AFRIKAANS: Die navorsing is gedoen vanuit 'n postfundamentalistiese narratiewe prakties- teologiese benadering. Die fokus van die studie was tweeledig. Die eerste was om na die stories van 'n groep meisies, wat hulself as homoseksueel gesien het en daarom gemarginaliseer is, te luister. Die tweede deel was dat deur die proses daar intervensie sou wees wat aan die meisies die kennis en die mag sou gee om hulle verhale op so 'n manier oor te vertel dat hulle die hoofrolle van hulle eie lewensdramas sal word en nie net karakters of ekstras op die verhoog van die lewe sou wees nie. Verhale van nood moet dus verruil word vir verhale van hoop. Om die verhale van die meisies beter te verstaan is daar van 'n groep interdissiplinêre helpers gebruik gemaak. Die meisies se verhale is verder ook sosiaal-konstruksionisties benader. Die meisies se verstaan van hulle konteks, die kerk, hulle vriende, homoseksualiteit, God, kerkleiers en hulle inskakeling by die kerk en hulle identiteit is ondersoek en saam met die groep gedekonstrueer. Die navorsingsverhaal is dus 'n verhaal waar daar weer opnuut gekyk is na die hantering van tieners, hulle wêreldbeeld en soeke na identiteit en aanvaarding binne 'n wêreld wat hulle nie altyd verstaan nie, en die rol van die geloofsgemeenskap in die proses. ENGLISH: The research was done from a post-foundational, narrative, and practical theological position. The focus of the study had two intentions. The first was to listen to the stories of a group of girls, who saw themselves as homosexual and because of that was marginalised. The second intention was that in the process there would be intervention in their stories. This intervention was supposed to give the girls the necessary knowledge and power to help them to tell their stories. This telling would then place the girls not as extras on the stage of their own lives but as playing the leading roles. Negative stories had thus to be exchanged for stories of hope. To get a better understanding of the stories of the girls, there was made use of an interdisciplinary team of helpers. The stories were also interpreted from a social constructionist point of view. The understanding the girls had of their context, the church, their friends, homosexuality, God, church leaders, their membership of the church and their identity was researched and deconstructed with them in a process. The research story is a story where the handling of teenagers, their world view and their search for identity and acceptance in a world that doesn’t always understand them and their involvement in the church in this process was looked at with fresh eyes. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted

Im naturwissenschaftlichen Unterricht werden Daten z.B. in Erkenntnisgewinnungsprozessen eingesetzt und somit ist hier auch die Evaluation von Daten wichtig. Es können Daten aus erster und zweiter Hand unterschieden werden, wobei die Unterscheidung auf Basis des Autoren und der Beteiligung an der Datenerhebung geschieht. Im Physikunterricht werden Schüler*innen mit Daten aus unterschiedlichen Quellen konfrontiert. Es wird angenommen, dass die Evaluation von Daten durch Schüler*innen als Glaubwürdigkeitsbewertung dieser Daten verstanden werden kann. Ergänzend zur Theorie wurde in einer Studie untersucht, welche Kriterien Schüler*innen bei der Evaluation unterschiedlicher Datensätze verwenden, die sich nur durch den Autor unterschieden. Dafür wurden 17 Interviews mit Schüler*innen durchgeführt (13-16 Jahre). Eine qualitative Inhaltsanalyse führte zu einem Codesystem mit vier Codes und diversen Subcodes. Die Codes bezogen sich auf die Themen Eigenschaften des Experiments, Eigenschaften von Autoren, Eigenschaften der Daten und Prüfen/Abgleichen. Unterschiede in der Verwendung der Kriterien für verschiedene Datentypen, wurden in einer zweiten Studie überprüft. Dazu wurden 42 Interviews mit schüler*innen (14-16 Jahre) durchgeführt. Alle Probanden erzeugten selbstständig physikalische Daten und wählten Hypothesen über den Ausgang des Experiments aus. Im Anschluss wurden sie mit einem von drei verschiedenen Datensätzen konfrontiert: ihren eigenen Daten, den Daten eines anderen Schülers oder Daten eines Lehrers. Das Codesystem war die Grundlage einer quantitativen Inhaltsanalyse dieser Interviews. Diese erlaubte es, Unterschiede zwischen den Versuchsgruppen zu finden. Es ergaben sich keine Unterschiede für das Hypothesenwechselverhalten, die Verwendung von Kriterien für die Glaubwürdigkeitsbewertung oder das Rating der Wichtigkeit der Codes zwischen den Versuchsgruppen. Folgerungen für den Unterricht und die Unterscheidung der Datentypen werden erläutert. / In science education data is used in