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Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

[pt] Esta dissertação procura analisar as diferentes abordagens à proteção de civis (PoC, da sigla em inglês) mobilizadas por agentes policiais/militares e humanitários em situações de conflito armado e emergências humanitárias onde há presença de operações de paz das Nações Unidas. Inspirada pelas estratégias de análise de discurso pós-estrutural, a dissertação se concentra nos PoC sites no Sudão do Sul, espaços que abrigam civis deslocados pela violência e perseguição desde a conflagração do conflito armado em curso, em dezembro de 2013. Tais espaços de proteção têm integrado as estratégias e práticas de proteção avançadas tanto por humanitários quando pela Missão das Nações Unidas no Sudão do Sul (UNMISS) e são tomados como um microcosmo privilegiado para a análise do(s) discurso(s) de proteção, dada a coexistência de diferentes racionalidades de proteção que os caracteriza. Orientada por um arcabouço teórico-conceitual foucaultiano, a dissertação mobiliza os conceitos de poder soberano, governamentalidade e biopolítica desenvolvidos por Michel Foucault e trabalhados por literaturas críticas às operações de paz e ao humanitarismo. Defende-se que as racionalidades de proteção avançadas pelos setores humanitário e de segurança seguem a racionalidade do poder policial, entendido como um conjunto de tecnologias e técnicas quem mantêm a ordem e protegem a vida no nível da população, mas também decidem sobre a suspensão da lei. Apontando para a relação entre proteção, policiamento e excepcionalidade desenvolvida nos PoC sites, tais espaços serão analisados a partir do conceito de campo de Giorgio Agamben: espaços de normalização da excepcionalidade em que a vida nua é governada. / [en] This thesis analyses different approaches to the protection of civilians (PoC) as mobilized by police/military and humanitarian actors in contexts of armed conflict and humanitarian emergencies where a United Nations peacekeeping operation is deployed. Inspired by the strategies of post-structural discourse analysis, the thesis focuses on the PoC sites in South Sudan, which have sheltered civilians fleeing from violence and persecution since armed conflict broke out in that country, in December 2013. These protected sites have been an integral part of protection strategies and practices advanced by both humanitarian actors present in the country and the United Nations Mission in South Sudan (UNMISS) and are taken here as a privileged analytical microcosm for assessing protection discourse(s) due to the colocation of different protection rationales that characterizes those spaces. Grounded on a Foucauldian theoretical-conceptual framework, this work mobilizes the concepts of sovereign power, governmentality and biopolitics developed by Michel Foucault and employed by critical literature on peacekeeping operations and humanitarian action. It is argued in the thesis that the rationales of protection advanced by both the humanitarian and security sectors work according to the rationality of police power, understood as an ensemble of technologies and techniques that maintains order and protects life among populations but also decides on the suspension of law. Pointing to the particular relationship between protection, policing and exceptionality unraveled in the context of PoC sites, these spaces will be treated as Giorgio Agamben s camps: as spaces of normalized exceptionality where bare life is managed.