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The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.

The development of educational policies in colonial Ceylon has hitherto been examined from the perspective of either the government or missionary agencies. The role of the indigenous elite in this process has not received the attention it deserves, but merely treated as a peripheral theme. This thesis attempts to redress the imbalance by focusing on the interaction between elite initiatives and the growth of cultural nationalism as key factors in the formulation of educational policy. The many dimensions of the elite's concern with educational policy are explored. The nature of their involvement and their contribution over time are the central themes of the present study. Newspapers, contemporary journals, various school magazines, the writings of the elite themselves and transcripts of debates in the Legislative and State Councils provide an insight into the public and private opinion of the English educated Ceylonese. Chapter one sketches the social background of colonial Ceylon. It describes the plural composition of the population and highlights the importance of language and religion as components of plurality. It also identifies the economic and educational opportunities through which elite status could be acquired. The form and content of education are similarly discussed. Chapter two describes the formulation of government policy and the early contributions of the indigenous leaders. Particular attention is paid to two issues - language and the administration of schools - which emerged as problems crucial to Ceylon's educational structure under colonial rule. Chapter three traces the organizational and individual responses of the upper strata in local society to education as shaped by growing cultural nationalism. The issues of language and religion now assumed a greater degree of political significance. New techniques of opposition, including the establishment of schools and cultural associations on Buddhist, Hindu and Muslim denominational lines, are analyzed in this chapter. In chapter four the repercussions of universal franchise in the educational field are assessed. The increasing political and social aspirations of the masses became the catalyst for action on the part of the leaders, as did the ethnic and caste antagonisms that had surfaced as potentially powerful factors. In chapter five, further political developments that induced the leadership to take a bold step forward - the construction of a free and egalitarian system of education - are examined. How elite competition emerged as a determinant of policy implementation is also discussed. This thesis concludes that while knowledge of English remained the sine qua non for the acquisition and preservation of status, the response of the privileged social group to educational problems in the face of increasing political challenges was to ensure that the availability to the masses of an education, albeit a vernacular education remained secure.

In recent decades considerable progress has been made in elucidating the assumptions and the dynamics of Muscovite court politics, and further scrutiny is attempted in this enquiry into the ruling oligarchy of 1547-1564. Chapters 1 to 3 are devoted to groundwork. In Chapter 1 an introduction to the ruling oligarchy is provided against the background of Muscovy's contemporary government and population. The goal of territorial aggrandisement pursued by Muscovite rulers from Ivan HI favoured "rationalisation" of the central government and reforms of the army's discipline and technology; moreover, the wars of conquest left untouched no element of the population. Tsar Ivan and his exercise of authority were especially strongly affected: the precedents established by earlier rulers encouraged him to consider Muscovy his private votchina. but such an attitude became increasingly anachronistic as the realms expanded and the tasks of governing it grew too complex for any one man. During the Oprichnina he attempted to resolve this contradiction by ruling autocratically; autocratic rule and those circumstances favouring it by 1564 are the dissertation's main theme. Even before 1564 Ivan IV was the central actor in Muscovite politics, and criteria are advanced whereby advisers close enough to qualify for the ruling oligarchy are identified. The mid-sixteenth century, as a prelude to autocracy, was a critical moment in Muscovite politics; the rich and varied historiography is surveyed in Chapter 2. The sources - their authors, dates, and value as historical evidence - are critically assessed in Chapter 3. Chapter 4 to 7 comprise the heart of the dissertation. In Chapters 4 to 6 an attempt is made to identify members of the ruling oligarchy of 1546-1564; their political behaviour and where feasible, their political attitudes are explored. In Chapter 7 the attitudes individual members maintained towards particular reforms envisaged at mid-century are explored. The dissertation's main conclusions are systematically expounded in Chapter 8, and as appropriate, their broader implications for Russian and European history are brought out.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Dwight Boyd.

Thesis (Ph. D.)--Universität, Hamburg, 2007. / Maps on lining papers. Includes bibliographical references and index.

Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p. 157-166). Also available in electronic format on the Internet.

Thesis (doctoral)--Universität Hamburg, 1999. / Includes bibliographical references (p. [283]-296).

Thesis (doctoral)--Universität, Bielefeld, 2004. / Includes bibliographical references (p. [453]-487) and indexes.