Despite the emergence of narrative and humanistic anthropological perspectives on thriving indigenous textile technologies, indigo dyed textile products are often read as homogenous products, devoid of Yoruba women-dyers' symbolic narratives. This ethnographic research on indigo textile dyeing in Osogbo examines the relationship between textile production and ritual by focusing on how indigenous peoples are stimulated to create what they make and the textile makers' unit of expression. A key argument throughout the thesis is that the dyeing act is a ritual performance by women dyers in Osogbo a re-enacted symbolic performance of the formation and evolution of human sociality and the socialization of human beings. It is also a symbolic representation of motherhood (parenthood when it comes to the societal level) a process of inscribing the kadara (destiny) of a child and the development of iwa (character) and ewa (beauty) to be an omoluabi (good and cultured child) in Yoruba ontology. The thesis also explores alkaline water production processes as part of the indigenous indigo textile dyeing processes and the use of adire textile for communication in Osogbo the notions of colour and colour symbolism and the use of texts, proverbs and images on dyed textiles as communicative tools specifically to show the transformatory nature of rituals in indigo textile dyeing. / Thesis (DPhil)--University of Pretoria, 2017. / Anthropology and Archaeology / DPhil / Unrestricted

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It is the purpose of this study to make an examination of critical comment on humanistic philosophy, and, thereby, get a response that will answer some of the questions which arise in the minds of those who are made conscious of intellectual wonder or curiosity within themselves.

鄧耀南. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻. / Deng Yaonan. / Chapter 第一章： --- 引言 / Chapter 1.1 --- 硏究背景 / Chapter 1.2 --- 硏究目的 / Chapter 1.3 --- 硏究問題 / Chapter 1.4 --- 研究的重要性 / Chapter 1.5 --- 名詞詮釋 / Chapter 第二章： --- 文獻探討 / Chapter 2.1 --- 引言 / Chapter 2.2 --- 課程革新理論在觀點上的轉移 / Chapter 2.3 --- 影響實施過程的因素和論題 / Chapter 2.4 --- 課程實施的五個層面和八個層次 / Chapter 2.5 --- 從高補通識敎育科作爲課程革新的實施裡，對中央課程機構及變革驅 動者的初論 / Chapter 第三章： --- 高補通識敎育科成爲課程革新的背景及其性質 / Chapter 3.1 --- 引言 / Chapter 3.2 --- 通識敎育科誕生背景 / Chapter 3.3 --- 中六敎育的發展和檢討 / Chapter 3.4 --- 中六敎育：擴闊課程的需要 / Chapter 3.5 --- 通識敎育科的性質及其被醞釀的情景脈絡 / Chapter 第四章： --- 硏究設計 / Chapter 4.1 --- 引言 / Chapter 4.2 --- 硏究程序 / Chapter 4.3 --- 研究方法上的特徵 / Chapter 4.4 --- 一些硏究方法上的問題 / Chapter 第五章： --- 通識敎育科的實施槪況 / Chapter 5.1 --- 被硏究學校簡介 / Chapter 5.2 --- 通識敎育科是如何被採納的呢？ / Chapter 5.3 --- 被硏究學校如何決定所開設的單元 / Chapter 5.4 --- 開設通識敎育科的成本:敎師工作量 / Chapter 5.5 --- 對問題探究敎學法的實施槪況 / Chapter 5.6 --- 敎師和校長對通識敎育科的認同情況和投入程度 / Chapter 5.7 --- 硏習通識敎育科時所選用的語言 / Chapter 5.8 --- 考試和評核 / Chapter 5.9 --- 學生的興趣和意願 / Chapter 5.10 --- 通識敎育科的課程實施層次 / Chapter 5.11 --- 通識敎育科課程實施的五個層面 / Chapter 5.12 --- 總結 / Chapter 第六章： --- 影響課程實施的因素 / Chapter 6.1 --- 通識敎育科作爲課程革新的特質和設計上的弱點 / Chapter 6.2 --- 通識敎育科在推行變革策略上的問題 / Chapter 6.3 --- 學校在脈絡上特徵 / Chapter 6.4 --- 外在因素的影響 / Chapter 6.5 --- 總結 / Chapter 第七章： --- 總結和建議 / Chapter 7.1 --- 引言 / Chapter 7.2 --- 課程革新在實施策略上的改善 / Chapter 7.3 --- 課程改革措施包括研究、發展、傳播和評鑑 / Chapter 7.4 --- 對學校的支援 / Chapter 7.5 --- 敎職員培訓的初議 / Chapter 7.6 --- 校長的角色：從守門員到敎學式領導，再到協作式領導 / Chapter 7.7 --- 通識敎育科的推行不應由中六階段開始 / Chapter 7.8 --- 公開考試的配合：回洗效應的積極意義 / Chapter 7.9 --- 大學在收取新生職上的配合和確認 / Chapter 7.10 --- 成立通識敎育科學會 / Chapter 7.11 --- 總結

