Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 237-246). Also available on the Internet.

Thesis (M.A.B.S.)--Multnomah Biblical Seminary, 2008. / Includes bibliographical references (leaves 69-73).

Thesis (M.A.B.S.)--Multnomah Biblical Seminary, 2008. / Includes bibliographical references (leaves 69-73).

Thesis (M.A.)--Michigan State University. Dept. of Sociology, 1976. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 107-109.

Thesis (M. Div.)--Talbot School of Theology, Biola University, 1986. / Includes bibliographical references (leaves 79-82).

No description available.

This autoethnographic study was inspired by my own lived experiences with mathematics and mathematics education as a Black female. My study uses my voice to share my own history and my experiences of mathematics education. It was first inspired by my mother and later by my primary and secondary school teachers. My autoethnography is situated within the South African context of continued unequal education provisioning along economic and racial lines. My autoethnography takes cognisance of my own context of being born a Black woman in a South African Black township. Therefore, Black feminist theory was deemed a relevant theory for the study. I personally conducted this study in order to tell my story to others who might find themselves in similar situations. The study is approached from a qualitative perspective and uses autoethnography as the methodology. My mother, father, peers, and primary and secondary school teachers are used as the contributors in this study. I have made use of self-interview, personal memory, archival records and critical conversations to collect data. Through my autoethnography, I hope to fill the gap in the underrepresentation of Black females in mathematics. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

Bibliography: leaves 91-107. / Commencing with an abbreviated herstorical review of the various strands that comprise feminism's rich tapestry, this study proceeds with an enquiry into the postmodern feminist challenge against patriarchal ideological extravagances that have valorized Enlightenment significations of knowledge. Building on the postmodern feminist insight, that the discourses that constitute women as deficit Other permeate every aspect of the social configuration, language as a social and cultural construct is examined with a view to ascertaining the extent to which it has aided and abetted in the definition, deprecation and exclusion of women and our realities in a male supremacist society. In surveying the sexual/textual pedagogic terrain, the study proceeds from the premise that texts as cultural artifacts are crucial in the transmission of cultural attitudes, values, and the construction of gendered identities. Exploring the Communication, Literacy and Language component of the Outcomes-Based Learning document, and the interim core English second language syllabus, currently at the centre of educational debate, the study attempts to show that despite the documents' rhetoric to promote gender sensitivity and inclusivity, their allegiance to androcentric multilingual and multicultural concerns entrench phallogocentric binarism, thus making them complicit in furthering patriarchal ideology. The study concludes with a few recommendations for further research in the area of feminist pedagogy.

No description available.

Sverige framställs ofta som ledande inom jämställdhet. Trots detta verkar steget från att tala om jämställdhet till att tala om feminism göra stor skillnad. Tidigare studier visar på att jämställdhet framställs som något självklart, men att jobba aktivistiskt eller benämna sig som feminist – det väcker starkt motstånd från många håll. Syftet med denna studie är att undersöka hur man inom en kvinnorättsorganisation talar om motstånd. Undersökningen består av intervjumaterial från sex stycken jouraktiva kvinnor, vilket sedan har analyserats med hjälp av diskursanalys. I analysen framkom att motstånd beskrivs som något ständigt närvarande och som kan ta sig i uttryck på många olika sätt. Det handlar både om ett vardagligt motstånd och ett mer hotfullt motstånd. Det hotfulla är inte lika förekommande, men väldigt påtagligt. Följderna av motstånd handlar om att intervjupersonerna begränsas på olika sätt. De framhåller att ifall de inte hade haft trygga frizoner såsom jouren hade det varit svårt att kalla sig feminist på grund av allt motstånd man möter. Det talas även om vilka motståndarna är, men det fanns ingen riktigt konsensus kring en exakt definition. Intervjupersonerna var dock överens om att det främst handlar om män som visar motstånd.