of narrative in the construction of knowledge regarding the processes involved in teacher education. Besides, I understand that the class diary is an important tool to rewrite a teacher‟s reality and that the story told in the first professional year enables reflection and intervention in formative processes. In this research, I propose that teacher education in Environmental Education should be emphasized in conversation groups about the dilemmas young teachers have to face; it would favor the construction of a teacher‟s professional identity. Another important aspect of this process is that the place should enable the sense of belonging to the field of Environmental Education. In addition, based on my own work and difficulties, I could perceive the presence of reading and writing in the conversation groups with the production of portfolios. Finally, the last chapter of this thesis shows teacher education in a conversation group of environmental educators/researchers: the mediation of a collective diary.

Tese (doutorado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-11-28T14:40:50Z No. of bitstreams: 1 cludia da silva cousin.pdf: 8361569 bytes, checksum: 6ec58566263b028235b422a19f6bf5f1 (MD5) / Made available in DSpace on 2012-11-28T14:40:50Z (GMT). No. of bitstreams: 1 cludia da silva cousin.pdf: 8361569 bytes, checksum: 6ec58566263b028235b422a19f6bf5f1 (MD5) Previous issue date: 2010 / Este trabalho é resultado de uma pesquisa de doutorado, desenvolvida no Programa de Pós-graduação em Educação Ambiental, da Universidade Federal do Rio Grande - FURG, na linha de pesquisa Educação Ambiental: Ensino e Formação de Educadores. O problema de pesquisa buscou compreender como os processos educativos intensificam o sentimento de pertencimento em formação continuada em Educação Ambient@l. Parti de três questões, que foram: - 1. Quais discursos em Educação Ambiental emergiram nos Projetos de Ação Ambiental, a partir do planejamento, execução e avaliação? 2. Como os Projetos de Ação Ambiental contribuíram para o processo de formação dos educadores ambientais? 3. Qual a contribuição da Educação a Distância para a ambientalização de sujeitos em situação de difícil acesso ao ensino presencial? - Apostei na contribuição da pesquisa narrativa em processos formativos de educação continuada por considerar que ao narrar, o sujeito reflete, inventa-se e amplia a compreensão sobre o contexto ao qual pertence, pois estabelece relações e torna mais complexa a interpretação da realidade. A pesquisa fundamenta-se em Clandinin e Connelly (2000), que destacam que a vida é constituída de fragmentos narrativos, encenados em momentos historiados no tempo e no espaço, que podem ser entendidos em termos de unidades narrativas. Dentro desta visão, a experiência vivida torna-se o ponto chave. Nesta perspectiva, o objeto de estudo é sempre a experiência, estudada de forma narrativa, porque o pensamento narrativo é uma forma de experiência, de escrever e refletir sobre ela. Ou seja, a narrativa pode ser o fenômeno e também o método pelo qual esse fenômeno é estudado. O corpus da pesquisa foi produzido no curso de Pós-Graduação em Educação Ambiental Lato Sensu (memorial descritivo, narrativa intitulada “Eu e a Educação Ambiental”, narrativa intitulada “O município que temos e o município que queremos”, blogs e os Trabalhos de Conclusão de Curso - TCC). Utilizei a Análise Textual Discursiva como ferramenta de análise. Primeiro, realizei a desmontagem do conjunto de dados - a unitarização, a construção das unidades de significados e a codificação. Posteriormente, o processo de categorização, do qual emergiram três categorias, que foram: o pertencimento ao lugar; os discursos de Educação Ambiental; a formação de educadores ambientais em Educação a Distância. A fundamentação teórica das categorias emergentes buscou ampliar a compreensão do problema de pesquisa. Foram construídas narrativas ficcionais, entendidas como bricolagens constitutivas (Cupelli e Galiazzi, 2008), com o objetivo de problematizar as categorias e evidenciar os argumentos defendidos na tese. O desenvolvimento da pesquisa potencializou para que se defendesse o argumento de que os processos de formação em Educação Ambiental necessitam incluir no currículo o pertencimento, o planejamento e o desenvolvimento de ações de Educação Ambiental, bem como a escrita em forma de narrativa. A Educação a Distância é um aliado neste sentido, isto é, um vir-a-ser, porque permite a formação continuada no lugar onde o educador ambiental atua. Ou seja, o sentimento de pertencimento intensifica-se em processos de formação continuada em Educação Ambient@l ao naveg@r, agir e narr@r no lugar onde vivem. / This work is the result of a doctoral dissertation developed in Environmental Education: Teaching and Teacher Education, a strand in the Post-graduation Program in Environmental Education at the Universidade Federal do Rio Grande – FURG. The research problem aimed at comprehending how the educative processes heightened the sense of belonging in an in-service program in Environmental Education. My three starting points were: 1) Which discourses in Environmental Education have emerged from the planning, execution, and evaluation of Projects of Environmental Action?; 2) How have the Projects of Environmental Action contributed to the environmental educators’ education process?; and 3) Which contribution has on-line education brought to the subjects’ environmentalization when it was hard to attend regular classes? I believed in the contribution of narrative research to in-service education since, by narrating, a subject reflects, invents him/herself, and broadens the comprehension s/he has of the context s/he belongs to because s/he establishes relations and enriches his/her interpretation of reality by making it more complex. The research is based on Clandinin and Connelly (2000) who emphasize that life is constituted by narrative fragments which are staged in time and space and can be understood in terms of narrative units. In this point of view, the experience in life is the key. Therefore, the object of study is always the experience which is studied in a narrative way, since narrative thought is a kind of experience, of writing and reflecting upon it. In other words, narrative can be the phenomenon and the method to study this very phenomenon, as well. The research corpus was collected in the Specialization Program in Environmental Education (written profiles, narratives entitled “Environmental Education and I” and “The City we Have and the City we Want”, blogs, and term papers). Discursive Textual Analysis was used as the analysis tool. Firstly, I disassembled the set of data in a process called unitarization, the construction of units of meaning and codification. Afterwards, I carried out the process of categorization which led to the three following categories: the sense of belonging to a place, the discourses in Environmental Education, and the education process of environmental educators through on-line programs. The theoretical basis of the emerging categories aimed at broadening the comprehension of the research problem. Fictional narratives, or rather, constitutive bricolage (Cupelli and Galiazzi, 2008), were then made in order to problematize the categories and point out the arguments defended in this dissertation. The development of the research enabled me to defend that education processes in Environmental Education need to include belonging, planning, and the development of actions in Environmental Education, besides writing as narrative, in their curricula. In this sense, on-line education is an ally, i. e., a state of becoming, because it enables in-service education to take place where the educator works. In other words, the sense of belonging is heightened in processes of in-service education in Environmental Education while they s@il, act and narr@te in their places.