This study aims to evaluate a Scandinavian approach to outdoor learning, which is used in the UK. The approach, known as ‘Forest School’ involves children and young people spending regular time in natural woodland working on practical projects. Forest School promotes a child-led ethos, so children are encouraged to choose their own activities (Forest School Association, 2013). A Realist Synthesis (Pawson, 2006) was undertaken to develop an understanding of how Forest School works, according to existing research. Features of the context, change mechanisms and outcomes were abstracted to form a set of hypotheses. In line with a Realistic Evaluation (Pawson and Tilley, 1997), these hypotheses were tested through a case study of Forest School involving 14-16 year old pupils with special educational needs (SEN). Drawing on interview, observation, questionnaire and documentary evidence, the initial programme specification was refined through thematic analysis (Braun and Clarke, 2006) to create programme specification 2. Participants checked this in a Realist Interview (Pawson and Tilley, 1997) and a final programme specification was produced. The final programme specification presents findings through context + mechanism = outcome configurations. The study extends existing research by finding that Forest School can support confidence, social skills, language and communication, motivation and concentration, physical skills, knowledge and understanding of the world and emotional well-being and behaviour in young people aged 14-16 with SEN. The study further indicates that Forest School works differently for different pupils, depending on their individual characteristics. Strategies for best practice were illuminated which may be useful to other Forest School practitioners, such as a high level of adult practical skills. The evaluation has implications for professionals working with young people as it highlights how Forest School can promote positive outcomes for some young people aged 14-16 with SEN.

The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail. This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered.

This thesis investigates the influence of regional culture on young people's decision making when considering post-sixteen educational choices and directions from school. The data is provided by life story interviews with young people - aged eighteen to twenty years, 'born and bred' in Lincolnshire - who have followed four pathways from compulsory education. Within the context of Lincolnshire the influence of rurality is a major element of regional culture and figures in much of the discussion and analysis. The work of Pierre Bourdieu in defining culture through field and habitus is used as a theoretical perspective in the data analysis and conclusions. The research highlights the continued importance of family and community habitus in the decision-making processes of young people. The interviews are used to consider the relative field positions important in defining individuals' post-sixteen pathways. The nature of rurality as a social construct rather than simply a reflection of physical geography is discussed and conclusions offered as to its possible effect on preferred post-sixteen pathways. The relative importance given to physical and social characteristics of rurality is used to construct a series of cultural indicators for rural communities. The data would support the conclusion that new initiatives designed to increase participation rates in post-sixteen education are having some effect, but only among those young people predisposed through family habitus to continuing education. Those young people whose family habitus most closely coincides with pedagogic authority are most likely to operate comfortably within the educational habitus and hence continue with formal education beyond sixteen. The thesis suggests the real differences in habitus between urban and rural communities requires a shift in the policy debate if rural people are to participate fully in the notion of lifelong learning. NB. This ethesis has been created by scanning the typescript original and contains some inaccuracies. In case of difficulty, please refer to the original text.

