published_or_final_version / History / Master / Master of Philosophy

This study uses a modified life history approach to gain deeper insights into the lived experiences of three teachers who became mothers while serving in Jamaica. This study was conceptualized as a result of my experiences as a teacher who became a mother. I was desirous of investigating if other teachers who became mothers in Jamaica experienced similar personal and professional transformation as a result of motherhood. The use of a life history approach necessitates an exploration of the wider historical, familial, socio-political, cultural, and economic factors influencing the lived experiences of participants and the meanings they give to their experiences. Dominant themes highlighted in the data include: the ideology that the overarching goal of education in Jamaica is for social mobility and an escape mechanism from poverty. Becoming a mother has resulted in participants taking greater levels of interest in the holistic development of students, rather than only emphasizing their academic development as they did prior to becoming mothers. Participants also developed more empathy for parents and closer collegial relationships when they became mothers. Participants’ relationships with administration were two-fold; on one hand they lobbied for improvements to their working conditions which may have a positive impact on their family life; while on the other hand, they also cared more about self-preservation in order to adequately meet the needs of their families. Motherhood also provided opportunities for participants to become more involved in various social groups in their communities. Various socio-political and economic challenges in Jamaica resulted in participants migrating to a Prairie city with their families. However, living in a multi-cultural society where they are racial minorities has presented its own challenges. Participants are negotiating the notion of home and being outsiders.

Published Article / In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.

No description available.

Thesis (M.A. (History)) --University of Limpopo, 2008 / Refer to document

This project's purpose is to relocate traditional paper-based library content about typographic history to a website, curated as a digital museum. The project process is defined as three distinct parts: 1. Scholarship and research. 2. Model-building and website creation. 3. Deployment, testing and evaluation. To support this, the project included the following sub stages: An informal needs analysis generated by reflection on practice. A survey of contemporary typeface classification systems, type education literature and online resources for typographic study. The building of animated and three-dimensional prototype models. The creation of a database of 100 historically significant typeface designs. The sourcing of samples, references, images and the gathering of reproduction permissions from designers, institutions and foundries whose work features in the database. The writing, editing, design and launch of the website at http://www.100types.com Peer feedback and review. An evaluation study of the website with students at AUT University in Auckland, New Zealand. A series of revisions to the website structure and presentation. The writing up of the research process and findings. I chose this topic as the direct result of my experiences teaching typography at AUT University and other tertiary institutions. The need for graphic design students to demonstrate competencies in typography (as a sub-discipline of graphic design) has always been present, but has been fore grounded over the last two decades; however, a recent PhD thesis on the subject has argued that traditional delivery of print-based typographic knowledge no longer serves undergraduate requirements for today's divergent screen-based media (Yee, 2006, p.11). This has been accompanied by a significant rise in the number of available typefaces (Cahalan, 2004, p.62). Unfortunately the means with which to study them has not kept pace with these developments (Dixon, 2002, p.4).Changes occurring within the type manufacturing industry and the wider field of creative industries during the last two decades have made the historical, background context of typography harder to comprehend from an undergraduate point of view. Students complain that they are under-resourced for information (in their preferred research medium) about the typefaces they must demonstrate care and deliberation in choosing. From experience gained in observing an online-learning pilot scheme in 2005, I elected to develop an online reference resource designed for self-directed research of typographic history as a complement to the existing tuition of typographic applications face-to-face in the classroom. While the project offers a useful example of how practice-led research can augment a teaching situation, and is concerned with the promotion of student-centred and self-directed learning at AUT University, this is not its only objective as a public-access location on the internet. In keeping with the rising philosophy of open content for web-based education resources, a conscious decision was made at the project's inception to host and present the website independently of AUT University and its online learning environment.

This project's purpose is to relocate traditional paper-based library content about typographic history to a website, curated as a digital museum. The project process is defined as three distinct parts: 1. Scholarship and research. 2. Model-building and website creation. 3. Deployment, testing and evaluation. To support this, the project included the following sub stages: An informal needs analysis generated by reflection on practice. A survey of contemporary typeface classification systems, type education literature and online resources for typographic study. The building of animated and three-dimensional prototype models. The creation of a database of 100 historically significant typeface designs. The sourcing of samples, references, images and the gathering of reproduction permissions from designers, institutions and foundries whose work features in the database. The writing, editing, design and launch of the website at http://www.100types.com Peer feedback and review. An evaluation study of the website with students at AUT University in Auckland, New Zealand. A series of revisions to the website structure and presentation. The writing up of the research process and findings. I chose this topic as the direct result of my experiences teaching typography at AUT University and other tertiary institutions. The need for graphic design students to demonstrate competencies in typography (as a sub-discipline of graphic design) has always been present, but has been fore grounded over the last two decades; however, a recent PhD thesis on the subject has argued that traditional delivery of print-based typographic knowledge no longer serves undergraduate requirements for today's divergent screen-based media (Yee, 2006, p.11). This has been accompanied by a significant rise in the number of available typefaces (Cahalan, 2004, p.62). Unfortunately the means with which to study them has not kept pace with these developments (Dixon, 2002, p.4).Changes occurring within the type manufacturing industry and the wider field of creative industries during the last two decades have made the historical, background context of typography harder to comprehend from an undergraduate point of view. Students complain that they are under-resourced for information (in their preferred research medium) about the typefaces they must demonstrate care and deliberation in choosing. From experience gained in observing an online-learning pilot scheme in 2005, I elected to develop an online reference resource designed for self-directed research of typographic history as a complement to the existing tuition of typographic applications face-to-face in the classroom. While the project offers a useful example of how practice-led research can augment a teaching situation, and is concerned with the promotion of student-centred and self-directed learning at AUT University, this is not its only objective as a public-access location on the internet. In keeping with the rising philosophy of open content for web-based education resources, a conscious decision was made at the project's inception to host and present the website independently of AUT University and its online learning environment.