the process of gaining knowledge and it is therefore important to evaluate the data. First- and second-hand-data can be differentiated, whereby the distinction is based on the authorship and the involvement in the data acquisition. In physics education students are regularly confronted with data from different sources. It is assumed that the evaluation of data by students can be understood as the evaluation of the datas credibility. To complement a theoretical model, an interview study was conducted to find out which criteria for the evaluation of the credibility of data are used by students when evaluating different types of data. 17 students (13-16 years) were interviewed. A qualitative content analysis yielded a systems of four different codes and several subcodes. These codes where representations of statements that dealt with properties of the experiment, properties of the author, properties of the data, and testing and comparing. A second study was conducted to test if there are differences in the use of those criteria when students are confronted with different types of data. 42 Interviews with students (14-16 years) were conducted. All subjects acquired a set of first-hand data in an experiment and where asked to choose between 3 hypotheses about the outcome. Afterwards they were confronted with three different sets of data: their own data, another student's set of data, and a teacher's set of data. The system of codes from the previous study was used as the basis for a quantitative content analyses of these interviews. This analysis made it possible to find differences between the experimental groups. No differences were found for the change of the hypothesis, the use of criteria for the evaluation of credibility or the rating of importance of the codes. Implications for education and the differentiation of types of data are discussed.

Depuis que l'animal humain a conçu un système de technologies pour la pensée abstraite grâce au langage, la guerre contre le monde sauvage est devenu une voie à sens unique vers l'aliénation, la civilisation et la littérature. Le but de ce travail est d'analyser comment les récits civilisationnels donnent une structure à l'expérience par le biais de la ségrégation, de la domestication, de la sélection, et de l'extermination, tandis que les récits sauvages démontrent les possibilités infinies du chaos pour découvrir le monde en toute sa diversité et en lien avec sa communauté de vie. Un des objectifs de cette thèse a été de combler le fossé entre la science et la littérature, et d'examiner l'interdépendance de la fiction et la réalité. Un autre objectif a été de mettre ces récits au cœur d'un dialogue les uns avec les autres, ainsi que de tracer leur expression dans les différentes disciplines et œuvres pour enfants et adultes mais également d’analyser leur manifestations c’est redondant dans la vie réelle. C'est un effort multi-disciplinaires qui se reflète dans la combinaison de méthodes de recherche en anthropologie et en études littéraires. Cette analyse compare et contraste trois livres de fiction pour enfants qui présentent trois différents paradigmes socio-économiques, à savoir, «Winnie-l'Ourson» de Milne qui met en place un monde civilisé monarcho-capitaliste, la trilogie de Nosov sur «les aventures de Neznaika et ses amis» qui présente les défis et les exploits d'une société anarcho-socialiste dans son évolution du primitivisme vers la technologie, et les livres de Moomines de Jansson, qui représentent le chaos, l'anarchie, et l'état sauvage qui contient tout, y compris des épisodes de civilisation. En axant la méthodologie de ma recherche sur la façon dont nous connaissons le monde, j'ai d'abord examiné la construction, la transmission et l'acquisition des connaissances, en particulier à travers la théorie de praxis de Bourdieu et la critique de la civilisation développée dans les études de Zerzan, Ong, et Goody sur les liens entre l'alphabétisation, la dette et l'oppression. Quant à la littérature pour enfants, j'ai choisi trois livres que j’ai connus pendant mon enfance, c'est-à-dire des livres qui sont devenus comme une «langue maternelle» pour moi. En ce sens, ce travail est aussi de «l’anthropologie du champ natif». En outre, j’analyse les prémisses sous-jacentes qui se trouvent non seulement dans les trois livres, mais dans le déroulement des récits de l'état sauvage et de la civilisation dans la vie réelle, des analyses qui paraissent dans cette thèse sous la forme d'extraits d’un journal ethnographique. De même que j’examine la nature de la littérature ainsi que des structures civilisées qui domestiquent le monde au moyen de menaces de mort, je trace aussi la présence de ces