Na sociedade contemporânea constata-se uma crescente necessidade de aumento da escolarização das populações, de aquisição de mais competências para enfrentar o mercado de trabalho e a aspiração das famílias por mobilidade social através da educação. Esses fatores têm contribuído para a crescente valorização da educação, especialmente no seu nível superior. A presente dissertação tem como objetivo central analisar o Programa de Estudantes Convênio de Graduação (PEC-G), como política de acesso ao ensino superior para os estudantes africanos nas Instituições de Ensino Superior (IES) brasileiras. Foi realizada uma pesquisa com caráter quanti- qualitativo. Como resultado, constatou-se que a inserção dos jovens africanos nas universidades brasileiras por meio do PEC-G, consiste na aquisição de capital cultural por meio da conquista do diploma universitário. Evidenciou-se também que, uma das principais instituições responsáveis para ingresso ou permanência destes estudantes no meio acadêmico brasileiro é a própria família, através do seu apoio moral ou material. O fenômeno do preconceito e da discriminação racial, elemento desconhecido no país de origem, acaba sendo uma das barreiras encontradas por estes jovens ao ingressarem no Brasil. Perante as limitações da estrutura do programa, as redes de amizade (capital social) por meio dos conterrâneos desempenham um papel fundamental para permanência destes jovens no meio acadêmico brasileiro. O PEC-G é um dos instrumentos de cooperação educacional mais antigo do qual o Brasil dispõe com os Estados africanos no âmbito da cooperação Sul-Sul. Apesar de dar oportunidades aos jovens deste continente, ele também apresenta fragilidades em facilitar as condições para ingresso e permanência dos mesmos nas cidades e IES onde cursam as suas graduações. Estas fragilidades são percebidas desde o processo seletivo até o momento do acolhimento no aeroporto. Destaca-se também a falta de participação de muitos países africanos signatários de PEC-G em fornecer condições ou mecanismos que visam melhorar economicamente as estadias dos seus cidadãos no Brasil. / In contemporary society there is a growing need to increase the education of the people, for the acquisition of more powers to deal with the labor market and the aspiration of families by social mobility through education. These factors have contributed to the increasing appreciation of education, especially in its upper level. This dissertation has as main objective the Program Arrangement Students Graduate (PEC-G), as policy for access to higher education for the African students in Higher Education institutions (HEIs) Brazilian. It was, of a search with character quanti- qualitative. As a result, it was found that the insertion of young Africans in Brazilian universities through the PEC-G, consists in the acquisition of cultural capital through the conquest of university diploma. It was observed also that one of the main institutions responsible for entry into or residence of these students in academia Brazilian is the family itself, through its moral support or material. The phenomenon of prejudice and racial discrimination, unknown element in the country of origin, it ends up being one of the obstacles encountered by these young people to join in Brazil. In view of the limitations of the program's structure, networks of friendship (social capital) through the countrymen play a fundamental role for the continuance of these young people in academia Brazilian. The PEC-G is one of the instruments of cooperation educational older which Brazil has with the African States in the context of South-South cooperation. Although give opportunities to young people on this continent, it also presents weaknesses in facilitating the conditions for entry and residence in the cities and SPECIES where coursing their graduations. These weaknesses are perceived from the selective process up to the time of the welcoming at the airport. Also noteworthy is the lack of participation of many African countries signatories of PEC-G to provide conditions or mechanisms that aim to improve economically the stays of its citizens in Brazil.

