Thesis (M.A.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 125-135). Also available via the World Wide Web.

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 69-71, 79-80).

Thesis (M.B.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 81).

Thesis (Ph. D.)--Cornell University, 1995. / Vita. Includes bibliographical references (leaves 236-248).

This research study reviewed several disciplinary fields and their conceptualizations of conflict. The primary guiding question was, what is the best conflict education that is required for youth and adults to live in the world of a "culture of violence" in the list century? The general purpose of the study was to provide a critique that would initiate an expanded conflict imaginary, as educators and lifelong learners face a world of growing complex social and cultural conflicts. The "case" under specific critical analysis was identified as conflict management education (CME). CME provided the primary subject (text) for a critical discourse analysis of its conceptualizations of conflict. The main purpose of the study was to determine the hegemony of discourse in the text of a "representative" sample of 22 contemporary CME handbooks and manuals for youth and adults. CME was found to be a new social movement with a powerful "social technology" to change attitudes and behaviors, in order to diminish or eliminate violence. This study found there are virtually no systematic critiques of CME and no significant critiques that focus on the conceptualization of conflict itself. The discourse of CME's conceptualizations of conflict tended toward an ideological bias of consensus, unity, cooperation, 'peace and harmony;' and located within a politically conservative, pragmatist, social psychological discourse. The entire domain of conflict knowledge from critical pedagogies and the sociological conflict theory tradition was largely ignored in CME text. This has significant political and sociocultural implications in the biased shaping of conflict knowledge and the concomitant power relations of teaching, learning, and the constructing of 'democracy' itself. Without a critique of its own discourses, CME has limited means, as a discipline of knowledge, to establish how it may be perpetuating the very violence it is attempting to eliminate. 'Conflict' pedagogy is offered as an alternative to constructing a critical conflict education as counterhegemonic to CME. This report closes with a discussion of reflections on the study and recommendations for further research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Submitted in accordance with the requirements of the degree of Master of Education at the University of Zululand, 1999. / This research examined participative decision making and conflict management in schools. The researcher made use of questionnaires to gather data on whether educators participated in decision making. He also examined whether the assumption that teacher involvement in decision making reduces conflicts in schools was true. It became clear from the study that despite efforts by the Department of education to involve all stakeholders in decision making in schools, it is still apparent that not all principals are prepared to involve educators in decision making processes. This research study is aimed at creating awareness on the importance of inclusion/ involvement of educators in decision making as prescribed by the South African Schools Act of 1996.

No description available.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves 69-72).

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M. Ed.)--York University, 2002. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 145-148). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ75380.