récits dans l'expression scientifique (le récit malthusien-darwinien), religieuse, et dans autres expressions culturelles, et réfléchis sur les défis présentés par la théorie anarchiste (Kropotkine) ainsi que par les livres pour enfants écrits du point de vue sauvage, tels que ceux des Moomines. / Ever since the human animal devised a system of technologies for abstract thought through language, the war on wilderness has become a one way path towards alienation, civilisation and literature. In this work, I examine how the civilised narrative orders experience by means of segregation, domestication, breeding, and extermination; whereas, I argue that the stories and narratives of wilderness project chaos and infinite possibilities for experiencing the world through a diverse community of life. One of my goals in conducting this study on children's literature as knowledge, culture and social foundation has been to bridge the gap between science and literature and to examine the interconnectedness of fiction and reality as a two-way road. Another aim has been to engage these narratives in a dialogue with each other as I trace their expression in the various disciplines and books written for both children and adults as well as analyse the manifestation of fictional narratives in real life. This is both an inter- and multi-disciplinary endeavour that is reflected in the combination of research methods drawn from anthropology and literary studies as well as in the content that traces the narratives of order and chaos, or civilisation and wilderness, in children's literature and our world. I have chosen to compare and contrast three fictional children's books that offer three different real-world socio-economic paradigms, namely, A.A. Milne's Winnie-the-Pooh projecting a civilised monarcho-capitalist world, Nikolai Nosov's trilogy on The Adventures of Dunno and Friends as presenting the challenges and feats of an anarcho-socialist society in evolution from primitivism towards technology, and Tove Jansson's Moominbooks depicting chaos, anarchy, and wilderness that contain everything, including encounters with civilisation, but most of all an infinite love for the world. Stemming from the basic question in research methodology on how we know the world, I first examine the construction, transmission, and acquisition of knowledge, particularly through the lens of Bourdieu's theory of praxis, as well as the critique of language and literacy through Zerzan's, Ong's, and Goody's studies on the links between literacy, debt and oppression. Regarding children's literature depicting the three socio-economic paradigms, I chose three books with which I have been familiar since childhood, i.e. in whose narratives I have “native fluency” and, in this sense, this work is also about “anthropology at home”. Moreover, I compared and contrasted the underlying premises not only in the three books, but also with the unfolding narratives of wilderness and civilisation in real life, that I inserted in the form of ethnographic/journal entries throughout the dissertation. As I examine the very nature of literature, culture, and language and the civilised structures that domesticate the world through the threat of death and the expropriation of food, I also trace the presence of these narratives in the scientific (the Malthusian-Darwinian narrative), religious, and other cultural expressions and the challenges provided by anarchist science and theory (Kropotkin) as well as wild children's books such as Jansson's Moomintrolls.

Anotation: The diploma thesis Organic and Organized is divided into two parts. The first part is concerned with the relationship between the singular and the general, possibilities of the knowing the singular and its delineation considering the general - with a special attention being paid to medical discourse. A question will be raised whether we can get to know and describe the organic, which is also necessarily singular, which we can't be approached using general rules and laws. Speaking in even more general terms, we should consider the following: if we accept the singularity of the living organism, we should ask what it means for the science which tries to get to know it. The second task of this thesis is to answer (or at least to attempt to answer) the question, what is it that makes the organism singular and henceforth what is the important factor in the process of getting to know this singular. The thesis relies on a detailed reading of those French philosophers (George Canguilhem, Julien Offray de La Mettrie, Claude Bernard) who dedicate their philosophical work to an analysis of the medical science and at the same time are doctors.

