Doctor Legum - LLD / Poverty and inequality are deeply entrenched in Kenya, with the country being one of the mostunequal countries in the world. To eradicate poverty and inequality, enhance the achievement ofsocial justice, fast-track human development, as well as to entrench participatory democracy and a culture of justification in governance, Kenya has, for the first time, entrenched justiciable socio-economic rights (SERs) in its 2010 Constitution. In this thesis, I undertake a criticalanalysis of the prospects for the implementation and enforcement of the entrenched SERs as well as the probable challenges that Kenya may face in their realisation. In this endeavour, the thesis develops a theoretical and interpretive approach for the realisation of these entrenched SERs. It entails an expansive analysis of the nature, scope, content and extent of the SERs entrenched in the 2010 Kenyan Constitution, and especially the place of international human rights obligations contained in customs and ratified international human rights treaties due to the provisions of the 2010 Constitution which espouse the direct application of international law in Kenya’s domestic legal system. It is submitted in this thesis that in order to improve the socio-economic conditions of the poor, vulnerable and marginalised groups in Kenya, there is a need for their socio-economic as well as political empowerment to enable them to effectively take part in societal decision-making in both the public and private spheres with regard to resource (re)distribution. The theory of dialogical constitutionalism, based on the constitutionally entrenched principle of popular participation in governance and public decision-making, is aimed at the realisation of both political and socio-economic empowerment of these groups. Even though the theory of dialogical constitutionalism underscores the importance of litigation in the achievement of the transformative aspirations of the 2010 Kenyan Constitution contained in the entrenched SERs, it acknowledges that litigation is not the panacea of SER enforcement, and that other political and advocacy strategies play an important role in the emancipation of the socio-economically deprived groups in society. The thesis thus advocates a multi-pronged strategy which espouses the equal participation of all sectors of society in a collaborative and cooperative deliberative effort aimed at the full realisation of the entrenched SERs. To accompany the above theoretical framework for the interpretation and implementation of the entrenched SERs, the thesis further proposes a transformative and integrated approach which combines the progressive aspects of the minimum core approach and the reasonableness approach. This is an approach of purposive interpretion which, in the first instance, envisages the courts undertaking a strict and searching scrutiny of the SER implementation framework developed by the political institutions of the State to ensure that sufficient provision has been made for the basic necessities of the most poor and vulnerable groups in society, basically the espousal of a minimum core content approach. The approach entails the requirement that should the SER implementation framework fail to provide this basic minimum to vulnerable groups, and the political institutions do not provide a substantive justification as to the failure, then the courts should find the relevant SER implementation framework per se unreasonable and thus invalid. However, should the implementation framework provide sufficiently for the basic essentials for vulnerable groups, the courts should then proceed to review it using the reasonableness standards that have been developed by the South African Constitutional Court. The rationale for this searching analysis is the acknowledgement that if the needs and interests of the most indigent and marginalised in society are not catered for, the entire corpus of rights in the Bill of Rights becomes redundant. The thesis then undertakes a case study of two rights, the right to food and the right to housing, using the theoretical and interpretive approaches developed in the previous chapters of the thesis. On food security, the thesis finds that Kenya is a food insecure country with a declining food production capacity. This is basically due to a lack of subsidy to farmers, global warming leading to intermittent rainfall, lack of investment in sustainable agriculture as well as a fragmented and contradictory legislative and policy agenda. In response to this situation, the thesis proposes the adoption of a livelihoods approach to food security in Kenya, based on the constitutionally entrenched right to food and other supporting rights. This approach advocates the enhancement of the food entitlements of the different sectors of the Kenyan society to ensure their access to adequate and nutritious food, be it through self-production or through the market. On the right to housing, the thesis finds that housing plays a crucial role in ensuring that people are able to have a holistic, dignified and valuable existence. However, Kenya faces a dire housing situation, with the majority of Kenyans, both in rural and urban areas lacking adequate shelter and sanitary conditions, evidenced by the large informal settlements in urban areas and the squatter phenomenon in rural areas. With the entrenchment of a justiciable right to adequate housing in the 2010 Constitution, the study finds that several legislative and policy reforms are underway to improve the housing situation, with efforts being made to draft the Landlord and Tenant Bill 2007, the Housing Bill 2011, the Evictions and resettlement Guidelines and the Evictions and Resettlement Procedures Bill, 2012, among others. The thesis proposes that these legal reforms must be undertaken within an environment of cooperative and collaborative strategic partnership involving all sectors of society so as to ensure that the housing concerns as well as interests of all are catered for.

Magister Educationis - MEd / The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction. / South Africa

Magister Educationis - MEd / This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Province

Magister Educationis - MEd / This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-20T17:39:57Z No. of bitstreams: 1 Thiago Aparecido de Oliveira.pdf: 883149 bytes, checksum: d27374b5c324ea48d36b82a80b3a08e0 (MD5) / Made available in DSpace on 2017-06-20T17:39:57Z (GMT). No. of bitstreams: 1 Thiago Aparecido de Oliveira.pdf: 883149 bytes, checksum: d27374b5c324ea48d36b82a80b3a08e0 (MD5) Previous issue date: 2017-03-24 / The object of this research is the practice of the management team of a state elementary school, located in the city of Guarulhos, metropolitan region of São Paulo. The methodology is based on a field research within the school that was the focus of participant observation, considering that I am part of the teaching staff. As a data collection instrument, structured interviews were conducted involving four members of the management team, one director, one deputy director and two coordinators. The general objective is to analyze the management team's practice and its effort to understand the challenges of seeking partnerships between parents, students and employees that work within the school analyzed. The specific objectives are to analyze the management team's view on their own practice and to verify if the dialogic relations are part of the daily school life. Hypothesis: considering that the work of the management team is procedural and historical, we assume that the promotion of communication in the interrelationships between the subjects of the pedagogical action is weakened by the lack of understanding of the dynamics of the process that generates democracy in the school. Faced with this statement it is necessary to discuss the management practice, regarding the organizational model of the current public school. We analyze and discuss the practices of school management as possibilities of advancement in the quality of education. In this context, we list two problems, namely: does the practice of the management team contemplate the basic education of the school? From the legal point of view, do the existing laws subsidize the specificities of school learning? We analyzed government documents and determinations that concern the school and support the management practice: Federal Constitution of 1988; Law of Guidelines and Basis of National Education of 1996 (LDBEN); National Education Plan 2014/2024 (PNE); Political-pedagogical project (PPP). This research concludes that the management team can advance with respect to the principle of democracy in the school, appropriating itself, of conceptual references to identify the obstacles that are placed in the quotidian of the dialogical relations. It is also noted the need for actions that organize collective work and promote rapprochement with the community. / El objeto de esta investigación es la práctica del equipo gestor de una escuela estatal de enseñanza básica, ubicada en la ciudad de Guarulhos, región metropolitana de São Paulo. La metodología se fundamenta en una investigación de campo en el ámbito de la escuela que fue el foco de la observación participante, considerando que forma parte del cuerpo docente. Como instrumento de recolección de datos se realizaron entrevistas estructuradas involucrando a cuatro integrantes del equipo gestor, siendo un director, un vicerrector y dos coordinadores. El objetivo general busca analizar la práctica del equipo gestora y su esfuerzo en comprender los desafíos de buscar alianzas entre padres, alumnos y funcionarios que actúan en el ámbito de la escuela analizada. Los objetivos específicos buscan analizar la mirada del equipo gestora sobre su propia práctica y verificar si las relaciones dialógicas forman parte del cotidiano escolar. Hipótesis: considerando que el trabajo del equipo gestor es procesal e histórico, presuponemos que la promoción de la comunicación en las interrelaciones entre los sujetos de la acción pedagógica está debilitada por la no comprensión de la dinámica del proceso que genera democracia en la escuela. Frente a esta afirmación es necesario discutir la práctica de la gestión, en lo que se refiere al modelo de organización de la escuela pública actual. Analizamos y discutimos las prácticas de la gestión escolar como posibilidades de avance en la calidad de la educación. En este contexto, elencamos dos problemas, a saber: la práctica del equipo gestante contempla la educación básica de la escuela? Desde el punto de vista legal, las leyes vigentes subsidian las especificidades del aprendizaje escolar? Se analizaron documentos y determinaciones gubernamentales que conciernen a la escuela y sostienen la práctica de la gestión: Constitución Federal de 1988; Ley de Directrices y Base de la Educación Nacional de 1996 (LDBEN); Plan Nacional de Educación 2014/2024 (PNE); Proyecto político-pedagógico (PPP). Esta investigación concluye que el equipo gestor puede avanzar en lo que se refiere al principio de democracia en la escuela, apropiándose, de referencias conceptuales para identificar los obstáculos que se plantean en el cotidiano de las relaciones dialógicas. Se nota, también, la necesidad de acciones que organicen el trabajo colectivo y promuevan acercamiento con la comunidad. / O objeto desta pesquisa é a prática da equipe gestora de uma escola estadual de ensino básico, localizada na cidade de Guarulhos, região metropolitana de São Paulo. A metodologia fundamenta-se em uma pesquisa de campo no âmbito da escola que foi o foco da observação participante, considerando que faço parte do corpo docente. Como instrumento de coleta de dados foram realizadas entrevistas estruturadas envolvendo quatro integrantes da equipe gestora, sendo um diretor, um vice-diretor e dois coordenadores. O objetivo geral visa analisar a prática da equipe gestora e seu esforço em compreender os desafios de buscar parcerias entre pais, alunos e funcionários que atuam no âmbito da escola analisada. Os objetivos específicos buscaram analisar o olhar da equipe gestora sobre sua própria prática e verificar se as relações dialógicas fazem parte do cotidiano escolar. Hipótese: considerando que o trabalho da equipe gestora é processual e histórico, pressupomos que a promoção da comunicação nas inter-relações entre os sujeitos da ação pedagógica está fragilizada pela não compreensão da dinâmica do processo que gera democracia na escola. Frente a esta afirmação é necessário discutir a prática da gestão, no que se refere ao modelo de organização da escola pública atual. Analisamos e discutimos as práticas da gestão escolar como possibilidades de avanço na qualidade da educação. Neste contexto, elencamos dois problemas, a saber: a prática da equipe gestora contempla a educação básica da escola? Do ponto de vista legal, as leis vigentes subsidiam as especificidades da aprendizagem escolar? Foram analisados documentos e determinações governamentais que concernem à escola e sustentam a prática da gestão: Constituição Federal de 1988; Lei de Diretrizes e Base da Educação Nacional de 1996 (LDBEN); Plano Nacional da Educação 2014/2024 (PNE); Projeto político-pedagógico (PPP). Esta pesquisa concluiu que a equipe gestora pode avançar no que tange ao principio de democracia na escola, apropriando-se, de referências conceituais para identificar os entraves que se colocam no cotidiano das relações dialógicas. Nota-se, também, a necessidade de ações que organizem o trabalho coletivo e promovam aproximação com a comunidade.

Ce travail de thèse explore les aspects organisationnels de l’accompagnement local de la transition agroécologique. Cet accompagnement nécessite d’articuler différents processus individuels et collectifs de transformation des activités de la production et du développement agricole. En construisant un dispositif de recherche-action au sein d’un projet de transition agroécologique porté par une association d’éleveurs et conseillers dans le rayon de Roquefort, nous mettons en oeuvre avec eux une forme d’expérimentation sociale qui nous permet de comprendre le problème de l’accompagnement de la transition à la fois sur le plan théorique et pratique. Dans notre cas, l’articulation des transformations individuelles et collectives a été permise par un travail de co-conception entre éleveurs et conseillers des outils de l’accompagnement des changements dans les fermes. Ce processus a permis de débattre de la diversité des modèles agricoles et des représentations des acteurs de la transition agroécologique au sein du groupe, ainsi que d’engager conjointement éleveurs et conseillers dans la transformation de leurs pratiques. Ces transformations ont été d'autant plus facilitées que la coconception a été envisagée comme un processus dialogique entre conception et expérimentation dans différentes situations réelles d’usage dans les fermes. A l’issue de ce travail, nous proposons une approche pragmatiste pour accompagner localement la transition agroécologique / We explore in this research the organizational dimensions of agroecological transition and the ways to support it locally. The support of agroecological transition requires connecting differentprocesses of individual and collective transformations of agricultural development and production activities. We design a device for action reseach within an agroecological transition project, carriedby a farmers and advisers association in the Roquefort area. We implement with them a social experiment to explore this problem both from theoretical and practical point of view. In our casethe connection between individual and collective transformation of participant activities required farmers and advisers to design together tools to accompany the agroecological transition on farms. This process allowed the debate about the diversity of agricultural models and representations that actors have regarding agroecological transition. It as well allows engaging advisers and farmers jointly in the agroecological transition. These transformations have been enhanced by the fact that the co-design process was organized as a dialogical process between design and experimentation of the tools in diverse real situations of use on farms. At the end of this journey, we propose to develop a pragmatist approach to accompany locally the agroecological transition

La fragmentation et l’aliénation, thèmes récurrents dans la littérature postcoloniale, sont représentées par le contenu et la forme des œuvres étudiées dans cette recherche. Dans un cadre historique et fictionnel, les romans postcoloniaux de Chinua Achebe et de V.S. Naipaul inscrivent le postcolonisé fragmenté et aliéné dans des lieux et des milieux différents. La quête identitaire de ce dernier, entre tradition et modernisation, a déclenché son déracinement. En effet, tiraillé entre l’Occident et l’Orient, le postcolonisé, dans les romans de ces deux écrivains, est aliéné géographiquement et culturellement, ce qui explique son instabilité et sa quête identitaire interminable. L’espace dans le roman postcolonial est fragmenté pour aliéner davantage le postcolonisé qui cherche à mettre fin à cette aliénation. La double culture – orientale et occidentale – participe non seulement à la perte d’identité culturelle, mais aussi à celle des personnages. À la rencontre de l’Autre ou de l’Occidental, les personnages achibiens et naipauliens essayent de cacher leur « peau noire » avec un « masque blanc » par le biais du mimétisme de cet Autre. Cette littérature est distinguée par son métissage, son intertextualité ainsi que son aspect linguistique qui font d’elle une littérature dialogique avec la littérature occidentale et notamment la littérature coloniale. Une telle littérature indigène, exprimée dans une langue étrangère, reflète un attachement et un détachement. La non-linéarité joue un rôle important dans cette fiction, vu que les récits sont décomposés et fragmentés tout comme les personnages. C’est ainsi qu’on peut dire que selon des thématiques et des stylistiques divers que ces deux écrivains postcoloniaux ont réussi à présenter au lecteur la fragmentation et l’aliénation du postcolonisé dans son milieu et son ère. / Fragmentation and alienation: recurring themes in the postcolonial literature, are represented by the content and the form of the studied literary works in this research. Within a historical and fictional setting, the novels of Chinua Achebe and V.S. Naipaul set the fragmented and alienated postcolonial figures in different places and surroundings. The quest for identity of these postcolonial figures, between tradition and modernization, has caused their uprooting. In fact, in the novels of these two writers, the postcolonial figures, who are torn between the Occident and the Orient, are geographically and culturally alienated. Hence, they are unstable and are in a never-ending quest. The setting in the postcolonial novel is itself fragmented so that it alienates more the postcolonial figures who try to make an end to this alienation. The double culture – oriental and occidental – does not only participate in losing the cultural identity, but also in losing the figures’ ones. While meeting the Other or the Occidental, the characters of Achebe and Naipaul try to hide their « black skin » under a « white mask » through the mimicry of this Other. This literature stands out by its hybridization, its intertextuality, as well as its linguistic aspect, which has turned into a dialogic literature, in a discourse with the occidental literature and notably the colonial one. Such an indigenous literature, revealed in a foreign language, shows an attachment and a detachment. The non-linearity plays an important role in this fiction, given that the tales are distorted and fragmented like the major characters of these stories. In this way, one can say that through varied thematic and stylistic features these two postcolonial writers have succeeded in presenting to readers the alienation and fragmentation of postcolonial figures within their surroundings and in their era.

The purpose of this study was to explore the nature of changes that take place in surviving HIVpositive spouses’ explanations of themselves in relation to their acquired positive status, and in relation to the role that forgiveness may play, all through Hermans’ theory of dialogical self in the self-identity reconstruction process. The interpretive qualitative paradigm was used, along with a phenomenological research design. Research was carried out in a rural area of Gwanda South Constituency in Zimbabwe. Homogenous purposive sampling was used to select five HIVpositive widows and five HIV-positive widowers. In-depth, semi-structured interviews were used and thematic, narrative and interpretive phenomenological analyses were employed to analyse the data. The results showed that the surviving HIV-positive spouses faced a plethora of challenges following the deaths of their partners. Identified key relations to the reconstruction of a new self were found to be: a good knowledge of HIV; being at peace with the past self; forgiveness of self; and reconciliation with what has happened. These were found to be good ingredients for quick recovery and self-identity reconstruction. Significant others play an important role in self-identity reconstruction as they offer an environment that is supportive of HIV disclosure, thereby reducing the occurrence of stigma and discrimination. The study recommends that HIV activists and all education systems that are involved in the HIV campaigns in Gwanda South Constituency incorporate teachings about and awareness of forgiveness, reconciliation, stigma and discrimination at all levels of their education efforts and campaigns. / Psychology / D. Litt. et Phil. (Psychology)

Is it possible to describe questing for truth as a fundamental moral claim? If so, in what meaning than? The goal of the submitted work is to find the answer to these questions. As the starting point of reflections serves a characteristic of a man as a person in spirit of dialogical personalism. This correspond with personal project conception of moral truth. That is put in connection with the life story of Jesus of Nazareth as a true man. With the assistence of the terms "conscience" and "liberty" is the final conception of moral truth set in a wider purview of ethical reflections and consequently confrontated with teaching of encyclical "Veritas splendor".

Syftet med denna studie är att belysa högläsningens förekomst hemma hos förskolebarn i åldern 1–3 år, varav deras förskola är en del i ett bokprojekt. Bokprojektet är en satsning från Region Värmland, där bibliotek, Barnavårdscentralen och förskolor samverkar för att öka högläsningen i de yngre barnens hem. Forskning tyder på att tidiga läsinsatser i barns liv gynnar den språkliga utvecklingen (Taube, 1993). Men på svenska förskolor förekommer högläsningen i varierad grad menar (Dahlström m.fl., 2023). Således kan vårdnadshavares insatser med högläsningen i hemmen uppfattas inneha en väsentlig roll för de yngre barnens möjligheter till språkutveckling.  Denna studie har utformats genom en kvantitativ metod med kvalitativa inslag. Studien intar en deduktiv ansats då den har sin utgångspunkt i den sociokulturella teorin. Teorin och teoretiska begrepp används i analysarbetet av studiens resultat, vilket skapar en förståelse av det som har undersökts (Larsen, 2018). För att samla in data har kvantitativ metod med kvalitativa inslag använts i undersökningen. Data har samlats in via en elektronisk enkät och lämnades ut på 13 olika förskoleavdelningar i en mellanstor kommun i Värmland. Enkäten besvarades av vårdnadshavarna, för att undersöka deras upplevelser om högläsningen och dess förekomst i hemmen.  Då antalet respondenter som deltog i denna undersökning var 20, bör denna studies resultat inte ses som statistiskt representativ. Resultatet i denna studie kan endast bidra med en insikt i att högläsningen kan se väldigt olika ut, och sker i stor variation i hemmen. Resultatet visar även att det kan finnas ett eventuellt samband mellan förskolornas utdelning av information till vårdnadshavarna om högläsning, och att högläsningen förekommer till större grad i de hemmen. / The purpose of this study is to shed light on the occurrence of reading aloud at home with preschool children aged 1–3 years, of which their preschool is part of a book project. The book project is an initiative from Region Värmland, where libraries, the Child Welfare Center (Barnavårdscentralen) and preschools work together to increase reading aloud in the younger children's homes. Research indicates that early reading interventions in children's lives favor language development (Taube, 1993). But in Swedish preschools, reading aloud occurs to varying degrees (Dahlström et al., 2023). Thus, the custodians of the children’s efforts with reading aloud in the home can be perceived as having an essential role for the younger children's opportunities for language development. This study has been designed through a quantitative method with qualitative elements. The study takes a deductive approach as it has its starting point in the socio-cultural theory. The theory and theoretical concepts are used in the analysis work of the study's results, which creates an understanding of what has been investigated (Larsen, 2018). To collect data, a quantitative method with qualitative elements has been used in the survey. Data has been collected via an electronic survey and handed out at 13 different preschool departments in a medium-sized municipality in Värmland. The questionnaire was answered by the custodians of the children, to investigate their experiences of reading aloud and its occurrence in the homes. As the number of respondents who participated in this survey was 20, the results of this study should not be considered statistically representative. The results of this study can only contribute with an insight into the fact that reading aloud can look very different and takes place in great variation in the children’s homes. The results also show that there may be a possible connection between the preschools' distribution of information to the custodians of the children about reading aloud, and that reading aloud occurs to a greater extent in those homes.