This master thesis describes an ethnographic research under the critical paradigm of thoughtin the use of ICTs to support citizen participation in the Municipality level. The purpose ofthe research was to acquire an understanding of the perspective of citizens on the topic andprovide suggestions for the employment of ICTs in citizen participation on the specificcontext. The research setting is located in a neighborhood of a Municipality in Athens, thecapital of Greece. Participants included randomly selected citizens, representatives fromcitizens groups which are active in the neighborhood and a representative of the Municipality.The data gathered in the research was qualitative and the methods were selected andconducted following the participatory design approach in correspondence with theethnographic methodology and critical paradigm. The methods used were interviews, probesand participatory observation. The data gathered pointed at similar concerns expressed by theparticipants mainly towards issues such as ignorance and indifference. Participants also hadthe opportunity to make suggestions on the topic of ICTs and citizen participation, which incombination with the results of a thematic analysis of the qualitative data were used to makesuggestions for future employment of ICTs in the Municipality. Through this directengagement with participants the research also hopes to contribute to the developing Greekdomestic literature on the topic, especially concerning the use of qualitative data.

Indiana University-Purdue University Indianapolis (IUPUI) / School-community collaboration has received increasing attention in social work because of its potential for enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school-community collaboration. The purpose of this research is to develop and validate a comprehensive framework for transformative school-community collaboration based on a critical paradigm and its corresponding theories. Using school survey data, an exploratory factor analysis identified the four dimensions of transformative school community collaboration, including (1) critical member capacity, (2) equal relations, (3) democratic network governance, and (4) empowering coordination. The results of multiple regression analyses showed that the identified dimensions were positively associated with the quality outcomes of Out-of-School Time programs although their significant effects varied across different quality outcomes: high-quality activities, student engagement, and linkages with family/community. Another key finding was that structural dimensions—democratic network governance and empowering coordination—appeared to be stronger factors. However, this research suggested that critical member capacity and equal relations may be associated indirectly with the quality outcomes. This dissertation paper concludes with practical implications and future research agenda to successfully build transformative school-community collaboration.

<p><strong>ABSTRACT</strong></p> <p>This dissertation is a philosophical inquiry into the pragmatics of emotion as an inherent dimension of the learning self (Ellsworth, 2005). This inquiry first establishes the socio-political context regarding emotional responses to critical forms of pedagogy currently rising across the United States. Secondly, this inquiry explores philosophical conceptualizations of emotions as pedagogical within the fields of public pedagogy, affect theory, and arts-based educational research, as well as the paradigmatic contexts underlying these philosophies. Finally, this inquiry “thinks-with” (Jackson & Mezzei, 2017) these conceptualizations by enacting an affective pragmatic inquiry, centering emotions and embodied experiences of learning through my own neurotypicality as pedagogical inquiry via an arts-based empirical component, consisting of my enrollment in a community pottery class over the course of 40 weeks. I advocate for the need to reconsider the current paradigm around critical forms of pedagogy toward a pragmatist paradigm that uses emotions and value systems of learners to facilitate ethical pedagogical <em>response</em>-abilities (Haraway, 2016) for what to do, pragmatically, with complicated knowledge about social problems that result in ideological and axiological impasses. </p>