Die Arbeit befasst sich mit Methodenproblemen in der Strategischen Managementforschung. Auf Basis einer Meta-Analyse zum Zusammenhang zwischen Ressourcen im Sinne des Resource-based view und der Performance von Unternehmen werden verschiedene Erklärungen für die zu beobachtende Ergebnisheterogenität in den Primärstudien empirisch gegenübergestellt. Es kann gezeigt werden, dass die Operationalisierung des Konstrukts "organisationale Leistung" den größten Beitrag zur Erklärung der Varianz der Studienergebnisse erbringt. Die Appropriationstheorie liefert einen überzeugenden Erklärungsansatz zum systematischen Zusammenhang zwischen Leistung und Studienergebnissen. / The dissertation thesis contrasts various explanations for heterogeneity in strategic management research findings using meta-analytical techniques. I evaluate research results for a well-known research questions in strategic management research, the relation between performance and resources in the framework of resource-based view, and find that the way how the construct ‘performance’ is being operationalized explains a significant part of the observed heterogeneity in research findings, distinctly more than problems like population selection or the unclear temporal link between dependent and independent variables. Appropriation theory is shown to provide a convincing explanation for the observed outcome.

Depuis que l'animal humain a conçu un système de technologies pour la pensée abstraite grâce au langage, la guerre contre le monde sauvage est devenu une voie à sens unique vers l'aliénation, la civilisation et la littérature. Le but de ce travail est d'analyser comment les récits civilisationnels donnent une structure à l'expérience par le biais de la ségrégation, de la domestication, de la sélection, et de l'extermination, tandis que les récits sauvages démontrent les possibilités infinies du chaos pour découvrir le monde en toute sa diversité et en lien avec sa communauté de vie. Un des objectifs de cette thèse a été de combler le fossé entre la science et la littérature, et d'examiner l'interdépendance de la fiction et la réalité. Un autre objectif a été de mettre ces récits au cœur d'un dialogue les uns avec les autres, ainsi que de tracer leur expression dans les différentes disciplines et œuvres pour enfants et adultes mais également d’analyser leur manifestations c’est redondant dans la vie réelle. C'est un effort multi-disciplinaires qui se reflète dans la combinaison de méthodes de recherche en anthropologie et en études littéraires. Cette analyse compare et contraste trois livres de fiction pour enfants qui présentent trois différents paradigmes socio-économiques, à savoir, «Winnie-l'Ourson» de Milne qui met en place un monde civilisé monarcho-capitaliste, la trilogie de Nosov sur «les aventures de Neznaika et ses amis» qui présente les défis et les exploits d'une société anarcho-socialiste dans son évolution du primitivisme vers la technologie, et les livres de Moomines de Jansson, qui représentent le chaos, l'anarchie, et l'état sauvage qui contient tout, y compris des épisodes de civilisation. En axant la méthodologie de ma recherche sur la façon dont nous connaissons le monde, j'ai d'abord examiné la construction, la transmission et l'acquisition des connaissances, en particulier à travers la théorie de praxis de Bourdieu et la critique de la civilisation développée dans les études de Zerzan, Ong, et Goody sur les liens entre l'alphabétisation, la dette et l'oppression. Quant à la littérature pour enfants, j'ai choisi trois livres que j’ai connus pendant mon enfance, c'est-à-dire des livres qui sont devenus comme une «langue maternelle» pour moi. En ce sens, ce travail est aussi de «l’anthropologie du champ natif». En outre, j’analyse les prémisses sous-jacentes qui se trouvent non seulement dans les trois livres, mais dans le déroulement des récits de l'état sauvage et de la civilisation dans la vie réelle, des analyses qui paraissent dans cette thèse sous la forme d'extraits d’un journal ethnographique. De même que j’examine la nature de la littérature ainsi que des structures civilisées qui domestiquent le monde au moyen de menaces de mort, je trace aussi la présence de ces récits dans l'expression scientifique (le récit malthusien-darwinien), religieuse, et dans autres expressions culturelles, et réfléchis sur les défis présentés par la théorie anarchiste (Kropotkine) ainsi que par les livres pour enfants écrits du point de vue sauvage, tels que ceux des Moomines. / Ever since the human animal devised a system of technologies for abstract thought through language, the war on wilderness has become a one way path towards alienation, civilisation and literature. In this work, I examine how the civilised narrative orders experience by means of