Drawing on developments in the field of family history and studies of families in contemporary settings, the study addresses the question of explaining variations in household patterns. Its empirical basis is a survey of White households in Grahamstown. The surveyed population was broken down in terms of class (occupation) and culture (language) and analyses conducted to determine if there are any statistically significant relationships between these variables and the tendency to reside in particular household structures. The question of 'family ideology' was also addressed as an attempt was made to uncover subjects' views on a variety of family-related issues. On the basis of the research results, a model of the relationship between class, culture and household structure was developed. Its application to a comparison of Black and White household structures in South Africa as well as the United States, is discussed. Finally, attempts at redefining the family are addressed and a new definition of the family proposed.

Abstract The purpose of this research is to describe and comprehend the planning and realization of the Finnish Nurse Education from 1945 to 1957. The historical perspective of Nurse Education is examined from the Health Administration perspective, which utilizes the Intellectual and Administrative history research tradition. The phenomenon of education is studied holistically at macro and micro levels. At macro level the organizing of State Administration and the work of the leading nurses in development analysis is based on various documentation. At micro level the analysis concentrates on research knowledge based on memories of the contemporaries, i.e. experiences and conceptions of teachers and students of Nurse Education. The source materials are interpreted qualitatively. This approach structures the change in foundation and contents of education as well as the general nation-wide educational principles and the sympathies and frailties of human nature of the leading nurses that influenced the education. The research results present the changes in Nurse Education structure and content from 1945 to 1957, and the occurred change. The projecting of Nurse Education was effected by administrative and educational instructions. It was greatly influenced by the so-called Nurse Elite, which adopted an international perspective to nurse education supported by the Rockefeller foundation. The goal-oriented realization of education resulted in increase in theoretical education, concentration on social evaluation and holistic approach in teaching. Practical realizations intensified student guidance and systematic teaching, and also student independence and vocational education were intensified. The results structure research knowledge of Nurse Education, and present the identity of the current Nurse Education and the foundation for further development. / Tiivistelmä Tutkimuksen tarkoituksena on kuvailla ja ymmärtää sairaanhoitajien koulutuksen suunnittelua ja toteutusta Suomessa vuosina 1945 - 1957. Sairaanhoitajien koulutuksen historiankuvaa tarkastellaan terveyshallintotieteen näkökulmasta, jossa hyödynnetään aate- ja tapahtumahistoriallista tutkimusperinnettä. Koulutusta kokonaisuutena tutkitaan makro- ja mikrotasoilla. Makrotasolla analysoidaan erilaisten dokumenttien avulla valtionhallinnon organisointia sekä kehittämistoimintaa johtaneiden sairaanhoitajien työtä. Mikrotasolla analysoidaan aikalaisten muistitiedon avulla tuotettua tietoa eli opettajien ja sairaanhoitajaopiskelijoiden kokemuksia ja käsityksiä koulutuksesta. Lähdeaineiston tulkinnan perustana on aineistojen kvalitatiivinen lukutapa. Lukutapa auttaa ymmärtämään koulutuksen rakenteen ja sisällön muutoksen lisäksi myös koulukseen vaikuttaneiden kasvatusaatteiden ja sairaanhoitajien inhimillisen toiminnan merkitystä. Tutkimustuloksissa kuvaillaan sairaanhoitajien koulutuksen suunnittelua ja toteutusta vuosina 1945 - 1957 sekä siinä tapahtunutta muutosta. Suunnitteluun vaikuttivat sekä valtiohallinnolliset että kasvatusaatteelliset ohjeet. Sairaanhoitajien koulutuksen suunnittelua ohjasi erityisesti niin kutsuttu sairaanhoitajaeliitti, joka omaksui suunnitteluun Rockefeller-säätiön tukemana kansainvälisen ajattelun. Koulutuksen tavoitteellinen toteutus edisti sairaanhoidon opetusta siten, että teoriaopetus lisääntyi, yhteiskunnallinen painotus korostui ja opetuskokonaisuudet kehittyivät. Käytännöllisessä toteutuksessa tehostettiin opiskelijoiden ohjausta ja käytännön järjestelyjä sekä vahvistettiin opiskelijoiden itsenäisyyttä ja syvennettiin ammattikasvatusaatetta. Tutkimustulokset auttavat jäsentämään sairaanhoitajien koulutuksen tietoperustaa. Ne auttavat myös ymmärtämään nykyisen sairaanhoitajakoulutuksen identiteettiä ja ovat perusta sen edelleen kehittämiselle.

Diss. Uppsala : Sveriges lantbruksuniv., 2000. / Även utg. som: Skogs- och lantbrukshistoriska meddelanden ; 23.