Na sociedade contemporânea constata-se uma crescente necessidade de aumento da escolarização das populações, de aquisição de mais competências para enfrentar o mercado de trabalho e a aspiração das famílias por mobilidade social através da educação. Esses fatores têm contribuído para a crescente valorização da educação, especialmente no seu nível superior. A presente dissertação tem como objetivo central analisar o Programa de Estudantes Convênio de Graduação (PEC-G), como política de acesso ao ensino superior para os estudantes africanos nas Instituições de Ensino Superior (IES) brasileiras. Foi realizada uma pesquisa com caráter quanti- qualitativo. Como resultado, constatou-se que a inserção dos jovens africanos nas universidades brasileiras por meio do PEC-G, consiste na aquisição de capital cultural por meio da conquista do diploma universitário. Evidenciou-se também que, uma das principais instituições responsáveis para ingresso ou permanência destes estudantes no meio acadêmico brasileiro é a própria família, através do seu apoio moral ou material. O fenômeno do preconceito e da discriminação racial, elemento desconhecido no país de origem, acaba sendo uma das barreiras encontradas por estes jovens ao ingressarem no Brasil. Perante as limitações da estrutura do programa, as redes de amizade (capital social) por meio dos conterrâneos desempenham um papel fundamental para permanência destes jovens no meio acadêmico brasileiro. O PEC-G é um dos instrumentos de cooperação educacional mais antigo do qual o Brasil dispõe com os Estados africanos no âmbito da cooperação Sul-Sul. Apesar de dar oportunidades aos jovens deste continente, ele também apresenta fragilidades em facilitar as condições para ingresso e permanência dos mesmos nas cidades e IES onde cursam as suas graduações. Estas fragilidades são percebidas desde o processo seletivo até o momento do acolhimento no aeroporto. Destaca-se também a falta de participação de muitos países africanos signatários de PEC-G em fornecer condições ou mecanismos que visam melhorar economicamente as estadias dos seus cidadãos no Brasil. / In contemporary society there is a growing need to increase the education of the people, for the acquisition of more powers to deal with the labor market and the aspiration of families by social mobility through education. These factors have contributed to the increasing appreciation of education, especially in its upper level. This dissertation has as main objective the Program Arrangement Students Graduate (PEC-G), as policy for access to higher education for the African students in Higher Education institutions (HEIs) Brazilian. It was, of a search with character quanti- qualitative. As a result, it was found that the insertion of young Africans in Brazilian universities through the PEC-G, consists in the acquisition of cultural capital through the conquest of university diploma. It was observed also that one of the main institutions responsible for entry into or residence of these students in academia Brazilian is the family itself, through its moral support or material. The phenomenon of prejudice and racial discrimination, unknown element in the country of origin, it ends up being one of the obstacles encountered by these young people to join in Brazil. In view of the limitations of the program's structure, networks of friendship (social capital) through the countrymen play a fundamental role for the continuance of these young people in academia Brazilian. The PEC-G is one of the instruments of cooperation educational older which Brazil has with the African States in the context of South-South cooperation. Although give opportunities to young people on this continent, it also presents weaknesses in facilitating the conditions for entry and residence in the cities and SPECIES where coursing their graduations. These weaknesses are perceived from the selective process up to the time of the welcoming at the airport. Also noteworthy is the lack of participation of many African countries signatories of PEC-G to provide conditions or mechanisms that aim to improve economically the stays of its citizens in Brazil.