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-12T18:21:45Z No. of bitstreams: 2 Evellyn_Zabotti2017.pdf: 2275598 bytes, checksum: 0798723b85d57c366711d225ce440351 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-12T18:21:45Z (GMT). No. of bitstreams: 2 Evellyn_Zabotti2017.pdf: 2275598 bytes, checksum: 0798723b85d57c366711d225ce440351 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-06 / The investigated subject in this study is on gender relation in accounting profession. The purpose was to verify the main constitutive factors of the gender relations in accounting profession, for the theme is considered as a research gap in Accountancy. As a theoretical platform, we choose the gender theory with the aim to interpret and subsidize the research data, collected through a survey, which characterize the research as quantitative, with the final sample of 948 accountants from Paraná. The data are qualitative and were analyzed by means of the independent testing, interpreted in the light of the gender theory. The research is, thus, based on the critical paradigm. As achieved results, we mention: the remuneration in the profession is influenced by biological gender, because there is a gender pay hierarchy in accounting profession; the difficulties and barriers in the exercise of the accounting profession as well as profession ascensions are influenced by the biological sex, condition that does not seem to be clearly identified by accountants, which allowed determining the presence of beta bias from the point of view of professionals; there is a concentration of women in the position of assistant and analyst and a higher concentration of men on senior positions of the organizational hierarchy; the accounting specialties in Paraná are articulated from the gender perspective, in other words, the more public the specialty is, the more it is realized as masculine, consequently, there is a higher remuneration linked to; the association of men and women characteristics are also articulated based on gender, in which women are perceived as emotional, understanding and determined, extending such associations to the accounting specialties; the notion that auditing is more related to objectivity while the personnel department is more related to sensibility. We justify these characteristics due to cultural definitions of masculine and feminine associated with some specific characteristics of certain occupations, which contributes to gender segregation of occupations as well as status assignments. The main constitutive principles of gender relation in Brazilian accounting profession include remuneration, glass ceiling, horizontal segregation and gender identities associated with the profession. As research limitations, we mention that the data, collected through a survey, reflect the perception of each professional about gender relation, which shows that the implications to the research to accounting profession include the necessity to calculate the value in women payment. This means that the class associations need to break the silence and the omission to institute specific regulation and control of the social discriminatory aspects of the profession. The contribution of this research to the accounting practice include the identification of the necessity to develop statements and review reports that show social inequality in organizations and the profession itself. There is still the need of educational institutions to include the thematic in its teaching and research agenda, because the skewed perspective of the professionals should be clarified. This research contributes to identify the means by which gender inequality is perpetuated in accounting profession, as identified in the biases of accountants that, in general, understand these inequalities as normal, perspective that is the base for such condition. There is a considerable field for gender studies in Accountancy in Brazil, thus, as a recommendation for future researches, it is suggested to include the historical survey of the entry of Brazilian women in accounting profession, using, therefore, the concept of “glass floor” proposed in this study which represents the initial conditions of work and entry which do not support women, also, qualitative researches in the grounded theory format, with the purpose to identify in the Brazilian context the variables or items of inequality that integrate the gender relations, and researches that recognize the experiences of men. / O tema investigado neste estudo pauta-se nas relações de gênero na profissão contábil. O objetivo foi o de verificar os principais fatores constitutivos das relações de gênero na profissão contábil, pois se considera a temática como lacuna de pesquisa em Contabilidade. Como plataforma teórica, optou-se pela teoria de gênero com a finalidade de interpretar e subsidiar os dados da pesquisa, coletados por meio de um survey, caracterizando a pesquisa como quantitativa, com amostra final de 948 contadores paranaenses. Os dados são qualitativos e foram analisados por meio do teste de independência, interpretados à luz da teoria de gênero. A pesquisa está posicionada, assim, no paradigma crítico. Como resultados alcançados, citam-se: a remuneração na profissão é influenciada pelo sexo biológico, pois há uma hierarquia salarial de gênero na profissão contábil; as dificuldades e barreiras no exercício da profissão contábil, bem como de ascensão profissional, são influenciadas pelo sexo biológico, não sendo claramente perceptíveis pelos contadores, o que permitiu constar a presença de viés beta na percepção dos profissionais; há uma concentração de mulheres nos cargos de assistente e analista e maior concentração de homens nos altos cargos da hierarquia organizacional; as especialidades contábeis paranaenses estão articuladas sob a ótica de gênero, ou seja, quanto mais “pública” mais “masculina” é percebida a especialidade e, consequentemente, maior remuneração atrelada; a associação de características a homens e mulheres também está articulada sob a ótica de gênero, em que as mulheres são percebidas como mais sentimentais, compreensivas e determinadas, estendendo-se tais associações às especialidades contábeis; a noção de que a auditoria está mais voltada à objetividade, enquanto o departamento de pessoal está mais voltado à sensibilidade. Justifica-se a identificação destas características em virtude de que as definições culturais de masculino e feminino se associam às características de determinadas ocupações, contribuindo tanto para a segregação de gênero das ocupações como para as atribuições de status. Os principais itens constitutivos da relação de gênero na profissão contábil brasileira incluem a remuneração, os tetos de vidros, a segregação horizontal e as identidades de gênero associadas à profissão. Como limitações da pesquisa, cita-se que os dados, coletados por meio de survey, refletem a percepção de cada profissional acerca das relações de gênero, o que demonstra que as implicações da pesquisa para a profissão incluem a necessidade de contabilizar o valor presente nos salários das mulheres contadoras. Isso significa que os órgãos de classe precisam romper com seu silêncio e omissão, instituir legislação específica e fiscalizar os aspectos sociais discriminatórios da profissão. A contribuição da pesquisa para a prática contábil inclui, desse modo, a identificação da necessidade do desenvolvimento de demonstrativos e relatórios contábeis – de prestação de contas – que evidenciem as desigualdades sociais das organizações e, inclusive, da própria profissão. Há, ainda, a necessidade das instituições de ensino de incluírem a temática em sua agenda de ensino e pesquisa, pois as percepções enviesadas dos profissionais precisam ser elucidadas. A contribuição deste estudo pauta-se na identificação dos fatores pelos quais a desigualdade de gênero é perpetuada na profissão contábil, assim identificada nos vieses dos profissionais que, de forma geral, entendem como normal essas desigualdades, percepções que são a base que sustentam tais desigualdades. Há um campo muito extenso para a pesquisa de gênero em Contabilidade no Brasil, assim, como recomendação para pesquisas futuras, sugere-se incluir o levantamento histórico do ingresso das mulheres na profissão contábil brasileira, empregando, para tanto, o conceito “chão de vidro” proposto nesta pesquisa e que representa as condições iniciais de trabalho e ingresso que não sustentavam as mulheres, além de pesquisas qualitativas no formato grounded theory, a fim de identificar no contexto brasileiro as variáveis ou itens de desigualdade (ou não) que compõem as relações de gênero, e pesquisas que identifiquem as experiências dos homens.

教育行政學興起於十九世紀末。本世紀初教育行政學處於規範時期，其理論與實踐皆以其他領域（管理學、行政學）之常識做為基礎。二次世界大戰後，以邏輯實證論為理念基礎的理論運動(theory movement)如火如荼地展開，其目的在建立系統性與普遍性的原理原則，並將行政中之主觀成分（價值、倫理）排除。1970年代開始，科學哲學中之後實證論觀點波及教育行政研究，使得其原有的方法論格局產生了極大的變化。尤其是Greenfield、Bates、Hodgkinson等人所提出的批判性觀點，使整個教育行政領域開始對行政科學化的方法論進行大幅度反省與修正，也造成教育行政方法論由原來的單一典範時期轉入多元典範時期。 本研究之主要目的在於對教育行政方法論之典範變遷之歷史發展進行檢視，以進一步瞭解一些大型典範（包括實證論、後實證論、與後現代主義等）對教育行政理論發展影響之實際情形，並從各典範間之對話與爭辯中對當前教育行政研究發展上的問題加以論述與分析。研究過程採用了文獻分析法、歷史研究法與批判性觀點來達成研究目的。 本研究之主要發現有以下幾點： 一、實證典範至今仍然是教育行政研究最具影響力、最為普遍被使用的研究典範，多元典範的觀念尚有待進一步的推動與落實； 二、雖然大部分學者抨擊邏輯實證論的科學化主張，但大致上同意其對教育行政理論發展有一定之貢獻； 三、教育行政方法論的爭辯中，學者們偏向同意典範的多元並存而非相互替代； 四、對於後現代主義方法論，教育行政學者多採取了保留的態度； 五、教育行政研究範圍愈趨複雜而多元，研究方法則逐漸傾向於使用質化方法； 六、教育行政學術發展有賴於專業團體的積極推動； 七、過去的研究由於過份強調客觀性，忽視倫理與價值的研究面向； 八、過去的教育行政理論忽略了技藝層面、以及理論與實務的結合； 依以上之研究發現，本文提出以下建議做為台灣地區未來教育行政研究發展的參考： 一、在方法論發展方面，研究者應多瞭解最新的方法論發展趨勢並相互接納不同觀點； 二、在研究方法使用方面，應尊重不同方法的使用，避免再陷入一元主義的巢臼； 三、在教育行政學術發展方面，應積極推動與發揮學術性組織的功能； 四、關於理論發展的傳播方面，應定期舉辦關於教育行政學術的座談會，並落實學術刊物的定期發行； 五、在研究資料與事務的整合上，應成立具全國性質的教育研究專責研究單位； 六、在研究取向方面，應重視倫理、價值、與技藝層面的研究； 七、在研究態度方面，應放棄彼此成見，注重國內外學術的交流； 八、關於未來研究方面，研究者也提供了五點看法作為未來研究的參考。 / At the beginning of the 20th century, educational administration had just begun to emerge as a recognizable discipline and was therefore in a sort of "prescriptive era." After World War II, the theory movement which was based on the foundation of Logic Positivism started with great swiftness. The movement aimed to establish general and systematic rules for the administration practices, while excluding the subjective elements (values and ethics) of educational administration research. In 1970, the philosophy of science shifts to the postpositivism era and begins to rapidly influence the research of educational administration, thus greatly altering the original methodology. Greenfield, Bates, and Hodgkinson, the key scholars of this movement, criticize the scientific view, and hence influence educational administration methodology away from the dominant positivistic era and into the multi-paradigm era. The purpose of this study is to explore the historical development of paradigm shifts in educational administration methodology, and to explain how the paradigms (including positivism, postpositivism, and postmodernism) have influenced the theory development of education administration. Using the paradigm debates as a main source, this study will reveal the problematic issue of theory development of educational administration and then analyze the problematic issue of contemporarily studies in educational administration. The methods of this study consist primarily of documentary analysis, historical approach, as well as critical analysis. The major findings of this study include: 1. Logic Positivism is still the most influential paradigm in educational administration research, the multi-paradigmatic view needs further enforcement. 2. Most scholars confirm that the scientific view in fact does contribute to the theory development of educational administration. 3. In contemporary paradigm debates, most scholars prefer theoretical pluralism to theory replacement. 4. Postmodernism is still an underdeveloped concept in educational administration research. 5. The range of research of educational administration has become more complicated, therefore leading to the growing popularity of the qualitative method. 6. The improvement of studies in educational administration is dependent on the professional committee's push. 7. The unavoidable dimensions of "values" and "ethics" have erroneously been neglected in previous research. 8. The "craft" dimension of educational administration and the thought of the inability to link together theory and practice, have been widely neglected in previous research. Based upon the previous discussion and analysis, several recommendations for improving the development of educational administration in Taiwan are made: 1. Latest methodological tendency should be known and different paradigms should be mutually adopted. 2. Different research methods should be respected, thus avoiding falling into the single methodology trap again. 3. Educational Administration professional organizations should come into effect and enforce the academic development. 4. There is a need for academic conferences to be held periodically, as well as the publication of periodicals in order to broadcast the newest theory development. 5. National College of Educational Research should be set up for data synthesis and the development of relevant research affairs. 6. Dimensions of "ethics", "values", and "craft" should be emphasized on. 7. National or international academic interaction should be encouraged and the biases of different groups should be eliminated. 8. Four recommendations are made for further research.