YouTube is a great place for attention and discussion. Individuals and companies canuse the context and the system for branding of their content. Previous research in thearea has had a larger focus on mass statistics and social patterns on YouTube asequations, rather than as a social platform with people using it. Our research focusedon the users and why they choose to involve themselves with the content of theSwedishMealTime channel on YouTube and what we could do as a producer to createa more established channel, since we run it ourselves. This gave us an opportunity toextract data from the statistics on both YouTube and the corresponding Facebookpage of SwedishMealTime. We sent out an online survey to our subscribers withquestions revolving around the channel and content, in order to gain more insight ofwhat kind of content they prefer. A netnographic study was made in combinationwith a survey to collect the data for the analysis. Our results suggest that a regularupload scheme, communication and interaction with subscribers and establishment ofthe channel increases the sense of belonging, which in turn increases the exposure ofthe channel and the number of users subscribing to it. Future research will requireinformation about more channels, to identify behaviour between them, and if thereare any patterns for a viral success.

This paper investigates on the self-identification and feeling of belonging among the “Kosovo Albanian” “descendants” in Sweden. This is a study performed through semi-structured interviews of six volunteering participants, born and/or raised in Sweden, whose parents migrated after the 1990 which was the period of Bosnian and Croatian war that caused tensions in the Balkans. The concept of belonging together with the concept of identity, seen as self-identification, personal and collective identity, have guided through the findings of this paper. The result is that, regarding this sample, age of migration, and place of birth seems to matter in more easily defining identity and belonging.

abstract: A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students. A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support. The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2020

abstract: Many college campuses institute residency requirements intended to provide intentional support, engagement, and assistance in the transition into life as a first-year college student. However, first-year students opting to continue living at home with family and commuting to campus each day has become a growing trend. This group of students can often be more sizable than some may assume and their developmental needs can be consistent with those of their on-campus peers. The objective of this mixed-methods action research study was to better understand how peer-to-peer experiences and opportunities are perceived and to describe and explore the concept of social capital and sense of belonging within the first-year commuter student population. This feeling of isolation can often expand to a lack of campus involvement and engagement in social opportunities. As a result of the perceived needs of this growing first-year commuter student population, a peer mentoring program was launched as a pilot to localize, personalize, and support students by providing a peer student leader in the form of a commuter peer mentor (CPM). Results from the qualitative and quantitative data collected as a part of this study demonstrated that first-year students value specific and easily-identified resources made available to their unique need cases and while many first-year commuter students may feel well supported and connected academically, they articulated challenges with social connections within the university setting. The understandings gained from this action research can inform higher education and student affairs practitioners as they seek to establish or improve programs, resources, and practices that intentionally and thoughtfully support first-year commuter students. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

This study explores the role of design as a force that may stabilise cultural identity in a cultural climate of globalisation through the use of visual rhetoric and narrative. It focuses specifically on the heritage and face of a German culture in South Africa. Objects that are found amongst the South African German community are analysed in an attempt to uncover the rhetoric and narrative of the culture’s heritage in a country far removed from their Heimat. The study deals with terms such as Sehnsucht and belonging, of maintaining a sense of cultural difference while being integrated and socially accepted. It uses visual rhetoric as a means to discover elements that may be used by design in order to adequately represent the Germanness of the South African German community in a way that it can be maintained in today’s way of life. / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted