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M.Ed. (Educational Management) / Please refer to full text to view abstract

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2757.

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-03Bitstream added on 2014-06-13T20:12:33Z : No. of bitstreams: 1 junta_vs_me_rcla.pdf: 704265 bytes, checksum: 5fed8e4956cbef495a0cf483aa14d813 (MD5) / Esta pesquisa analisa os trabalhos apresentados nos I, II e III Encontros de Pesquisa em Educação Ambiental (EPEA). Tem como corpus documental final 61 trabalhos, definidos através de uma amostragem aleatória estratificada a partir das edições dos eventos. Seus objetivos são: a investigação do entendimento dado à dimensão política da educação ambiental nos trabalhos dos EPEAS; a caracterização das concepções de educação ambiental presentes nesses trabalhos; e a identificação das abordagens políticas dessas concepções de EA. Parte do entendimento da questão ambiental como questão política, portanto, alicerçada no solo social, caracterizando-se como problemática histórica que remete ao coletivo e a forma de se viver em sociedade, compreendendo uma “solução” coletiva e exigente de uma transformação social que se baseie nos princípios de justiça social e de sustentabilidade social e ambiental. Nesta pesquisa, é pressuposto, ainda, que a educação ambiental enquanto educação possui inerentemente uma dimensão política, tratando-se de prática social intencional que participa do processo de formação humana. A educação imprime significados no modo como a sociedade se organiza em sua relação com a natureza, se estabelecendo de modo a conservar ou transformar as características dos sistemas sociais, se considerarmos termos binários. As análises aqui empreendidas foram concretizadas através das categorias: concepção emancipatória de educação, concepção transformadora da relação sociedadenatureza, concepção conservadora de educação e concepção conservadora da relação sociedade-natureza. A maior parte dos trabalhos dos EPEAs (64%) foi compreendida no universo das abordagens emancipatória e transformadora, que se caracterizam por: compreender os conflitos presentes na questão ambiental; delimitar a insustentabilidade... / This inquiry analyses the works presented in I, II and III the Environmental Education Research Meetings (EPEA). There have how corpus documentary end 61 works defined through a random sampling become entrenched from the publications of the events. His objectives are: the investigation of the understanding given to the political dimension of the environmental education in the works of the EPEAS; the characterization of the present conceptions of environmental education in these works; and the identification of the political approaches of these conceptions of EE. Part of the understanding of the environmental question like political question, so, based in the social ground, being characterized like historical problematics that it sends to the vehicle and the form of living in society, understanding a collective and demanding solution of a social transformation that should be based on the beginnings of social justice and of sustainability socially and environmentally. In this inquiry, it is presupposed, still, that the environmental education while education has a political dimension, treating social intentional practice that participates of the process of human formation. The education prints meanings in the way like the society gets organized in his relation with the nature, establishing in way conservative or transforming the characteristics of the social systems, to be considered binary terms. The analyses here undertaken were made real through the categories: conceptions emacypatory of education, conception transforming of the relation society-nature, conservative conception of education and conservative conception of the relation society-nature. Most of the works of the EPEAs (64%) were understood in the universe of the approaches emancypatory and transforming, what are characterized for: to understand the present conflicts... (Complete abstract click electronic access below)

<p> This study examined interpersonal relationships among youth from different ethnic communities. The purpose of this study was to examine interpersonal relationships among youth from different ethnic communities in Kenya, especially the vulnerable population of individuals with disabilities, and the ways interpersonal relationships between youth from different ethnic communities change as a result of ethnic conflict. This study utilized survey methodology to gain a better understanding of interpersonal relationships between youth from different ethnic communities and individuals with disabilities. The sample of the survey comprised 42 participants between the ages of 18 and 35 who were in Kenya during the postelection conflict of 2007 and 2008. This study found that some participants experienced strain in their friendships with individuals from different ethnic communities, particularly those that were fighting against one another. Both participation in and harmful action against individuals with disabilities were also reported. However, the experience of youth with disabilities was not dissimilar to that of their nondisabled peers. This study has the capacity to lead to additional studies with a larger sample size within and outside of Kenya, and to break apart key findings into individual studies.</p><p>

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以香港培僑中學為硏究對象 / 論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 147-157 / 林嘉嘉. / Chapter 第一章 --- 硏究問題簡介 --- p.1 / Chapter 第一節 --- 前言 --- p.1 / Chapter 第二節 --- 概念界定 --- p.4 / Chapter 第三節 --- 研究問題 --- p.10 / 註釋 --- p.11 / Chapter 第二章 --- 文獻評´述´ؤؤ硏究的理論 --- p.15 / Chapter 第一節 --- 殖民地教育 --- p.15 / Chapter 第二節 --- BLAU的交換理論 --- p.19 / Chapter 第三節 --- ARCHER及VAUGHAN的「支´配´ؤؤ 抗爭」理論 --- p.20 / Chapter 第四節 --- 香港戰後的發展 --- p.22 / 註釋 --- p.26 / Chapter 第三章 --- 研究方´法´ؤؤ研究問題的評述 --- p.28 / Chapter 第一節 --- 硏究意義 --- p.28 / Chapter 第二節 --- 研究範圍 --- p.28 / Chapter 第三節 --- 研究方法及步驟 --- p.30 / Chapter 第四節 --- 研究限制 --- p.34 / 註釋 --- p.36 / Chapter 第四章 --- 培僑創辦與發展的背景（1946-1966) --- p.37 / Chapter 第一節 --- 中國大陸的政治與教育概況 --- p.37 / Chapter 第二節 --- 中英關係概況 --- p.40 / Chapter 第三節 --- 香港教育概況 --- p.43 / 註釋 --- p.47 / Chapter 第五章 --- 培僑中學的教育方針及運作 --- p.50 / Chapter 第一節 --- 1946-1949 --- p.51 / Chapter 第二節 --- 1949-1958 --- p.56 / Chapter 第三節 --- 1958-1966 --- p.66 / 註釋 --- p.79 / Chapter 第六章 --- 「支配」與「抗拒」的權力關係 --- p.85 / Chapter 第一節 --- 權力主體 --- p.85 / Chapter 第二節 --- 社會交換中之權力運作 --- p.89 / Chapter 第三節 --- 「支配」與「抗拒」 --- p.113 / 註釋 --- p.118 / Chapter 第七章 --- 總結 --- p.125 / Chapter 第一節 --- 培僑在中、港政治影響力衝搫 下的回應 --- p.125 / Chapter 第二節 --- 培僑中學的特色 --- p.126 / Chapter 第三節 --- 培僑中學的生存條件 --- p.128 / Chapter 第四節 --- 政治與教育之相互作用 --- p.129 / Chapter 第五節 --- 本研究的獨特之處 --- p.130 / Chapter 第六節 --- 有待進一步探討的問題 --- p.132 / 註釋 --- p.133 / 後記 --- p.134 / 註釋 --- p.138 / 附錄 --- p.139 / 參考書目 --- p.147

Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.