A dynamic interpretation of the Prayer of St. Benedict provides a methodology for understanding and explicating Christian faith consistent with enduring elements in the theological tradition and meaningful to the contemporary milieu. Within the overarching structure of the Prayer as a meta-paradigm, are three subsidiary paradigms that describe characteristics of approaches to faith. The structure, content, and intention of the Prayer reveal these to be experiential, critical, and transcendental. Wisdom is asserted as integrating and orienting the discussion, which is a constructed on a Personalist foundation and is a postcritical reflection on faith. Faith is grounded in the affirmations and assumptions of faith, discerned in the enfolding appeals, and the supplications, a basis for an expository discourse on the dimensions of faith. / Systematic Theology & Theological Ethics / M. Th. (Systematic Theology)

A dynamic interpretation of the Prayer of St. Benedict provides a methodology for understanding and explicating Christian faith consistent with enduring elements in the theological tradition and meaningful to the contemporary milieu. Within the overarching structure of the Prayer as a meta-paradigm, are three subsidiary paradigms that describe characteristics of approaches to faith. The structure, content, and intention of the Prayer reveal these to be experiential, critical, and transcendental. Wisdom is asserted as integrating and orienting the discussion, which is a constructed on a Personalist foundation and is a postcritical reflection on faith. Faith is grounded in the affirmations and assumptions of faith, discerned in the enfolding appeals, and the supplications, a basis for an expository discourse on the dimensions of faith. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

Several studies suggest that sexual assaults are experienced differently by males than by females. In dominant discourses in which sexual perpetration is associated with males and sexual victimisation with females, males are expected to practice and exhibit hegemonic masculinity. This gendered perception of sexual assaults means that female perpetration of male child sexual abuse often goes unrecognised and that male perpetration is particularly problematic for male victims. Using a feminist critical paradigm and critical discourse analysis as a research design, this study explored how a sample of male victims in Zimbabwe experienced sexual abuse as children and how they were affected by it. The study, further, explored how the male victims of childhood sexual abuse sought to reconcile the experience of victimisation with their identity as males. Nine men participated in the study. The sample was, due to the sensitive nature of the topic, purposively selected using letters describing the nature of the study and inviting participation. The letters were distributed through diverse channels, including a newspaper with national coverage. Most participants reported experiences of female perpetrated abuse. The study found that, in keeping with dominant discourses of hegemonic masculinity, the participants struggled to construct themselves as victims. Many of the participants were considerably and negatively affected by having been sexually abused. Participants utilised a variety of methods to come to terms with the fact that they were males who had been victimised. / Psychology / M.A. (Psychology)