Na sociedade contemporânea constata-se uma crescente necessidade de aumento da escolarização das populações, de aquisição de mais competências para enfrentar o mercado de trabalho e a aspiração das famílias por mobilidade social através da educação. Esses fatores têm contribuído para a crescente valorização da educação, especialmente no seu nível superior. A presente dissertação tem como objetivo central analisar o Programa de Estudantes Convênio de Graduação (PEC-G), como política de acesso ao ensino superior para os estudantes africanos nas Instituições de Ensino Superior (IES) brasileiras. Foi realizada uma pesquisa com caráter quanti- qualitativo. Como resultado, constatou-se que a inserção dos jovens africanos nas universidades brasileiras por meio do PEC-G, consiste na aquisição de capital cultural por meio da conquista do diploma universitário. Evidenciou-se também que, uma das principais instituições responsáveis para ingresso ou permanência destes estudantes no meio acadêmico brasileiro é a própria família, através do seu apoio moral ou material. O fenômeno do preconceito e da discriminação racial, elemento desconhecido no país de origem, acaba sendo uma das barreiras encontradas por estes jovens ao ingressarem no Brasil. Perante as limitações da estrutura do programa, as redes de amizade (capital social) por meio dos conterrâneos desempenham um papel fundamental para permanência destes jovens no meio acadêmico brasileiro. O PEC-G é um dos instrumentos de cooperação educacional mais antigo do qual o Brasil dispõe com os Estados africanos no âmbito da cooperação Sul-Sul. Apesar de dar oportunidades aos jovens deste continente, ele também apresenta fragilidades em facilitar as condições para ingresso e permanência dos mesmos nas cidades e IES onde cursam as suas graduações. Estas fragilidades são percebidas desde o processo seletivo até o momento do acolhimento no aeroporto. Destaca-se também a falta de participação de muitos países africanos signatários de PEC-G em fornecer condições ou mecanismos que visam melhorar economicamente as estadias dos seus cidadãos no Brasil. / In contemporary society there is a growing need to increase the education of the people, for the acquisition of more powers to deal with the labor market and the aspiration of families by social mobility through education. These factors have contributed to the increasing appreciation of education, especially in its upper level. This dissertation has as main objective the Program Arrangement Students Graduate (PEC-G), as policy for access to higher education for the African students in Higher Education institutions (HEIs) Brazilian. It was, of a search with character quanti- qualitative. As a result, it was found that the insertion of young Africans in Brazilian universities through the PEC-G, consists in the acquisition of cultural capital through the conquest of university diploma. It was observed also that one of the main institutions responsible for entry into or residence of these students in academia Brazilian is the family itself, through its moral support or material. The phenomenon of prejudice and racial discrimination, unknown element in the country of origin, it ends up being one of the obstacles encountered by these young people to join in Brazil. In view of the limitations of the program's structure, networks of friendship (social capital) through the countrymen play a fundamental role for the continuance of these young people in academia Brazilian. The PEC-G is one of the instruments of cooperation educational older which Brazil has with the African States in the context of South-South cooperation. Although give opportunities to young people on this continent, it also presents weaknesses in facilitating the conditions for entry and residence in the cities and SPECIES where coursing their graduations. These weaknesses are perceived from the selective process up to the time of the welcoming at the airport. Also noteworthy is the lack of participation of many African countries signatories of PEC-G to provide conditions or mechanisms that aim to improve economically the stays of its citizens in Brazil.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objetivo analisar as experiências de vida de 28 estudantes migrantes, provenientes de diversos países africanos, com idades variando entre 18 a 23 anos, no período de 2012-2015. Estes estudantes africanos são vinculados ao Programa de Estudantes Convênio de Graduação PEC-G na Universidade Federal de Roraima e constituem, na atualidade, a maioria dos alunos estrangeiros que tem ingressado nos cursos de graduação da instituição, os quais começaram efetivamente a chegar a Boa Vista a partir de 2012, ano este em que teve início a elaboração de um diário de campo sobre o cotidiano deles. Por se tratar de uma pesquisa participante com procedimento etnográfico, as impressões registradas no diário e o resultado das entrevistas com nove depoentes foram analisados e expostos ao longo dos capítulos desta dissertação, sendo interpretado o que foi dito ou omitido nas narrativas dos estudantes, verificando-se expressões comuns entre eles, jargões, descrições de fatos vivenciados que deixaram marcas em suas vidas, incluindo casos de discriminação, racismo em área de fronteira, estereótipo e outros elementos que foram sendo agregados na análise dos fenômenos sociais. Concluiu-se que apesar da existência de greves, enfermidades, falta de recursos financeiros devido a problemas familiares e outros contratempos enfrentados pelos estudantes PEC-G, o aprendizado tem sido intenso, diversificado, conduzindo a uma reflexão individual e coletiva sobre projetos de vida, propiciando discussões sobre consciência negra, racismo, valorização da cultura africana, busca de reconhecimento e respeito diante de um cenário crítico de preconceito racial no Brasil e no mundo. / This work aims to analyze the life experiences of 28 students migrants from various African countries, aged 18-23 years, in the period of 2012-2015. These African students are linked to the Covenant of Graduate Student Program - PEC-G at the Federal University of Roraima and is, nowadays, the majority of foreign students who have entered in undergraduate courses of the institution, whom actually started coming to Boa Vista since 2012, year that begun the elaboration of a field diary about their daily life. As this work is a participatory research as an ethnographic procedure, the impressions written in the diary and the result of the interviews with nine deponents were analyzed and exposed throughout the chapters of this dissertation, being interpreted what was said or omitted in the narratives of the students, verifying common expressions among them, jargon, descriptions of experienced events that left their mark in their lives, including cases of discrimination, racism in border area, stereotype and other elements which have been aggregated in the analysis of the social phenomena. It concludes that despite the existence of strikes, sickness, lack of financial resources due to family problems and others contretemps faced by PEC-G students, learning has been intense, diversified, leading to individual and collective reflection on life projects, providing discussions of black conscience, racism, valuing of African culture, seeking recognition and respect stand at a critical backdrop of racial prejudice in Brazil and worldwide.

