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M.A. (Greek) / The aim of this dissertation is to examine the stance of the Greek state and the implementation of the educational model in the last 30 years as far as concerns the great issue of education for the Greeks ofthe Diaspora. This research attempts to create the prerequisites for constructing a new institutional platform that will satisfy the substantial future needs of Greek language education abroad through browsing, gathering, recording and critically approaching of the institutional framework that relates to Greek language education abroad and the work of other researchers who have tackled similar issues. In the theoretical part we look into the institutional framework and the institutions that support Greek language education abroad by critically evaluating the educational model and its goals. In the practical part which refers to the institutional decisions, we explore whether the needs and goals of the educational model of Greek education abroad are covered. We examine the potential of upgrading what is provided by the national centre ofeducational services and the funds spent in that matter. More specifically the structure ofthe dissertation is as following: In the first part we explain basic terminology related to the education of Greeks living abroad, which is used throughout the dissertation. The educational institutions - laws (goals, aims and critical approach of the educational policy), as well as the bodies - forms of Greek language education abroad are presented. Furthermore, we critically examine the functions and responsibilities of the Education Offices abroad and study the bilingual private school SAHETI in South Africa. The second part refers to the implementation of the educational model, the produced results and the cost of Greek language education abroad. More specifically, through critically analyzing the statistics and the numerical data of the study, we examine the students of Greek language education abroad, the education staff, the education departments that exist and their operational costs. Moreover, the process of choosing the teachers to be seconded in countries abroad is seen from a critical angle and the demands-qualifications of teachers which are prerequisites to achieve the goals of the educational model are analyzed. We also make suggestions for institutional renewal, upgrading, as well as changing the way in which the teachers and administrative services abroad are monitored. In the closing part we draw conclusions, make suggestions for renewing the national educational model all the while taking into consideration the social, political and educational developments. The overall aim is to upgrade the quality of the educational services provided abroad.

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

by Wing-hung Tang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 152-169.

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Over 240,000 American students studied abroad in the 2006 - 2007 academic year (Commission on the Abraham Lincoln Study Abroad Fellowship Program, 2005). Despite the large number of students abroad and the breadth of the study-abroad literature (e.g., Dwyer 2004, Anderson, Lawton, Rexeisen, & Hubbard, 2006; Dewey, 2004; Milstein, 2005), there is relatively little work on the psychological ramifications of going abroad. Specifically, few studies investigate issues of identity change in students who study abroad. This dissertation was designed to provide an initial examination of these issues. Three theories of identity were applied to understand identity change in students abroad. Self-categorization theory (Oakes, Haslam, & Turner, 1994), which emphasizes the fluidity of identity and its dependence on social memberships, predicts that students will internalize the culture abroad and become very connected to it. Self-verification theory (Swann, 1997; Swann, Rentfrow, & Guinn, 2002) states that because people's personal identities give their lives coherence, meaning, and continuity, people are highly reluctant to change their personal identities. According to self-verification theory, students abroad will cling to their existing identities and remain connected with people from the country of origin. Identity negotiation theory (Swann & Bosson, in press; Swann, 1987) adopts a moderate position, suggesting that people retain their original identities but, under some conditions, modify them in response to exposure to the host culture. Students spending a semester abroad completed online questionnaires before they left the United States, and three times during the semester abroad. Students changed on several characteristics across the semester abroad. Students abroad changed more than a matched-control group spending the semester at the University of Texas at Austin. Personal characteristics, such as extraversion, agreeableness, and openness to experience, predicted degree of personal change, personal growth, and identification with the host country. Various social behaviors abroad, as well as living with a host family, were correlated with identity change. A model linking each theory with data about various choices of living arrangements, social behaviors, and identity outcomes is presented. / text

This inquiry explores matrilineal autobiographical narratives in the contexts of family stories and memories. This self-study traces the stories of a collective of five women of a common Armenian heritage, who represent various generational, homeland and diasporic portraits and experiences. Carrying the burden of being descendants of genocide survivors, the memories we reconstruct and interpret deal with issues of inherited exile, dispossession, loss, trauma, survival and healing. In exploring these narratives, I engage in self-reflexivity as we construct, re-construct, re-present our narratives and their impact on our constructions and negotiations of self and identity. / I use the family album metaphor as a foundation for my narrative framework and weave together the participants' and my autobiographical reconstructions through the intertwined stories of memory, trauma and displacement. The self-reflexive nature of our multilayered autobiographical narratives reconnects our selves with our pasts. Within a diasporic frame, I use the narratives as interpretive tools to explore the effects of multigenerational diasporic experiences on constructions of identity and agency. / The relationships we develop using face-to-face group conversations, virtual discussions through a Web forum and emails, personal reflexive journals, photo props and collaged images, highlight a dialogic process of imagined possibilities for the transformative power of storying. The autobiographical inquiry bridges voice to self and self to voice. This authoring process is an essential medium to writing ourselves as women. The process also allows us to reclaim our vulnerabilities as sources of inner strength and to embrace this understanding as the locus of writing.

This thesis examines and assesses the Gleichschaltung of the Germandom organizations from 1933 to 1939. The first chapter outlines the Peace Treaties of Versailles, Trianon and St. Germain and their effect upon the increased German minority in Europe. This body of Germans in countries outside Germany, Austria and Switzerland are referred to as the Volksdeutsche. The policies of the Weimar Government towards the German minorities in Europe are then examined. The second chapter outlines the minority policy of the National Socialist Party and various prominent National Socialist leaders. Chapter three outlines the major non-National Socialist and National Socialist Germandom organizations. Particular emphasis is given to the Verein fur Deutschtum im Ausland or the VDA, the Volksdeutscher Rat or the VR, Auslandsorganisation der NSDAP or AO, the Buro Kursell and the Volksdeutsche Mittelstelle or VoMi. Chapters four through six deal with the events that lead to the Gleichschaltung of the Germandom organizations. Although the non-National Socialist Germandom organizations maintained a degree of independence from Nazi influence from 1933 until 2 July 1938, there was never any doubt that eventually the National Socialist Germandom organizations would gain ascendancy over them. In late 1936, the National Socialist Germandom organizations began to achieve lasting power and influence. By 1938, the non-National Socialist Germandom organizations were virtually impotent. The Gleichschaltung of the Germandom organizations, therefore, mirrors the Gleichschaltung that occurred on all levels of society in Germany following Adolf Hitler's appointment as Chancellor on 30 January 1933.