segregation, domestication, breeding, and extermination; whereas, I argue that the stories and narratives of wilderness project chaos and infinite possibilities for experiencing the world through a diverse community of life. One of my goals in conducting this study on children's literature as knowledge, culture and social foundation has been to bridge the gap between science and literature and to examine the interconnectedness of fiction and reality as a two-way road. Another aim has been to engage these narratives in a dialogue with each other as I trace their expression in the various disciplines and books written for both children and adults as well as analyse the manifestation of fictional narratives in real life. This is both an inter- and multi-disciplinary endeavour that is reflected in the combination of research methods drawn from anthropology and literary studies as well as in the content that traces the narratives of order and chaos, or civilisation and wilderness, in children's literature and our world. I have chosen to compare and contrast three fictional children's books that offer three different real-world socio-economic paradigms, namely, A.A. Milne's Winnie-the-Pooh projecting a civilised monarcho-capitalist world, Nikolai Nosov's trilogy on The Adventures of Dunno and Friends as presenting the challenges and feats of an anarcho-socialist society in evolution from primitivism towards technology, and Tove Jansson's Moominbooks depicting chaos, anarchy, and wilderness that contain everything, including encounters with civilisation, but most of all an infinite love for the world. Stemming from the basic question in research methodology on how we know the world, I first examine the construction, transmission, and acquisition of knowledge, particularly through the lens of Bourdieu's theory of praxis, as well as the critique of language and literacy through Zerzan's, Ong's, and Goody's studies on the links between literacy, debt and oppression. Regarding children's literature depicting the three socio-economic paradigms, I chose three books with which I have been familiar since childhood, i.e. in whose narratives I have “native fluency” and, in this sense, this work is also about “anthropology at home”. Moreover, I compared and contrasted the underlying premises not only in the three books, but also with the unfolding narratives of wilderness and civilisation in real life, that I inserted in the form of ethnographic/journal entries throughout the dissertation. As I examine the very nature of literature, culture, and language and the civilised structures that domesticate the world through the threat of death and the expropriation of food, I also trace the presence of these narratives in the scientific (the Malthusian-Darwinian narrative), religious, and other cultural expressions and the challenges provided by anarchist science and theory (Kropotkin) as well as wild children's books such as Jansson's Moomintrolls.

Logical pluralism from historical perspective - Abstract The plurality of logics is understood as a challenge to seek a deeper understanding of the na- ture and import of logic. Two basic approaches to demarcation of logic are considered, the model-theoretic and the proof-theoretic one. Investigation of the history which led to these two appraoches identifies the postion of logic in Kant's epistemology as crucial for the devel- opment. An analogical development from Kant's conception of geometry to the plurality of geometric theories leads to a holistic view both of geometry and of logic. It furthermore proves essential to understand the pragmatic import of logic. Given the problems tied to the attempts to demarcate logic, inferentialism and logical expressivism are arrived at as jointly provid- ing the most appropriate account. These approaches are developed into a conception which stresses, in line with the historical perspective of the work, the ability of logic to develop.

Many epistemic attitudes including belief and knowledge have already been examined to determine the extent to which they can be attributed to collectives. The epistemological literature on explanatory understanding and objectual understanding, on the other hand, has focused almost exclusively on individual subjects. However, there are many situations that can be described by sentences of the form “We understand P”, “We understand why p”, “Group G understands P”, or “G understands why p”. As I shall show, these situations can be classified into five categories: distributive, common, joint, deferential, and cooperative understanding. Based on a definitional scheme, according to which the general concept of understanding has a cognitive component, a factivity component, and an epistemic-pro-attitude component, this paper aims to analyse these five types.