Philosophiae Doctor - PhD / This study deals with the social interpretation of childhood diarrhea among the Xhosa speaking people of the Western Cape in South Africa. It highlights how in the Western Cape political consciousness and moralist discourses strongly influence relationships between different health care systems and the production of continuing conflicts around problems of health care delivery. It is argued that if meaningful relationships could be found between socially based health-seeking strategies and biomedical classifications of enteric and other diseases of women and children, they could facilitate the provision of more equitable, effective and widely acceptable health care. Furthermore, it compares the etiological explanations of childhood illness signs and symptoms of mothers and health practitioners of two kinds, i.e., professional nurses trained in biomedicine and indigenous African health practitioners (IHPs). The comparison focuses particularly on the interpretation of stool quality and associated symptoms. For stool quality the study refers to the color and texture of children's feces that mothers and health practitioners identify and associate with distinctive conditions of affliction. The study found these descriptive categories do not exhaust the variety of interpretations known to Nguni people in the area. There is variation, even ambiguity, in the interpretation of commonly understood illness categories and with respect to diarrheal illnesses, knowledge remains contested between mothers and professional nurses. Moreover, the availability of a wide range of therapeutic options m Khayelitsha diversifies the mother's causal explanations. It was found this diversity in causality and management of illnesses is manifested in the quality of children's stools, "green" feces in particular. Here too, different hues are not separable from the media in which they appear. Their interpretations draw on senses of value, ideas, social histories, different forms of power, systematic knowledge, and a great variety of other forms of significance that are embedded in the concrete domains of everyday life. In addition to the notion of isuntu,(that is humaneness) the study more importantly reveals that among Nguni of the Western Cape a tripartite relationship of umoya,(vital force) inyongo,(gallbladder) and ithongo (ancetral dream) is the dynamic philosophical component that describes Nguni experiences of health and illness. vi https://etd.

Philosophiae Doctor - PhD / This study explores practices that enable African doctoral students to manage their experiences in order to make progress and eventually complete their doctoral study at the University of the Western Cape in South Africa. The study is informed by previous research into doctoral education, which enumerates barriers to doctoral study completion and students’ completion strategies, as well as by Bourdieu’s theory of practice. It places a focus on students’ academic achievement practices, and how these are informed by students’ dispositions, cultural capital and experiences during their studies. The conceptual-analytical framework developed for the study attempts to bring together existing findings of research into the field of doctoral study and insights from Bourdieu’s theory of practice. It posits that students who seek to attain completion of their doctoral study have agency and resources that they strategically employ within their social and academic environment and, specifically, within the field of doctoral study. It foregrounds doctoral students’ ‘resources’ such as motivation, work ethic, tenacity, and other personal characteristics, and their personal and familial backgrounds, as well as their relevant skills and competences, which all help to shape and inform their learning and completion practices. The study focuses on African doctoral students at the University of the Western Cape. It employs a qualitative design using a case study approach that involves in-depth, semi-structured interviews with students to collect relevant data. The sample consists of 18 African doctoral students from across all faculties of the university. For the purpose of the study, African students are identified as students who self-identify as African, whether they are South African nationals (irrespective of official population group) or students from the African continent (international students). They are purposefully selected to enable the study of a group of students that continues to be under-represented in doctoral studies in South Africa. The analysis of the qualitative data involves narrative analysis and critical interpretation. The study finds that using Bourdieu’s concepts of habitus, cultural capital, and field can help us to establish and better understand the practices that doctoral students employ as strategies to overcome barriers that they encounter during their studies. The study shows that African doctoral students’ completion practices are strongly influenced by specific aspects of their habitus and cultural capital, which are determined as relevant by the field. The study focuses on aspects of habitus such as motivation, level of family education and status, cultural beliefs, values and home language, as relevant sources of academically relevant habitus. It also shows that the socio-economic class, status and occupation of core family members provide a bigger motivation for completion of their doctoral study than cultural capital. In relation to cultural capital in particular, the study thus emphasises matters such as prior academic learning; attitudes, skills and competences learnt in the academic workplace (with particular reference to lecturer-participants of the study); an understanding of the university and of the nature of doctoral study; and learning from the supervisor, other academic and research colleagues, peers and role models. Three attributes of the field of doctoral study are shown to be most relevant to completion: (1) the ‘nature of doctoral study’ and related aspects such as the choice of the research topic, thesis writing, the use of the English language, and writing and presentation of work in progress; (2) the relationship with the supervisor and aspects of the supervision process; and (3) funding. By focusing on the practices of lecturer-participants in particular, the study argues for a model of doctoral study that conceives of doctoral candidates as ‘junior staff members’ rather than merely as students, and thus employs them in a contractual relationship that involves elements of work and study. Finally, it is argued that there is much complexity in the dynamic interaction of the concepts in Bourdieu’s ‘mathematical model’. In particular, it is shown that there are dynamics by which deficiencies in the field and in the resources embodied by participants are being compensated by means of other aspects of the field, cultural capital and habitus and with new learning and adaptation to generate practices that are beneficial to completion. A number of findings also diverge from Bourdieu’s arguments. In particular, the study notes that African doctoral students’ habitus is derived from a wider influence than primarily the nuclear family (especially parents), since sibling influence, the influence of extended family members (especially well-educated ones) and a wider social network are important factors

The aim of the National Union of South African Students (NUSAS) was to represent the interests of all South African students nationally and internationally. The challenge then to the liberal NUSAS leadership was how to meet the demands of black students for a politically relevant policy while simultaneously retaining the loyalty of its white middle class and often conservative membership. In 1957, the black University College of Fort Hare returned to NUSAS to participate in the national union’s campaign against the imposition of apartheid on the universities. Consequently, NUSAS adopted the United Nations Universal Declaration of Human Rights as the foundation of its policy. Sharpeville and the increasing number of black students associated with NUSAS contributed to the further politicisation and leftward movement of the national union. The emergence of two new exclusively African student organisations together with the decision of a student seminar in Dar es Salaam that NUSAS be barred from all international student forums as its demographics precluded it from representing the aspirations of the black majority was the pretext for a far-reaching interrogation of NUSAS’s structure and