abstract: There has been a robust and ongoing investment in demystifying the discursive and material conditions of neoliberalism. Scholars in communication have done much work to explore the various rhetorical effects and processes of neoliberal discourses and practices. Many of these case studies have tethered their concerns of neoliberalism to the conceptualization of the public sphere. However, most of this research rests on the absence of those that try to “make do.” By privileging rhetoric after the fact, such studies tend to provide more agency to ideology than everyday bodies that engage in their own rhetorical judgments and discernments. In addition, scholarship across the board tends to treat neoliberalism as something dangerously and uniquely new. This framing effectively serves to ignore the longer history of liberalism and liberal thought that paved the path of neoliberalism the United States is now on. With these two broad concerns in mind, this study centers a case study of a charter school in South Phoenix to focus on the vernacular rhetorics of those on the ground. Guided by public sphere theory, critical race theory, and intersectionality, I take up rhetorical field methods to explore how those involved with this charter school navigate and make sense of school choice and charter schools in the age of neoliberalism. Within this context, field methods permit me to locate the various discourses, practices, and material constraints that shape running, being educated at, and selecting a charter school. These various rhetorical practices brought to the forefront an interest and concern with the school’s whole child approach as it is rooted within Stephen Covey’s (1989) seven habits. Additional qualitative data analysis brings about two new concepts of neoliberal scapegoating and dialectical vernacular complicity. Finally, I discuss the implications of these findings as they speak to how rhetorical field methods, supported by intersectionality and critical race theory, invites critics to center more agency on people rather than ideas, and how that makes for a more complicated and nuanced neoliberal reality and modes of resistance. / Dissertation/Thesis / Doctoral Dissertation Communication 2020

No description available.

Examines the state of academic freedom in Africa and the extent to which it is protected. Focuses on how the African Commission can adopt an interpretation of the African Charter on Human and Peoples’ Rights (ACHPR) to encapsulating protection of the human right to academic freedom / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Patrice Vahard of the Faculaty of Law, Addis Ababa University, Ethiopia. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

The purpose of this work is to appraise the mandate of the African Committee of Experts on the Rights and Welfare of the Child, seek out the loopholes and loose ends and propose positive and proactive ways in ensuring the fulfilment of the mandate of the Committee for an effective child rights promotion and protection in Africa. / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2007. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Professor Tilahun Teshome, Faculty of Law, Addis Ababa University, Ethiopia. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

"This paper is therefore inspired to look at education with respect to girl children in Africa. This paper, by drawing inspriation from other settings, is also motivated by the need to find solutions on how best the rights of the girl child can be protected in conjuction with the educational policy of African countries. ... The study is divided into six chapters. Chapter one provides the context in which the study is set, the objectives of the study and its importance. Chapter two examines the importance of the right to education and in education and takes note of the issue of discrimination with respect to girl child education in Africa. In chapter three various international treaties that concern provisions on education and the discrimination factor as to gender are identified. Also in the international milieu, the role of international bodies in the effective and efficient insurance of girl child education is included. Chapter four examines on a regional level, the extent to which the African Commission has effectively monitored the provision of the African Chater. The African Children's Charter and the Draft Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women (the Draft Women's Protocol) in Africa are also discussed in relation to provisions in the African Charter and work done on girl child education by the African Commission. In this chapter, a comparative study is also done of instruments and the implementation mechanisms offered by the Inter-American and European systems to the African human rights system in terms of the girl child education. This is so because in terms of experience, jurisprudence and institutions, these systems are considered to be more advanced than the African human rights sytem. Finally chapter five discusses girl child education on a national level in Africa. This chapter focuses on the experiences of South Africa, Egypt and Cameroon. Educational policy and other national legislative instruments such as the constitutions of these countries are included. In the conclusion, the paper puts forward recommendations to assist new and old African democracies in advancing an administrative and political approach to the issue of discrimination with respect to girl child education." -- Chapter 1. / Prepared under the supervision of Dr. Enid Hill at the Department of Political Sciences, School of Humanities and Social Sciences, The American University in Cairo, Egypt / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The achievements made at the continental level since 21 October 1986 when the African Charter on Human and Peoples‟ Rights (African Charter) came into force have been modest yet significant. Following its adoption, the African Charter was hailed as a very ambitious document. This is because of its uniquely African features: emphasis on morality, anti-colonial stance, absence of derogations justiciability of economic, social and cultural rights, recognition of peoples‟ rights as well as the imposition of duties on states and individuals. As a result of these distinctive characteristics, many scholars have criticised the normative framework of the Charter. Sindjoun is of the view that the Charter is „window-dressing for the purpose of acceding to international civilization.‟ Ouguergouz described the rights guaranteed in the Charter as „imprecise‟ and that „the pertinent clauses of the African Charter offer only weak legal protection to the individual.‟ Early writings on the Charter also raised doubts about the likelihood of its implementation. Good or bad as the normative standards of the Charter may be, Heyns and Viljoen are of the view that „the conceptual battle is over.‟ The relevant battle now is for implementation. Thus recent discourses on the Charter have shifted from celebrating or further criticising the Charter‟s distinctive normative framework to evaluating its implementation mechanism. A system of human rights is only as good as its enforcement mechanism. / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2011. / nf2012 / Centre for Human Rights / LLM

