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Abstract The purpose of this research is to examine if female interests have been included in different levels of water governance in Cuamba municipality, Mozambique in order to understand if gender equality and women empowerment is being addressed at the grassroots level. In Sub-Saharan Africa women generally have the responsibility of fetching water and are therefore directly affected by the quality and accessibility of water and sanitation services. Though gender mainstreaming and policies addressing gender equality has been adopted in Mozambique, the actual difference that these measures have made to the lives of women in Mozambique is questionable.  A qualitative single case study has been conducted, by interviewing government institutions, the private sector and civil society actors at district and municipality level in Cuamba. The findings reveal that it is the municipality government, FIPAG and the traditional leaders that are the main actors with the power over the distribution of water in Cuamba and through a joint effort the water situation has improved a lot in recent years. The interest in water among women was mainly focused to having a water source while the main interests among men was to have a shorter distance as well as shorter queues to the water source. An abductive method of the analytical framework consisting of four dimensions of water governance and rethinking em(power)ment, gender and development has been used to guide the analysis of the findings in a more comprehensive manner thus investigating the power structures in each dimension of water governance with a focus on women empowerment. The result indicates that women living in the urban areas were more empowered in all notions of power due to better access to information and education thus giving them more time and individual knowledge to collectively and individually demand power over the distribution of water. Due to lack of empowerment among women living in the rural areas, these women demanded less regarding the distribution of water and had less individual understanding of water governance. Furthermore the interests among women living in the rural areas were mostly included in the decision-making processes as it generally concerned having access to a clean water source. As the women in the urban areas demanded more and had more interests in water governance it became clear that the female interests in the urban areas were not included in decision-making. By including more women in decision-making bodies in water governance and putting more emphasis on education for women these issues could be addressed.

As Galileo peered through a lens to see the twinkle of the Jovian moons, and Antonie Van Leeuwenhoek did the same to study the tremulous basis of all life, so the fabric of threads we weave across time and space – the vast net of relations that bind and separate us – is visible only through a lens. Footprints in the snow and the weathered stone steps of buildings hint at the shape of these threads, but the coming of spring and the hardness of stone limit our observations. The Global Positioning System (GPS) now provides us a lens to see the path that individuals, families, and communities take in space-time -- their worldlines. When millions of GPS signatures are collected from hundreds of individuals, heritable patterns emerge that embody particular individual’s ideas and practices, as well as those of the society and the environment in which they operate. Besides providing a tool to test assumptions about how space is used, I argue in this thesis that by allowing us to glimpse a terra incognita, mapping worldlines also provides a unique perspective on our spatial relationship to one another.

The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).

As Galileo peered through a lens to see the twinkle of the Jovian moons, and Antonie Van Leeuwenhoek did the same to study the tremulous basis of all life, so the fabric of threads we weave across time and space – the vast net of relations that bind and separate us – is visible only through a lens. Footprints in the snow and the weathered stone steps of buildings hint at the shape of these threads, but the coming of spring and the hardness of stone limit our observations. The Global Positioning System (GPS) now provides us a lens to see the path that individuals, families, and communities take in space-time -- their worldlines. When millions of GPS signatures are collected from hundreds of individuals, heritable patterns emerge that embody particular individual’s ideas and practices, as well as those of the society and the environment in which they operate. Besides providing a tool to test assumptions about how space is used, I argue in this thesis that by allowing us to glimpse a terra incognita, mapping worldlines also provides a unique perspective on our spatial relationship to one another.