Navorsing oor veranderende konsepte van God toon aan dat die oorsprong van ateïsme na die skolastici van die laat-middeleeue teruggevoer kan word. Hierdie ondersoek poog om die verhouding tussen Johannes Duns Scotus se eenduidige konseptualisering van God en die verwerping van God deur moderne ateïste aan te toon. Die verandering van Thomas Aquinas se analogiese teologie na Johannes Duns Scotus se eenduidige ontologiese konseptualisering van God het `n groot invloed op nominalistiese teologie en die moderne realiteitsverstaan gehad. Nominaliste soos William van Occam het hierdie eenduidige konsep van God later kombineer en verder ontwikkel met die gevolg dat God later nie meer ontologiese voorkeur geniet het nie. Waar Aquinas die klem op God se transendensie gelê het, was daar ‘n toenemende neiging om God al hoe meer immanent te verstaan. ʼn God wat op dieselfde wyse as die mens bestaan, word dus ʼn “wese”, ʼn “getemde God”. Scotus en latere nominaliste het God se kwantitatiewe andersheid bo sy kwalitatiewe andersheid beklemtoon. Binne `n akademiese ruimte waarin die waarheid van die Christelike geloof en die outoriteit van die Rooms Katolieke Kerk nie bevraagteken is nie, was die invloed van hierdie teologiese veranderinge klein. Die Reformasie het dit egter verander, en alhoewel dit nie die bedoeling was nie, was die gevolg dat hierdie eenduidige konseptualisering van God deel van moderne teïsme geword het. Duns Scotus se invloed was so groot dat daar ook na hom as die stigter van moderniteit verwys kan word. Na die Reformasie het Descartes se cogito ergo sum daartoe gelei dat die rede alleen as bron van betekenis gegeld het. Hierdie ontwikkeling het voorkeur aan epistemologie bo ontologie gegee. Binne hierdie moderne realiteitsverstaan is daar nie plek vir ʼn eenduidige konseptualisering van God nie. Omdat ateïste juis hierdie konsep van God verwerp, is daar waarde in die bestudering van ateïsme. Sleutelwoorde: ateïsme, Thomas Aquinas, Johannes Duns Scotus, William van Occam, analogie van syn, eenduidige syn, Descartes, die Reformasie, Amos Funkenstein, Gavin Hyman, Brad Gregory, epistemologie, ontologie, skolastici, nominalisme, moderniteit, moderne teïsme. / Dissertation (MTh)--University of Pretoria, 2017. / Dogmatics and Christian Ethics / MTh / Unrestricted

AFRIKAANS: In hierdie studie word daar na die narratiewe van Suid-Afrikaans gebore immigrante, wat hulself in Brisbane, Australië, gevestig het, geluister. Die plaaslike konteks word in die gereformeerde gemeente van Mansfield gevind en die ontwikkeling van diensbare leierskap word beskryf as deel van die kultuur van die gemeente wat fokus op die nood van immigrante. Die navorsing vind plaas vanuit ‘n epistemologie wat uit ‘n narratiewe benadering vloei. Die post-fundamentele teologiese posisionering inkorporeer die sosiale konstruksionisme, met die doel om ‘n dieper verstaan van die narratiewe navorsing te bewerkstellig. Die praxis word as die beginpunt van navorsing in hierdie post-fundamentele prakties-teologiese studie gesien. Die gevolg is dat eerstehandse kennis opgedoen en geïnterpreteer word deurdat die verhale van mede-navorsers aangehoor en beskryf word. Die plaaslike geloofsgemeenskap in Mansfield bied in-kontekstuele ervaringe wat deur die mede-navorsers vertel word en wat deur die tradisies van interpretasie beïnvloed word. Hierdie ervaringe word deur die aanstelling van respondente vanuit verskillende vakgebiede verder geïnterpreteer en betekenis word aan die verhale gegee in ‘n inter-dissiplinêre gesprek. Die inter-dissiplinêre gesprek word vanuit die teorie van transversale rasionaliteit gestimuleer en ‘n relevante literatuurstudie komplementeer die navorsingsproses en word in die studie geïntegreer. Aan die einde van die navorsingsproses word alternatiewe interpretasies en voorstelle gemaak wat dui op die konteks groter as net die plaaslike. Die navorsingsproses word dus ontwikkel vanuit ‘n post-fundamentele teologiese posionering met die doel om die narratiewe van immigrante aan die orde te stel. Hierdie narratiewe word geïnterpreteer en ‘n dieper verstaan word ontwikkel deurdat sekere diskoerse geïdentifiseer word deur ‘n proses van dekonstruksie. Kritiese vrae word gevra en die spesifieke temas vanuit die verhale word bespreek met die doel om die werklikheid van immigrasie te beskryf soos wat die mede-navorsers dit beleef. Die taalkwessie en hoe taal aangewend word om betekenis aan verhale te gee word bespreek. Die eie interpretasies van mede-navorsers word in opvolggesprekke getoets en die verhale word hierdeur toegelaat om te ontwikkel. Die