The African Charter on Human and Peoples‟ Rights (the Africa Charter), which is one of the constituents of the African human rights system, was adopted by the Assembly of Head of States and Governments of the OAU in 1981 and entered into force five years later in 1986. The African Charter covers a wider range of rights when compared to the other regional human rights instruments, such as the European and the Inter-American Human Rights Systems. As many writers indicated, the Africa Charter is designed to reflect the history, values, traditions, and development of Africa by joining collective rights and individual duties. The African Commission on Humans and Peoples‟ Rights (the Commission) is responsible for the enforcement of the African Charter. Currently, the African Charter has been ratified by 53 countries. South Africa has signed, ratified and deposited the Charter on 09 July 1996. / Prepared under the supervision of Dr. Letitia van der Poll, Faculty of Law of the University of the Western Cape, South Africa / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2011. / http://www.chr.up.ac.za/ / nf2012 / Centre for Human Rights / LLM

Magister Legum - LLM / The right to a basic education is recognised as an essential right in international and regional law, with numerous instruments regulating it.1 There are soft laws, in the form of General Comment documents, which provide guidelines to interpreting this right.2 Among these instruments, for example, the International Covenant on Social, Economic and Cultural Rights (hereafter referred to as ‘the ICESCR’) and the African Charter on Human and People’s Rights (hereafter referred to as ‘the ACHPR’) implore member states to ensure that every child within their jurisdiction is able to gain access to education.3 The ICESCR acknowledges that basic education as a socio-economic right is realisable overtime, its full realisation dependent on the availability of state resources.4 Furthermore, the state is required to ensure that ‘scientific and technical knowledge’ is made accessible, thus incorporating modern teaching and learning methods.5 In addition, the state is called to ensure that the quality of their education is acceptable and of a similar standard in all of their public schools.6 Moreover, the Convention on the Rights of the Child (hereafter referred to as the ‘CRC) and the African Charter on the Rights and Welfare of the Child (hereafter referred to as the ‘ACRWC’) require the state to take measures that will encourage learners to attend school regularly and thus reduce the dropout rates.7 These instruments lay down normative standards, giving guidance on the content of the right to basic education, i.e. defining what availability, accessibility, acceptability, and the adaptability (4As) means within the broader context of the right to basic education. The right to a basic education, in theory is immediately realisable; however in practice, it can be argued that it is being treated like other socio-economic rights, subjected to the principle of progressive realisation.8 This right, unlike other socio-economic rights in South Africa, is sui generis, it has no internal qualifiers, meaning that it can only be limited in terms of a law of general application that is reasonable and justifiable in an open and democratic society founded on human dignity, freedom and equality.9As a party to most of the above instruments, the post-apartheid government of South Africa through its Constitution10, has entrenched the right to basic education under section 29(1)(a). Through this constitutional recognition, numerous legislation and policy documents have been enacted, which directly deal with the implementation of this right.11 Accordingly, the following selected legal instruments have been essential tools used to assist the relevant stakeholders with defining and implementing the right to a basic education , not just at the national level but also provincially.12 These instruments are the South African Schools Act,13 National Education Policy Act14 and the Employment of Educators Act,15 which are the main statutes on basic education. In addition, the Eastern Cape Schools Education Act,16 Promotion of Equality and Prevention of Unfair Discrimination Act,17 Children's Act,18 Criminal Law (Sexual Offences and Related Matters) Amendment Act,19 Criminal Procedure Act and the Refugees Act,20 which shall be discussed in detail in chapter 4 of the study When assessing the availability, accessibility, and the acceptability of basic education resources in the Eastern Cape (hereafter referred to as ‘the EC’), the province appears to be lagging when compared to some of the other provinces. For instance, the National Education Infrastructure Management System Report (hereafter referred to as ‘NEIMSR’) stated that out of the 5393 schools audited from the EC, 1945 of these schools had pits and 37 had no sanitation facilities21. In addition, 92.99% of the 5393 schools in the province do not have libraries and 4.21 % of the schools recorded have adequately resourced libraries.22 This is to be contrasted to 63.24% schools that have libraries in Gauteng.23 In addition, the illiteracy rate in the province is estimated at 10, 4% when compared to other provinces, which is against the background that the province has experienced a decline in learner enrolment over the last few years.