The education system in England has long been characterised by a distinct separation between academic or vocational pathways in the post-16 phase. Until recent policy changes this division coincided with the point at which compulsory education ended and mathematics became an optional subject for many students. Those who failed to attain the widely accepted minimum standard of a grade C in GCSE mathematics, however, were often strongly encouraged to undertake a course to improve their mathematical knowledge and skills. This study focusses aged 16-19 and examines the learning experience of those who take a functional mathematics course alongside their vocational programme, as either a recommended option or a requirement of internal college policy. Research regarding the learning of mathematics for these students within the context of Further Education is limited. The study adopts a holistic view of the situation to explore the main factors that influence the student experience, with an emphasis on gaining insight and understanding of students’ perceptions of their learning situation. Using a grounded theory approach with multiple methods, the research includes a series of case studies of seventeen student groups across three Further Education colleges, from which within-case and cross-cases themes are identified. The research findings show how the student experience of functional mathematics is affected by a complex network of inter-linking factors associated with both the organisation and the individual. Although organisational factors such as policies and systems sometimes place constraints on opportunities, social and cultural influences shape student values and perceptions of functional mathematics. There is strong influence from individual teachers through differing interpretations of the curriculum and pedagogical approaches but social structures and relationships within the classroom are also important to students. In addition, the legacy of students’ prior experiences of learning mathematics has an effect on attitudes and emotions, despite the separation of space and time, indicating the significance of both cognitive and affective factors in this interaction of multiple influences. Many students approach functional mathematics in college with prior experiences of disaffection and low attainment but the study shows how attitudes and understanding are transformed for some students within the college environment. Fundamental to these changes is the functional curriculum which, based on the application of mathematics rather than knowledge-acquisition, facilitates teaching approaches that present a new image of mathematics as a useful ‘tool for life’. Using materials such as contextualised tasks to make meaningful links to student lives increases awareness of the relevance of mathematics, leading to greater engagement and understanding. In the transition from school to college there is a marked discontinuity of curriculum and environment, accompanied by value-changes indicating a stronger orientation towards adult life and vocational employment. Students respond positively to functional mathematics lessons where these values are embraced. Academic-vocational divisions, such as differences in values, culture, curriculum and approaches to learning, are evident at multiple levels in colleges and these produce tensions in the student experience of functional mathematics. Some effective bridging is achieved through appropriate classroom practices but coherence requires a multi-level embedded approach involving college structures and departmental policies rather than simply the actions of individual teachers. The research findings suggest that reversing trends of disaffection and failure with mathematics amongst students can be achieved in post-16 education but this is dependent on changes within the curriculum and learning situation. In the light of recent policy changes in England that will increase the numbers of post-16 students taking a mathematics course and the prioritisation of GCSE mathematics over alternative curricula, this study has much to contribute to understanding students’ perceptions of mathematics and the factors that influence their learning experience.

This study investigated the outcomes and practice of Therapeutic Horseback Riding (THR) for children aged 9 to 12 diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD). The study was carried out in order to gain new insights in the learning and growth processes facilitated by Therapeutic Horseback Riding (THR) and to improve practice. Two learning and growth processes were identified and investigated: establishing a therapeutic vision and infusing it into the therapeutic plan and facilitating the transfer of newly learned or improved skills and learning strategies from the riding learning environment to parallel learning environments such as the client’s school and home. The research also explored ways to amplify levels of skill acquired during THR sessions and to support the transformation process experienced by THR clients. A pilot exploratory survey was conducted among THR practitioners and participating parents. In depth interviews and observations were conducted. A multiple case study paradigm was selected for the purpose of the study. In depth interviews were conducted with children diagnosed with ADHD, parents, and teachers. In addition, relevant documents were examined. A THR manual for practitioners was developed to support and inform learning partnerships between school (teachers), THR practitioners (THRPs) and children and their family, in order to standardise THR practice. The findings of this research showed that the THR practitioners (THRPs) should facilitate the acquisition and transfer of skills and strategies learned during THR sessions to other environments, such as family and school, in order to improve the quality of life of children diagnosed having ADHD. The Knowing Therapeutic Horseback Riding (KTR) model of THR practice emerged and was shown to be effective in promoting a learning and growth partnership between school, THR practitioner, client and his family. The KTR model calls for the nurturing of this partnership in order to support the learned skills and amplify them.

A research report submitted to the Faculty of Humanities University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Drama Therapy), 2017 / The main intention of this paper is to share my experiences and discoveries explored through a theatre-making qualitative research process. In this manner, I created and directed my own autobiographical play as a means of revisiting and working through specific traumatic events in my past. The aim is to share how this helped heal the wounds of the past. In this paper, I have included my personal encounters, my observations and my reflections how Therapeutic Theatre and theatre-making methodologies were used in creating, in rehearsing and in the performance of the play to facilitate the healing of my traumatic past. The play, entitled Home Is Where Pap En Vleis Is, deals with a specific event believed to be the source of the trauma I have been dealing with. I used the play as a vehicle to journey into a dark forest to face my demons. As in Psychodrama, or in Robert Landy’s Role Method, the actor who played me took an auxiliary role while I, as the director, took the role of the helper. Together, we journeyed into the dark forest of my psyche to meet the ghosts needing to be laid to rest. Apart from seeking healing, as a training Drama Therapist, I also wanted to learn about the transformative potential of Therapeutic Theatre. As in the mythological Gilgamesh’s quest (Booker 2004:72) or as in the hero’s journey (Campbell 1968: 227), I wanted to come back with the boon. I needed to collect the “valuable prize”, by contributing to the development of Therapeutic Theatre in the South African context. Sharing the play with the audience was also a way of journeying with the larger community. / XL2018