geloofstaal en die taal van die twyfel van immigrante word aangehoor ten einde hulle belewenisse van die teenwoordigheid van God in hulle lewens tydens immigrasie te verstaan. Die ontwikkeling van Diensbare Leierskap word as ‘n natuurlike uitvloeisel van die immigrasieproses bespreek. Die immigrante beleef die diensbaarheid van die leiers in die gemeente van Mansfield positief. Hierdie studie vertel die verhale van immigrante wat deur die diensbaarheid van ander, self ook die kultuur van diensbaarheid aanneem en deelneem aan omgee-aksies om ander immigrante te bedien. Die literatuur oor diensbare leierskap wys self-leierskap, leierskap in spanverband, leierskapontwikkeling en strategiese leierskap uit as kritiese areas in die ontwikkeling van diensbare leierskap. Die gevolgtrekking op hierdie studie is dat diensbare leierskap as ‘n integrale deel van gelowige immigrasie verstaan word en dat dit intensioneel deel vorm van die leierskapkultuur in ‘n immigrant-vriendelike gemeente. Die voorstel wat hieruit voortvloei is dat verskillende gemeentes en kerkverbande kan baat by die aanwending van diensbare leierskap binne die konteks van immigrasie. ENGLISH: In this study narratives of immigration are listened to and described from the local context of the Christian Reformed Church, Mansfield in Brisbane, Australia. The development of servant leadership is described as part of the culture of the congregation. The congregation focuses on the needs of immigrants as an immigrant-friendly church. The research approach in this study flows from an epistemology based on a narrative theory. The post foundational approach incorporates social constructionism as part of the process in exploring a deeper meaning of the stories told by immigrants. Within this framework of post foundational practical theology, the praxis is the starting point of research. This consists of local knowledge, described and interpreted by the co-researchers and informed by traditions of interpretation. The experiences of co-researchers are interpreted on a second level with the appointment of four interdisciplinary respondents. The respondents take part in an interdisciplinary conversation and they each contribute from their field of experience. This is done by using transversal rationality and the in-context experiences are thickened through interdisciplinary investigation. Furthermore, a study of relevant literature is introduced and added to the conversation. At the end of the research process some suggestions and alternative interpretations that point beyond the local context, are made. The research process is therefore developed from a post foundational theological positioning with the aim of describing immigration narratives and interpreting these narratives in order to facilitate a deeper knowledge and insight into the immigration process. Different discourses will be explored by asking critical questions and using a process of deconstruction. The in-context experiences of co-researchers are the primary narrative and their interpretations of experiences will be studied. The language of co-researchers and how they use language will be discussed. Their own interpretations will be used as discussion points in follow up conversations and their narratives will therefore be allowed into a process of growth. Their language, pointing to their experience of the presence of God as well as their language of doubt in the process of immigration will be listened to. Servant leadership will be discussed as an integral part of immigration for believers. The stories of the co-researchers reveal servant leadership in many different forms as part of the culture of the congregation in Mansfield. The narratives show the co-researchers becoming part of the ministry of servant leaders in the congregation. Co-researchers experience the influence of the servant leadership of others in their lives and tell stories of how their needs as immigrants are met by the servant leaders in the congregation. The literature on servant leadership points to self leadership, team leadership, leadership development and strategic leadership as relevant themes to be explored. The conclusion of this study shows servant leadership as an integral part of immigration and that an intentional focus on a culture of servanthood will benefit an immigration friendly congregation. The proposal following from this study is to engage other congregations and churches in a conversation on the effect of servant leadership within the context of immigration. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted