Thesis (doctoral)--Universität München.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Leaf v is blank. Typescript. Includes bibliographical references (leaves 143-149). Also available on the Internet.

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Thesis (doctoral)--Univ. Kiel, 2008. / Includes bibliographical references (p. 149-178)

Thesis (Ph. D.)--Saint Louis University, 1996. / Includes vita and abstract. Includes bibliographical references (leaves 130-132).

Thesis (Ph. D.)--Saint Louis University, 1996. / Includes vita and abstract. Includes bibliographical references (leaves 130-132).

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 141-153). Also available in electronic version.

The objective of this study was to investigate educators’ understanding of the right to human dignity within a school context. A sample of principals, deputy principals, senior teachers, HODs and educators from four different schools in one Education District in Mpumalanga Province, South Africa participated in this study. The study was motivated by the increasing number of cases that have been reported on the infringement of the learners’ right to human dignity which includes rape, sexual abuse, harassment, bullying and assault of learners in South African schools. A qualitative case study was conducted using interviews and document analysis to gather data. The conceptual framework was based on the interpretation and implementation of the right to human dignity. The study provided insight into what educators think of the the concept of human dignity and what they do or fail do regarding the promotion and protection of the right. Most participants perceived the right to human dignity as a basic right and related it to integrity and respect. However, there were also misconceptions about the concept. Some educators lacked an understanding of the right to dignity which had negative consequences on their classroom practice. This gave rise to infringements and violations of the right to human dignity of the learners as reported in this study. Name-calling, ridiculing and degrading of learners and character assassination were common experiences. The findings of this study also revealed a lack of clear guideline for educators to use in the promotion and protection of the right to human dignity. The findings indicate the necessity to conduct more school-based research on human rights that will open dialogue on how to integrate rights in teaching and learning activities. Educators do not seem to know how to interact with the learners in positive and constructive ways in their schools within the confines of the Constitution. This study supports the findings of Serame and others which call for a culture of humanity and accountability in South African schools. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

Thesis (LL. M.)--University of Toronto, 2005. / Cover title. Includes bibliographical references.