Thesis (Ph. D.)-University of Queensland, 1999. / Title from PDF t.p. (viewed Nov. 13, 2009). Includes bibliographical references and index.

Drawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the program in terms of the ongoing historical disparities between the education of Chicanos and Anglo Americans in Tucson, diverse stakeholders’ perspectives on equality and inequality in the decision making, and the response of stakeholders who supported the program to the attempts to dismantle it. The theoretical framework of this study intersects Critical Race Theory and its corollary Latino Critical Theory, Critical Multicultural Pedagogy that centers Critical Pedagogy and Historical Discourse Analysis that focuses attention to the use of power in educational decision making. The interview data from nine study participants who were closely affiliated with the MAS program and selected historical documents and archival data were analyzed to uncover Anglo and Chicano perspectives on education for Mexican Americans in Tucson. The analysis revealed that the differences between Chicano and Anglo perspectives on equity and the role of education in facilitating equality for Chicanos laid the groundwork for the conceptualization of the MAS program by its supporters, and the rationale for its banning by its opponents. The interview data revealed that all participants contextualized their work in the MAS within the history of struggle for Chicano education, they represented a cohesive “Dream Team” committed to implementing a program grounded in critical and culturally relevant pedagogies, and that initial marginalization provided them the space for unimpeded development of the program. Participants’ responses further revealed evidence of the deep psychological toll, intellectual energy demands, and civic engagement required of MAS supporters in the face of this particular episode in the ongoing history of the struggle for Chicano educational equity. The implications for critical multicultural education programs operating within culturally hegemonic policy and social contexts are examined. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Dissertation submined in fulfilment of the requirements for the degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1998. / The aims of this investigation were: * To pursue a study of relevant literature of the life-world of the black child in the ex-Model *C schools. * In the light of the findings obtained from the literature study formulate recommendations which could serve as guidelines according to which accountable support can be instituted in order to meet the needs of the black learner in "ex-Model *C* schools" who may be experiencing educational distress. As an introduction the nature and dynamics of the black child in ex-Model 'C schools are analyzed and discussed with an aim to state the problem clearly. From a psychopedagogical perspective the black child in ex-Model 'C schools often experience educational distress mainly due to the fact that the black learner has been perpetually subjected to educational neglect. Black learners during the apartheid era developed psychological and emotional problems which manifested in dysfunctional relationships with themselves, educators and educational authorities. The typical black child during the apartheid period was characterised by, inter aliay a sense of inadequacy, inferiority, hatred, envy, jealousy and racial prejudices. The educational products of apartheid education in many black communities, were unemployed, frustrated and highly politicised militant adolescents, who stumble though life with a feeling of insecurity, a lack of self-confidence and opposed to any form of authority. They have a a sense of impending failure, which encourages black learners to wander aimlessly along the road of violence, alcohol and substance abuse as wel! as sexual promiscuity. Education as a true human activity which finds its actualization in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the black learner in ex-Model 'C schools finds himself in a situation of dysfunctional education mainly because his live-experiencing of education in ex-Model *C schools is often without adequate assistance and guidance of a responsible parent, or adult. This results in the psychic life of the black learner in ex-Model 'C schools being under-actualised. The inadequate adult intervention and guidance, which are based on the pedagogical principles of love, trust, understanding and authority, result in the black learner forming relationships within his life-world which are inadequate for his emancipation. Thus, the black learner, more often than not, fails to constitute a meaningful life-world in ex-Model *C* schools. At present, only a few supporting services exist in ex-Model 'C* schools, unfortunately these support services are not compatible or commensurate with the needs of historically, economically and environmentally deprived black learners. Support services which endeavour to rehabilitate family relations, eliminate hindrances to successful learning and supervises those who are offered assistance, are desperately needed. The fact that the black learner is a "child" that should be assisted by parents and the school in his transition process of becoming, is at present not given enough attention in ex-Model 'C* schools. There is a lack of the suitably qualified personnel and funds to offer the needed support by the existing support services. The findings of this research hence recommends the following: * School preparedness of the ex-Model TC school to accommodate all races. * Academic support for black learners at ex-Model *C* schools. * Compulsory guidance and counselling for all black learners at ex-Model X' schools. Establishment of school clinics to assist the black learner in particular. Guidance and involvement programmes at ex-Model 'C schools for black parents. Adequate pre-service and in-service preparation of teachers for ex-Model 'C schools for multi-racial education. Further research into this aspect of multi-cultural education.

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Zhang, Xiaoyu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 46-47). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

雷万鹏. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 184-199). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lei Wanpeng. / Zhong Ying wen zhai yao. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 184-199).

The purpose of this inquiry was to conduct a comparative analysis of the legislative action taken by the government of each Canadian province and territory, as of December 31, 1992, with respect to the provision of equal educational opportunity for students with disabilities. The methodology consisted of a form of qualitative content analysis of the relevant legislative action, validated by provincial representatives, complemented by a study of relevant case-law. The analytical framework comprised 60 items grouped around five types of rights: non-discrimination, access, identification/placement, service delivery and parental participation. Overall, four jurisdictions, the Yukon, followed by Ontario, Quebec and Saskatchewan, were found to provide for a significant level of rights. Newfoundland, Prince Edward Island, Nova Scotia and the Northwest Territories were found to provide for the lowest level of overall rights. Equality rights and access received the highest ratings across all jurisdictions, while parental participation, service delivery and identification/placement were rated lowest. Extensive references and key extracts from all legislation analyzed are included.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 181-196).

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