The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

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Sexuality education is a contested arena in which multiple sexual discourses compete for dominance. These discourses have the potential to empower or marginalize students (and teachers) based on constructed social identity categories. The purpose of this study was twofold: to determine which sexual discourses are reflected in British Columbia's secondary-level instructional resource packages (IRPs) that address sexuality issues, and a selection of their recommended learning resources; and to explore how the sexual discourses inherent in these documents construct or perpetuate social inequalities through the positioning of sexual subjects according to gender, sexual orientation, age, race, class and physical (dis)ability. The selected IRPs were Career and Personal Planning, 8-12; Science 8- 10; Biology, 11-12; Home Economics, 8-10; and Home Economics 11-12. The selected recommended learning resources were AIDS: Allie's Story (video); Biology: The Unity and Diversity of Life, Eighth Edition (textbook); and The Living Family: A Canadian Perspective (textbook). The relevant curricula were subjected to a critical discourse analysis informed by both critical feminism and a pragmatic, Foucauldian theory of discourse. This analysis was carried out using sexual discourse categories developed by Alexander McKay (1998) and a set of open-ended questions derived from several sources. The results of the analysis suggest that the selected curricula and recommended learning resources adhere for the most part to Romanticist and/or Progressive sexual discourses, employing sub-discourses of danger, control and individual responsibility. Related to these discourses is the texts' marginalization of the reader or viewer, primarily on the basis of sexual orientation and gender, but also significantly on the basis of age, race, class and physical disability. It is argued that the documents examined have the potential for perpetuating stereotypical identity constructions and social inequalities through the lens of sexuality. Recommendations for future curriculum development are included.

The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate KM programs conceived in the year 2000. Choo’s Knowing Cycle was the conceptual framework for the study and furnished an interpretive structure for the data in terms of various processes: historical sensemaking, knowledge creation, and decision-making. Two methods were used for data collection: document analysis and structured interviews with fifteen informants—ranging from deans and directors to Advisory Board members and program support staff. Grounded theory was the analytical method used. / Le but de cette dissertation était l’étude du phénomène de création et de développement de programmes de gestion des connaissances (GC). L’intérêt pour les programmes de gestion des connaissances a augmenté au cours de la dernière décennie face à la demande de recherche en éducation de gestion des connaissances et à l’importance de l’émergence de l’économie du savoir. Cette recherche exploratoire et explicative examine deux programmes d’études supérieures en gestion des connaissances conçus en I”an 2000. Le modèle théorique du cycle du savoir de Choo a été utilisé pour cette étude et a fourni une structure d’interprétation pour les données en terme de divers processus: la signification historique, la création du savoir, et la prise de décision. Deux méthodes ont été utilisées pour la collecte des données, soient l’analyse de documents et l’entrevue structurée avec quinze informateurs: du doyen aux présidents et membres des commissions consultatives au personnel de soutien des programmes. La Grounded Theory a été la méthode analytique utilisée. fr

There is no abstract available for this dissertation.