Global ETD Search

21	Rolling Out the Transformative Social Economy: A Case Study of Organic Intellectualism in Canadian Settlement Houses Fong, Melissa 01 January 2011 (has links) Social economy community development organizations (SECDOs) are social service organizations that provide poverty relief but do not necessarily inspire a counter-hegemonic antipoverty strategy against a neoliberal welfare state. Tension between providing human social services and engaging in advocacy is at the core of how SECDOs may be both complicit to as well as working against the neoliberalization of the welfare state. This study explores how SECDOs can nurture a new paradigm for community economic development organizations. Through a case study of a Canadian settlement house, the research demonstrates how transforming work may encourage a culture of organic intellectualism or, a culture of emancipatory consciousness-raising. By re-organizing workplace practices, such as working collaboratively, providing a hub for services and engaging in popular education, transformative SECDOs help provide the conditions for citizens to affect governance. The research theorizes how SECDOs may foster a culture of organic intellectualism to promote the transformative social economy. activism adult education advocacy alienation anti-poverty Canadian settlement houses case study community development conscientization counter-hegemony governance marxist-humanist organic intellectualism popular education roll-out neoliberalism social change social economy social movement social service provision social work sociology Toronto transformative welfare 0516 0515 0998 0340 0501 0510 0511 0334 0452 0630 0344
22	Rolling Out the Transformative Social Economy: A Case Study of Organic Intellectualism in Canadian Settlement Houses Fong, Melissa 01 January 2011 (has links) Social economy community development organizations (SECDOs) are social service organizations that provide poverty relief but do not necessarily inspire a counter-hegemonic antipoverty strategy against a neoliberal welfare state. Tension between providing human social services and engaging in advocacy is at the core of how SECDOs may be both complicit to as well as working against the neoliberalization of the welfare state. This study explores how SECDOs can nurture a new paradigm for community economic development organizations. Through a case study of a Canadian settlement house, the research demonstrates how transforming work may encourage a culture of organic intellectualism or, a culture of emancipatory consciousness-raising. By re-organizing workplace practices, such as working collaboratively, providing a hub for services and engaging in popular education, transformative SECDOs help provide the conditions for citizens to affect governance. The research theorizes how SECDOs may foster a culture of organic intellectualism to promote the transformative social economy. activism adult education advocacy alienation anti-poverty Canadian settlement houses case study community development conscientization counter-hegemony governance marxist-humanist organic intellectualism popular education roll-out neoliberalism social change social economy social movement social service provision social work sociology Toronto transformative welfare 0516 0515 0998 0340 0501 0510 0511 0334 0452 0630 0344
23	A practical-theological evaluation of the contextualization of theological education by extention in Southern Africa : a Wesleyan perspective Lo, James 11 1900 (has links) The aim of this research project was to explore whether or not the TEE programme of The Wesleyan Church in Southern Africa is effectively contextualized to help churches to experience numerical increases in church attendance and in new congregations being started. Three aspects of contextualization were examined in relationship to The Wesley'.3-n Church's TEE programme: ( 1) Content, focusing upon the theme of "liberation"; ( 2) Methodology, focusing upon the theme of "conscientization"; and (3) Structures, focusing upon the theme of "involvement in context". At the outset of this research project, I hypothesized that The Wesleyan Church's TEE programme in Mozambique was being effectively contextualized, while the TEE programme in South Africa, Swaziland, and Zimbabwe was not. Data was collected by means of four different questionnaires, interviews, and observations made as a participant observer in different TEE classes. A letter was initially sent to 175 individuals who had been, or still were, still involved in the TEE programme of The Wesleyan Church in Southern Africa. A.total of 132 individuals responded and stated that they would be willing to participate in my research project. The data analysis indicates that when TEE helps its students to adhere to the following three principles of contextualization, the church is able to experience numerical growth; (1) Both the clergy and the laity have a vital ministry; (2) It is important to minister to the spiritual needs of people, as well as to the social and political needs of the people; and (3) Christians must be helped to think and act critically and creatively about the contexts in which they live and work. The conclusion seems to be that the Mozambican TEE programme, because it is being contextualized, is helping its churches to grow. On the other hand, the TEE programme in South Africa, Swaziland, and Zimbabwe, because it has not been effectively contextualized, seems to be powerless in helping its churches to do the same. / Philosophy, Practical and Systematic Theology / Th. D. (Practical Theology) Theological education Theological education by extension Contextualization Indigenization Conscientization Programmed instruction Social-political involvement Discipleship Teaching methodology Church growth Theological Education Fund Pastoral ministry 230.0737168 Seminary extension -- Africa, Southern. Theology -- Study and teaching. Theological education by extension. Religious education. Wesleyan Methodist Church.
24	A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness Smith, Kevin J. 14 December 2010 (has links) No description available. Curricula Curriculum Development Education Educational Evaluation Educational Leadership Educational Sociology Educational Theory Education History Education Philosophy Education Policy Ethnic Studies Multicultural Education Pedagogy Conscientization Culture Critical Discourse Analysis Critical Pedagogy Curriculum Cymreig Cymru Discourse Discursive Formation Education Fairclough Freire Ideology Language Multicultural Education Postcolonial Schooling Wales Welshness

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