Magister Commercii - MCom / South Africa's unique colonial history, apartheid legacy, and ongoing transition to democratic governance drive the country's determination to attain its development objectives. Embedded in that determination is a broad social and .environmental public benefits agenda-that is, a sustainable economic development agenda. Public benefits include, inter alia, banking access, black economic empowerment and financial sector stability and efficiency. "

El presente proyecto fue aplicado a una PYME del sector textil, enfocada a la elaboración de pantalones para caballeros. La empresa decidió implementar el proceso de planeamiento y control de la producción debido a los incrementos en costos por penalidades registradas por la empresa y a la falta de planificación. La implementación se realizó a través de los lineamientos del Project Management Institute (PMI), basado en el cumplimiento de los puntos descritos en el acta de la constitución. El objetivo de este proyecto es que la organización pueda satisfacer la demanda, considerando la capacidad de la empresa, el requerimiento de materiales y la planificación de la producción. En el presente trabajo, se desarrollan cinco capítulos, los cuales están definidos de la siguiente forma: en el capítulo uno, se describirá la metodología implementada en el desarrollo del proyecto y los lineamientos que permiten el desarrollo de este. En el capítulo dos, se desarrollará el contenido del acta de constitución del proyecto, que nos permite determinar el alcance, los objetivos, los interesados, los riesgos, etc.; así como también el diagnóstico de la empresa en la etapa previa a la implementación. El capítulo tres, desarrollará la planificación del proyecto. En el capítulo cuatro, se desarrollará la implementación del modelo de planificación y control de la producción, además, se darán a conocer los resultados de la implementación. Finalmente, en el capítulo cinco, se detallarán las conclusiones y recomendaciones. / The present project was applied to a SME business in the textile sector, focused on the elaboration of men's trousers. The company decided to implement the production planning and control process due to the increase in costs due to penalties registered by the company and the lack of planning that obliged operators to work overtime to cover production stops. The implementation was done through the guidelines of the Project Management Institute (PMI), based on compliance with the points described in the Project Charter. The objective of developing these guidelines that the organization can meet the demand, considering the capacity of the company, the requirement of materials and planning of production. Five chapters are developed, which are defined as follows: Chapter one will describe the methodology implemented in the development of the project. In chapter two, the content of the act of constitution of the project is developed, which allows us to determine the scope, objectives, stakeholders, risks, etc., as well as the diagnosis of the company in the pre-implementation stage. Chapter three will develop the project planning, which will describe each of the nine steps that were considered for the development of the project. In chapter four, the implementation of the production planning and control model was developed, and the results of the implementation were made known. Finally, in chapter five, the conclusions and recommendations will be detailed. / Trabajo de suficiencia profesional