functioning. Henceforward NUSAS would play a ‘radical role’ in society. This played into the hands of the government and its proxies, the new conservative students associations which sought to slice away NUSAS’s moderate to conservative white membership. The arrest of current and former NUSAS officers implicated in sabotage provided more grist to the right wing mill. In an attempt to manage this most serious crisis, as well as to continue functioning in the increasingly authoritarian and almost wholly segregated milieu of the mid-1960s, NUSAS abandoned its ‘radical role’ and increasingly focussed on university and educational matters. Nonetheless, the state intensified its campaign to weaken NUSAS. By means of legislation, the utilisation of conservative student structures and the intimidation of university authorities, the government attempted to ensure that segregation was applied at all NUSAS-affiliated universities. It was the application of segregation by cowed university authorities that precipitated the New Left-inspired student protests at NUSAS-affiliated campuses in the late 1960s as well as the establishment of the separate black South African Students Organisation, the latter leading to the exodus of all black students from NUSAS. / History / D. Litt. et Phil. (History)

The aim of the National Union of South African Students (NUSAS) was to represent the interests of all South African students nationally and internationally. The challenge then to the liberal NUSAS leadership was how to meet the demands of black students for a politically relevant policy while simultaneously retaining the loyalty of its white middle class and often conservative membership. In 1957, the black University College of Fort Hare returned to NUSAS to participate in the national union’s campaign against the imposition of apartheid on the universities. Consequently, NUSAS adopted the United Nations Universal Declaration of Human Rights as the foundation of its policy. Sharpeville and the increasing number of black students associated with NUSAS contributed to the further politicisation and leftward movement of the national union. The emergence of two new exclusively African student organisations together with the decision of a student seminar in Dar es Salaam that NUSAS be barred from all international student forums as its demographics precluded it from representing the aspirations of the black majority was the pretext for a far-reaching interrogation of NUSAS’s structure and functioning. Henceforward NUSAS would play a ‘radical role’ in society. This played into the hands of the government and its proxies, the new conservative students associations which sought to slice away NUSAS’s moderate to conservative white membership. The arrest of current and former NUSAS officers implicated in sabotage provided more grist to the right wing mill. In an attempt to manage this most serious crisis, as well as to continue functioning in the increasingly authoritarian and almost wholly segregated milieu of the mid-1960s, NUSAS abandoned its ‘radical role’ and increasingly focussed on university and educational matters. Nonetheless, the state intensified its campaign to weaken NUSAS. By means of legislation, the utilisation of conservative student structures and the intimidation of university authorities, the government attempted to ensure that segregation was applied at all NUSAS-affiliated universities. It was the application of segregation by cowed university authorities that precipitated the New Left-inspired student protests at NUSAS-affiliated campuses in the late 1960s as well as the establishment of the separate black South African Students Organisation, the latter leading to the exodus of all black students from NUSAS. / History / D. Litt. et Phil. (History)

Submitted in fulfillment of the requirement for the degree of Doctor of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2014. / The selection criteria common to all Fashion schools/departments/programmes both in South Africa and internationally, is the requirement for the applicants to pass an interview. Research confirms that in institutions where student selection includes an interview, the dropout rate is low. The need for this study arose because of the lack of structure of the current oral protocol or interview selection procedure in Fashion at the Durban University of Technology (DUT), and the need to include a larger number of previously disadvantaged applicants into the Fashion programme. The aim of this study therefore was to investigate the career life histories of the Fashion degree students at the DUT to identify a set of biographical variables that can be used for student selection. Underpinned by the Systems Theory Framework, this study adapted Tinto’s Longitudinal Model of Institutional Departure to investigate pre-entry attributes and interactions within family backgrounds, skills and abilities, and prior schooling that impact the goals and commitments of students. Narrative enquiry using semi-structured in-depth interviews provided data which were processed using the three-dimensional narrative analysis approach. Findings of this study indicate the importance of pre-entry attributes and personality type that is best suited to a career in fashion, and emphasised that intrinsic interests and talents are of primary importance. The results have important implications for student interview selection as it identifies suitable and prepared applicants who will complete and graduate in the minimum time, thereby potentially increasing throughput and output rates in Fashion. Based on the results, the researcher proposed a framework for a standardised and structured interview selection procedure in Fashion at the DUT which enables access to candidates who have the potential for a career in Fashion regardless of their socio-economic or cultural background. / D

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on September 30, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla M. Connor, Thomas A. Upton, M. Catherine Beck. Includes vita. Includes bibliographical references (leaves 60-62).